{"1": {"fulltext": "mumam\\nBEST METHODS\\nOF TEACHING IN\\nCOUNTRY SCHOOLS\\nG. DALLAS LIND", "height": "3674", "width": "2325", "jp2-path": "bestmethodsoftea00lind_0001.jp2"}, "2": {"fulltext": "LIBRARY OF CONGRESS.\\nCliap Copyright No..\\nSlielf\u00e2\u0080\u009e_iLr^-_.\\nUNHTED STATES OF AMERICA.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0002.jp2"}, "3": {"fulltext": "", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0003.jp2"}, "4": {"fulltext": "", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0004.jp2"}, "5": {"fulltext": "Psycbology a$ an na in Ceacbina\\nf^V ^^V f^V\\nThat scientific teaching is impossible without a\\nknowledge of Psychology is no longer a debated\\nquestion. But there is an important question in this\\nconnection which has not yet been answered WHAT\\nBOOK shall the hundreds of thousands of earnest\\nteachers study W ho have not had the advantages of a\\ncollege training?\\n1. Do they need a book which they can understand\\na book whose apt illustrations bring abstract truths\\nwithin the range of universal comprehension\\n2. Do they need a book which makes it clear that\\nthere are questions which it does not attempt to\\nanswer, questions that no elementary text-book can\\nhope to answer, and which will thus stimulate them to\\nfurther study and further investigation\\n3. Do they need a book which is constantly raising\\nquestions about their minds and the minds of their\\npupils a book which will make them students of their\\nown minds and the minds of their pupils in spite of\\nthemselves?\\n4. Do they need a book which is itself from beginning\\nto end a perfect sample of the inductive method of\\nteaching, beginning with the simple and the known\\nand going to the complex and unknown\\n5 Do they need a book which thousands of teachers\\nhave declared was the first to interest them in the\\nstudy of mind?\\nIf so there is one book that will fully satisfy their\\nneeds. That book is Gordy s New Psychology.\\nIf you wish to see for yourself whether it possesses\\nall of these characteristics send for a copy. It will cost\\nyou nothing if you do not like it. If you wish to keep\\nit the price is $1.25.\\nHINDS NOBLE\\n4^J3-J4 Cooper Institute New York OtY", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0005.jp2"}, "6": {"fulltext": "mistakes m Ceachiitd\\nHow to correct them. No book has ever\\nbeen published containing more helpful sug-\\ngestions to teachers than the Preston\\nPapers by Miss Preston s assistant. Our\\nprice to teachers is 80 cents regular price\\n$1.00). No money need be sent until you\\nhave received the book and approved of it.\\nAmong the topics discussed are\\nHow to Preserve Order in the School-Room.\\nHow to Secure and Retain Attention.\\nHow to Manage Unruly Pupils.\\nShould a Pupil Ever Be Punished?\\nIs Prize Giving a Good Plan?\\nHow to Prevent Whispering.\\nHow to Teach Manners.\\nA Cure for Laziness and Selfishness.\\nHow to Conduct a Recitation.\\nHow to Teach Geography and History.\\nHow to Teach Arithmetic and English Grammar.\\nHow to Teach Penmanship and Physiology.\\nHow to Teach Spelling and Reading.\\nHow toConduct Examinations and Review Work.\\nNature Work and Manual Training.\\nWe want to place a copy in the hands of\\nevery one who is engaged in teaching or\\nis intending to teach, particularly Normal\\nStudents. We desire to introduce it into\\nevery Teachers Reading Circle. After read-\\ning the book, you will want to help us. May\\nwe send you a sam ple copy on approval\\nHINDS NOBLE, Publishers,\\n4.5.13. 14 Cooper Institute New York City;\\nm", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0006.jp2"}, "7": {"fulltext": "BEST\\nMethods of Teaching\\nIN\\nCOUNTRY SCHOOLS\\nBY\\nG. DALLAS LIND\\nREVISED AND ENLARGED\\nTHE AUTHOR OF PRESTON PAPERS\\nCOPYRIGHT, 1S79, BY J. E. SHERRILL\\nCOPYRIGHT, 1S99, BY HINDS NOBLE\\nHINDS NOBLE, Publishers\\n4-5-6-1 2-13-1 4 Cooper Institute, New York City\\nSchool Books of All Ptiblishers at One Store", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0007.jp2"}, "8": {"fulltext": "TWO COPIES RECEIVED, 7\\nLibrary of Congre\u00c2\u00ab%\\nOffice f the\\nJAN 25 1900\\nReglsttr of Copyrlg!it\u00c2\u00ab,\\n51575\\nOf Interest To You\\nWe have a more thoroughly per-\\nfected system and better facilities for\\nfurnishing promptly books of all pub-\\nlishers than any other house in the\\ncountry.\\nOur business is divided into de-\\npartments, each under a superintend-\\nent, so that every detail is carefully\\nlooked after.\\nWe deal only in School and College\\nbooks, of which we carry an immense\\nstock. We are able to supply at re-\\nduced prices any schoolbook published.\\nWe issue a complete catalogue of\\nthese books, with a classified index.\\nSend for one.\\nHINDS NOBLE\\n4.-5-13-14 Cooper Institute, New York City\\nStCJNU COPY,", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0008.jp2"}, "9": {"fulltext": "PREFACE\\nThis book was written for country teachers, by a\\ncountry teacher, and though doubtless possessing im-\\nperfections, the author hopes that by a careful perusal\\nof its contents the reader may learn many things which\\nhe has learned in the school of experience, that dearest\\nof teachers.\\nCaptious critics may find much to worry over, but\\nthe writer can assure them that they will not find any-\\nthing which he has not worried over before them.\\nA strictly logical arrangement of the subject has not\\nbeen attempted. It was thought that a familiar con-\\nversational style was better adapted to the purpose in\\nhand.\\nIt will be observed that frequent references are\\nmade from one part of the book to another. This was\\ndone to avoid repetition, and it is hoped the reader will\\nfollow them out. G. Dallas Lind.\\nPREFACE TO THE NEW EDITION\\nThe book has been thoroughly revised by the author\\nof Mistakes in Teaching (Preston Papers). New\\nchapters on the best methods of teaching Literature,\\nPenmanship and Manual Work have been added.\\nThe publishers feel confident that the new edition,\\nprinted from brand new electrotype plates, will be of\\ninestimable value to the ambitious country school\\nteacher who is earnestly striving to raise the standard\\nof her school.\\nNew Yurk, January i, 1900.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0009.jp2"}, "10": {"fulltext": "For Teachers and Siudents\\nCe$$on$ Outlined\\nU. S. History^ Geography^ English Grammar\\nPhysiology and Arith??ietic\\nBy G. Dallas Lind\\nAuthor of Best Methods of Teaching in Countrv\\nSchools\\nCloih, 224 pages. 200 Lessojis. Regular prlCL\\\\ $i.2j\\nTo Teachers, $1.00)\\nA Specimen Outline Lesson in U. S. History\\nOutline Lesson LVII\\nMcKinlev s Administration\\nThe peace we have ivon ?s not a selfish trure 0/ arvis^\\nbut one whose conditions p7-esage gojci to hiiuta nity.\\nExplosion of the Maine\\nSpanish- Ajuerican War\\nDewey at Manila\\nSampson Bombards San Juan\\nSinking of the Merrimac\\nSchley Destroys Cervera s Fleet\\nStamp Tax\\nBattles of El Caney and San Juan Hill\\nPonce Surrenders to General Miles\\nManila Captured\\nAnnexation of Hawaii\\nTreaty of Peace Signed at Paris\\nPeace Conference at the Hague\\nWar with the Philippine Insurgents\\nSee Montgomery s, McMaster s, Lee s or any other recent\\nHistory 0/ the United States.\\nHave your pupils write a brief account of the\\nSpanish-American War.\\nHINDS NOBLE, S New York City", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0010.jp2"}, "11": {"fulltext": "TABLE OF CONTENTS\\nSCHOOL MANAGEMENT\\nThe Teacher\\nI. Moral Qualifications\\nII. Mental Qualifications\\nIII. Physical Qualifications\\nIV. Scientific and Literary Qualifications\\nV. The Spirit of the Teacher\\nVI. Personal Habits\\nVll. In Relation to Patrons\\nVIII. In Relation to Society\\nIX. In Relation to the Profession\\nThe School\\nI. Preliminary Work\\nII. Organizing\\nIII. Conducting Recitations\\nIV. Government\\nThe School House\\nI. School Architecture\\nII. Apparatus\\nIII. Ventilation\\nI\\n3\\n7\\nID\\ni6\\ni8\\n20\\n24\\n25\\n27\\n31\\n33\\n38\\n49\\n56\\n58\\nMETHODS OF TEACHING\\nReading\\nLiterature\\n62\\n85", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0011.jp2"}, "12": {"fulltext": "VI\\nTABLE OF CONTENTS\\nSpelling and Defining\\nPenmanship\\nArithmetic\\nEnglish Grammar\\nHistory\\nGeography\\nAnatomy, Physiology and Hygiene\\nAlgebra and the Higher Mathematics\\nThe Natural Sciences o\\nManual, or Constructive Work\\nMorals and Manners\\nModel Recitations\\nMiscellaneous\\nHints and Helps for the Teacher\\nPAGE\\n90\\nlOI\\nno\\n127\\n142\\n148\\n162\\n168\\n171\\n180\\n182\\n196\\n212\\n227", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0012.jp2"}, "13": {"fulltext": "BEST METHODS OF TEACHING\\nIN COUNTRY SCHOOLS\\nSCHOOL MANAGEMENT\\nTHE TEACHER\\nL MORAL QUALIFICATIONS\\nAll men, even the most vicious, will admit that he\\nwho is immoral should not be placed in the position of\\nteacher of ycuth. Popular opinion says that teachers\\nshould have a good moral character, and all certificates\\nrequire it; but how often, alas, is there a failure in\\ncarrying out this provision in practice! A man may\\nbe a very immoral man and yet find no trouble in\\ngetting some one or more persons to certify to his\\nmoral character. The law can not reach this matter,\\nexcept in cases of outbreaking immorality. It rests,\\nthen, with the teacher himself and with his conscience.\\nAsk yourself, young man, if you are a fit person to\\nenter that sacred temple. Pause and purify yourself\\non the threshold. Remember, that you carry about\\nyou a moral or an immoral atmosphere, according to the\\ncondition of the soul within; and that the innocent\\nyouth must imbibe that atmosphere, be it healthful or\\nI", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0013.jp2"}, "14": {"fulltext": "2 BEST METHODS OF TEACHING\\npoisonous. It is impossible for anyone to be a success-\\nful hypocrite. He may be morally rotten at heart, and\\nattempt to make an outward show of morality, for the\\npurpose of obtaining and holding his position as\\nteacher; but youth is not so easily deceived, and\\nmoral instruction will have but little weight coming\\nfrom such a man. The inward character of a man will\\ncrop out, in spite of himself. In his teaching, in his\\ngovernment, in his conversation, in the family, or on\\nthe play ground, the character of the teacher will\\nexhibit itself, perhaps unconsciously to him but plainly\\nto others. Says Dr. Holland: The mind that has\\nbecome a treasure house of truth and beauty speaks a\\nworld into existence, with every utterance.\\nWe give what we have received that which is in us\\nwill out of us. Expression is the necessity of\\npossession. If the teacher s heart is a treasure\\nhouse of truth and beauty it will overflow, exerting\\nan ennobling influence on all who may come near it.\\nOn the other hand, if it is a whited sepulcher, filled\\nwith dead men s bones and all uncleanness, it will\\npollute all who have to deal with it.\\nThe teacher must be not only a moral but a religious\\nman, not of that kind which loves to display to con-\\ngregations wide, devotions, every grace except the\\nheart, but one who loves God and his fellow man, and\\nobeys the golden rule, not from policy but as the deep\\nseated conviction of his soul.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0014.jp2"}, "15": {"fulltext": "IN COUNTRY SCHOOLS 3\\nII. MENTAL QUALIFICATIONS\\nThe teacher may be a truly moral and rehgious man\\nand yet be entirely incompetent. He must have\\ncertain mental qualifications. I will simply hint at a\\nfew things by which the teacher may measure himself:\\n1. He should have a cheerful and hopeful disposition.\\nThe school-room is no place tor a gloomy, sour,\\ndespondent nature. Children and youth are naturally\\nbuoyant and hopeful but their impressible natures may\\nbe easily warped by constant contact with a morose\\ndisposition.\\n2. He should he kind and benevolent No human\\nheart is proof against the power ot kindness. Even\\nbrute nature may be greatly impressed by it.\\n3. He should be open, frank and unsuspicious\\nThese are noble quahties, but I would not be mis-\\nunderstood here. I do not mean that a teacher should\\nbe so unsuspicious that he will consider all children as\\nborn angels, who can do no harm. Children sometimes\\nneed watching; but the teacher who acts as a detective\\nor spy, and who constantly exhibits their disposition,\\nshould have no place in the school-room. He should\\nalso remember that there is a spark of honor m every\\nbreast; and that that sentiment should be appealed to\\nand trusted in, if he would attain control over vicious\\ndispositions. He should always be ready to confess\\nhimself in the wrong, when he sees that he has made a\\nTni stalce\\n4. He should have a love of the work. This implies", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0015.jp2"}, "16": {"fulltext": "4 BEST METHODS OF TEACHING\\na love for children. He who has not the faculty of\\nphiloprogenitiveness well developed should not choose\\nthe profession of teacher. He must have a love for the\\nprofession or he can not take a deep interest in it. He\\ncan have little control of children unless he can\\nsympathize with them and he can not sympathize with\\nthem unless he loves them. He should have this love\\nsufficiently strong to be able to encourage their efforts\\nand to bear with their shortcomings, to feel for their\\nsorrows, to lift up the despondent, to bring out the\\ntimid, to hold in check the bold, to conquer the\\nobstinate, and in general to throw his whole soul into\\nthe work of improving their physical, mental and moral\\ncondition.\\n5. He should be cojiscieniiotis. This faculty leads a\\nman to do right because it is right; to shun the wrong\\nbecause it is wrong. He must feel that it is his duty\\nto teach well, and to feel conscience-smitten if he leaves\\nundone what he might have done for the benefit of\\nthose under his care. Without this feeling no one can\\nbecome a good teacher. All men have this faculty in\\nsome degree; but those in whom it is feebly developed\\nare the rogues, scoundrels and hypocrites of society.\\nA lack of this feeling has filled our jails and peniten-\\ntiaries and furnished subjects for the gallows. This\\nfaculty should be cultivated in children and youth, and\\nthe teacher who has it largely developed himself is best\\ncalculated to teach it.\\n6. He should be a lover of order. Order and\\nsystem are nowhere needed more than in the school-", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0016.jp2"}, "17": {"fulltext": "IN COUNTRY SCHOOLS 5\\nroom. If the teacher is not naturally systematic, he\\nshould use his utmost endeavors to improve himself in\\nthis respect. Let him make order and system a study.\\nLet him practice them everywhere, even to the minor\\ndetails of daily duties. He should practice keeping\\nthe articles in his room in order, the books on the\\nshelves, etc., until it becomes a kind of second nature\\nto him.\\n7. He sJiotild be firfu and self-reliant. This quality\\nmay easily be carried to extremes. Many men have\\nthe faculty of firmness. so well developed that it be-\\ncomes mere obstinacy and mulishness; or, they are so\\nimpressed with the importance of being sole master of\\nwhatever is in their charge, that they become tyrants\\nand despots. The true teacher must avoid either ex-\\ntreme. If he is kind and conscientious and loves\\nchildren, he can be firm without being despotic, self-\\nreliant without being bigoted, and can govern with\\njustice and equity.\\n8. He sJionld have a social and agreeable nature\\nA teacher should have none of the disposition of a\\nhermit. He may succeed in some other occupations\\nand not be of a social nature but in this he can not.\\nThe teacher s business is to improve society, and there-\\nfore he must make himself one of the mass. He must\\nhave a kind word for everyone, must have the power of\\nadapting himself to different classes of people and\\nmaking his company agreeable to them but at the same\\ntime he will maintain his self-respect and moral dignity.\\n(See pp. 22 and 24.)", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0017.jp2"}, "18": {"fulltext": "6 BEST METHODS OF TEACHING\\n9. To be a good teacher a ina7i should have a good\\nbrain, all the nieiital faculties well developed. A man\\nmay be able to make a good wagon wheel or pair of\\nboots and be greatly lacking in many of the mental\\nfaculties. He may be a good penman, musician, or\\nartist, and lack conscientiousness and benevolence. But\\na man who is greatly lacking can not teach well. The\\nteacher in our public schools is required to teach some-\\nthing of almost everything, either directly or indirectly.\\nSuch, also, is the intimate inter-relation of the branches\\nof knowledge, that to be proficient in any one branch a\\nman must have some acquaintance with many other\\nbranches. A man can not teach that which he does not\\nknow. A teacher can not have too much knowledge.\\nHe can not have a knowledge of a branch unless he has\\na good development of the mental faculty which it is\\nnecessary to have, in order to acquire that branch.\\n(See p. 10.)\\nDo not think, teacher, that it is absolutely necessary\\nto be born with a full development of these mental\\nqualifications. Almost any person of ordinary mental\\ncaliber can acquire these qualifications by persistent\\nstudy and practice. If, then, you are lacking in some\\nof these mental faculties necessary to make a good\\nteacher, let it be your constant study to improve your-\\nself. Let the motto, **know thyself, be ever present\\nbefore your mind and apply your energies to the im-\\nprovement of those parts which need care. You may\\nbe lacking in one faculty and yet be able to make up\\nfor it in part by a full delopment of some other one;", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0018.jp2"}, "19": {"fulltext": "IN COUNTRY SCHOOLS 7\\nbut nothing is of greater advantage than a brain well\\nbalanced. If you are greatly lacking in any of these\\nparts, you would better seek some other employment,\\nas the experience necessary to improve you will be at\\nthe expense of your pupils and patrons and a constant\\nsource of vexation to yourself. If every teacher would\\nlook in upon himself, and when he finds that he is not\\nfitted for the place he occupies, would step down and\\nout and enter some other profession or adopt some other\\nemployment, the condition of our schools would soon\\nimprove rapidly.\\nIII. PHYSICAL QUALIFICATIONS\\nThe teacher must have good health. The school-\\nroom is not a proper place for an invalid. It is often\\nthe case that persons who are, from some physical defect,\\nunfitted for occupations requiring manual labor enter\\nthe teaching profession, hoping thus to make a living.\\nAgain, many enter the profession with good constitu-\\ntions, to retire from it in a few years with impaired\\nhealth and seek some other occupation from which they\\nhope to regain their lost vitality. The former should\\nnot and the latter need not be the case. No man who,\\nfrom physical reasons, is unable to work should make\\nthis an excuse for teaching school. If he has the\\nproper mental qualifications and good health, though he\\nmay lack a limb or the use of one, yet he is capable of\\nteaching school. If the teacher understands and prac-\\ntices the laws of health, he may live as long and enjoy", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0019.jp2"}, "20": {"fulltext": "8 BEST METHODS OF TEACHING\\nas good health as in any other occupation. There is\\nnot space in a treatise of this kind for a full discussion\\nof the question of hygiene. A few suggestions, how-\\never, will not be out of place:\\nA man may follow some out-of-door occupation, being\\npossessed of a robust constitution, and live and enjoy\\nexcellent health for years, and never take a thought\\nabout the matter. Exercise of the body, pure air and\\nsunshine will go far towards making up for the excesses\\nin eating and drinking, or for want of sleep. But a\\nteacher is for a great part of the time deprived of the op-\\nportunity for bodily exercise, often of pure air and sun-\\nshine. He should, then, whenever opportunity pre-\\nsents, take daily exercise in the open air and sunshine.\\nMost country teachers board or live at some distance\\nfrom the school-house; and the necessary walk to and\\nfrom school affords an opportunity to enjoy these three\\nessentials of health. Some persons need more exercise\\nthan others. Those of a rough and sturdy build need\\nbodily exercise more than those of more delicate frame.\\nPersons with delicate frames often overdo this matter of\\nexercise; and the very thing which, if properly con-\\nducted, should be of great benefit, becomes an injury to\\nthem. Exercise, to be beneficial, should not stop short\\nof moderate fatigue. It hurts no one to get moderately\\ntired.\\nThe teacher should not be above manual labor. An\\nhour each day spent in chopping or sawing wood would,\\nin many cases, be of great benefit to the teacher s\\nhealth, and need not detract from his popularity. He", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0020.jp2"}, "21": {"fulltext": "IN COUNTRY SCHOOLS 9\\nshould take his place on the play ground and exercise\\nwith the pupils m their games. The study of some\\nbranch of natural science, as botany, zoology, or geology,\\nwill necessarily lead him to take walks in pursuit of\\nknowledge. Such rambles among rocks and trees will\\nbe food for both body and mind. Riding on horseback,\\nrowing, skating, driving, working in the garden, or at the\\nvarious occupations on the farm, are all to be highly\\nrecommended as beneficial to the teacher s health if not\\nindulged in to excess.\\nWhat must I say about diet.? Books have been\\nwritten on the subject; and yet men may follow their\\ninstructions to the letter, and come out dyspeptics in a\\nfew years. But I will say: be temperate. It is not so\\nmuch what you eat as it is how you eat it. Regular\\nmeals when the occupation is regular, and moderate in\\nquantity, eaten slowly, with cheerful company, not too\\ngreat a variety at one meal to tempt the appetite, but a\\nvariety from day to day, not very much animal food, an\\navoidance of pastry, plenty of ripe fruits and vegetables,\\nfood coarse rather than fine these requirements will\\nkeep one in health, so far as diet is concerned.\\nAnother essential to perfect health is cleanliness.\\nFrequent bathing of the whole body in warm or tepid\\nwater, with free use of soap and frequent change of\\nunderclothing, will go far towards maintaining health.\\nBathing may be carried to excess. The skin may be\\nexcited unduly, causing extreme sensitiveness to changes\\nof temperature. Once a week in winter, and two or\\nthree times a week in summer is often enough for most", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0021.jp2"}, "22": {"fulltext": "lO BEST METHODS OF TEACHING\\nteachers. A daily bath in cold water, however, is\\ngreatly enjoyed by some and when not found hurtful\\nis a good tonic. The same clothing that is worn in the\\ndaytime should not be worn at night. The clothes worn\\nnext the skin in the daytime should be removed, and\\nallowed to air at night. They may be put on again in\\nthe morning, and those worn at night allowed to air.\\nTobacco, tea, coffee and spirituous liquors, are not\\nnecessary for anyone; and though not all of them are\\nalways injurious, the teacher will do well to let them\\nseverely alone. (See p. i8.)\\nIf the teacher is not already informed in the matter of\\nhygiene, I hope he will study it, and apply his knowl-\\nedge to the care of his physical organization.\\nSaid John Locke, nearly two hundred years ago: A\\nsound mind in a sound body is a short but full descrip-\\ntion of a happy state in this world. A man can not\\nhave a perfectly sound mind without a sound body;\\nand certainly, though one may enjoy existence without\\na sound mind, he is not capable of filling the position of\\nteacher.\\nIV. SCIENTIFIC AND LITERARY QUALIFICATIONS\\nIt is generally supposed that to teach a primary\\nschool, or such a school as is generally found in country\\ndistricts, requires but slight culture and scholarship.\\nWhile it is true that a man may be a good and successful\\nteacher of the common branches, and know nothing\\nwhatever of Latin or Greek, or of the higher mathe-", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0022.jp2"}, "23": {"fulltext": "IN COUNTRY SCHOOLS I I\\nmatics, or of the natural sciences, it is also true that\\nhad he knowledge of these higher branches, he would be\\na better teacher of the others. To say nothing of the\\nculture and enlargement of the mind, by the study of\\nscience and languages, the mere knowledge obtained\\nis of great value, even to the teacher of the most pri-\\nmary class.\\nUnder the present state of society, we can not expect\\nall teachers to be great scholars. They may commence\\nteaching with no more education than that to be obtained\\nin common country schools; but they should not remain\\ncontent with that. While they teach they should study,\\nnot only how best to teach, but to improve their minds\\nin higher branches of knowledge. (See page 6.)\\nThe teacher should always be a learner; and if he is\\na true teacher, he will learn more than his pupils. He\\nwill learn not only more of the branches he is teaching,\\nbut he will also make rapid progress in the higher\\nbranches of knowledge. His first endeavor should be\\nto attain ordinary proficiency in the branches that he is\\nrequired to teach. This he should have before attempt-\\ning to manage a school. Then, while teaching, he\\nshould study the lessons ahead of his classes, that he\\nmay come before them prepared to demonstrate any\\npoint which may come up. At the same time that he is\\nkeeping ahead of his classes in the common branches,\\nhe should pursue some one of the higher branches. He\\nshould not, however, undertake too many studies at once.\\nLet him take one extra study at a time, and when he has\\nattained considerable proficiency, take up another.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0023.jp2"}, "24": {"fulltext": "12 BEST METHODS OF TEACHING\\nMany a young man has acquired a knowledge of the\\nhigher branches by study of books without a teacher,\\nand many young men can yet do so; but in these days\\nof cheap schools, no young man who expects to become\\na teacher should fail to spend at least one term in some\\nnormal school or other institution where he may obtain\\na knowledge of literature and science. He may, if he\\nhas a good common school education, teach a term or\\ntwo in the country and then spend his earnings in taking\\na course of study in some wide-awake institution. The\\nyoung man may do as I have known others to do: bor-\\nrow money to take a course at school, and then go home\\nand teach, and earn the money to pay it back. If such\\na course can be pursued, the young man can well afford\\nto pay a good interest on the money.\\nHe can acquire the fundamental principles of the\\nsciences under a competent mstructor, and in contact\\nwith others who are enthusiastically pursuing the same\\nstudy, much more rapidly than by his own unaided\\nstudy. Having thus had a start, he can pursue these\\nbranches at his leisure, during odd moments, while\\nearning some money, improving himself in the com-\\nmon branches, in the art of teaching school, and gain-\\ning experience of great value.\\nMuch may be learned by improving the odd moments.\\nIt is said that Dickens never wrote more than two hours\\na day, and we wonder at the immense amount of literary\\nwork he accomplished. But a short time each day will\\naccomplish wonders. It is not the protracted efforts\\nonce in a month or so that count, but it is the little every", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0024.jp2"}, "25": {"fulltext": "IN COUNTRY SCHOOLS 1 3\\nday. The teacher should let no day pass in which he\\ndoes not do some studying, be it ever so little. He has\\nample time, if he improves it properly, to mform himself.\\nHe has mornings and evenings and Saturdays to study.\\nHe can also use a portion of his noons and recesses in\\nlooking over his lessons for the day.\\nIt is best to have some regular program for study\\nand recreation. For example: let him devote half an\\nhour each morning and evening to the study of some\\nscience, not allowing any ordinary circumstance to de-\\ntract from this half hour twice each day. Let him de-\\nvote an hour each Saturday to the study of history,\\nanother hour to reading works on teaching or education,\\nand half an hour each morning and evening to the prep-\\naration of his daily recitations, and the remainder of his\\nleisure time to general reading, recreation and exercise.\\nThe time usually spent in loafing at the village store, or\\nin idle conversation, would be better consumed in gen-\\neral reading, such as newspapers, magazines, or even\\nfiction.\\nI would advise the teacher to be careful what ficti-\\ntious works he reads. The standard authors, as Dickens,\\nScott, Mrs. Stowe, may be dipped into lightly; but\\ntoo much time spent even in reading the best and\\npurest works of fiction is wrongly used. The teacher\\nshould remember that he has a life-time in which to\\nread these works, and not be in a hurry to finish them.\\nHe should use them as a means of mental relaxation,\\nbut not be carried away by them. If he finds that they\\nare absorbing too much of his attention, he must stop and", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0025.jp2"}, "26": {"fulltext": "14 BEST METHODS OF TEACHING\\nlay them aside. It is better even never to read fiction\\nat all, if he finds that he can not control his appetite for\\nit. He is driving a fast team, and needs to keep a tight\\nrein. There is plenty of interesting general reading\\nwith which to occupy leisure, besides fiction Works\\nof travel, biographies, historical works, and miscellan-\\neous sketches; and he will find himself better informed,\\nand at the same time rested from more active labors. If\\nhe can take up a work of fiction, and read a few min-\\nutes, and then lay it down without an effort, he is per-\\nfectly safe; but if it absorbs so much of his mind, and\\nexcites his imagination so much that he will sit up half\\na night to finish a novel, he would better never look in-\\nside of one.\\nI was once a whole year reading one of Dickens\\nnovels; and I am positive that it did me more good than\\nif I had read it in two days or two weeks. I have done\\na great deal of light reading while walking to and from\\nschool; but as this is hard on the eyes, I would not\\nrecommend it. Perhaps if not more than five or ten\\nminutes at a time is spent in this way, no harm can\\nresult to the eyes. It is a good plan for one to carry a\\nbook with him, and read a page or two, and then, with\\neyes off the book, resting them, think over what has\\nbeen read. Let us consider for a moment what may be\\naccomplished in this way He may read a page in a mm-\\nute; and ten pages each day will amount to a large\\nbook at the end of the year. If he is enthusiastic, he\\nwill always carry a book or magazine with him, and read\\nwhile waiting for his meals, for the train, anywhere and", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0026.jp2"}, "27": {"fulltext": "IN COUNTRY SCHOOLS 1 5\\neverywhere that opportunity presents to occupy a few\\nmoments in this way. This may sound triflmg, but re-\\nmember that Trifles Hght as air make up the sum of\\nhuman things, and Little drops of water, httle grains\\nof sand, malve the mighty ocean, and the beauteous\\nland.\\nThe teacher needs a general knowledge not only to\\nenable him to teach well, but to enable him to fill a high\\nplace in society. But almost every man has some\\nspecial talent in some direction, a special love and talent\\nfor some science or art, and this he should cultivate.\\nDoes he take more interest m geology than in any other\\nscience. Then he should commence a collection of\\nspecimens and use every opportunity to inform himself\\nin this specialty. If it is botany, he may make a her-\\nbarium. If chemistry, he may get a few chemicals and\\napparatus and go to experimenting. If he has a talent\\nfor music or painting, he should cultivate it.\\nIn general, let the teacher make ample preparation\\nfor his work and though he does not follow it for a life-\\ntime, the culture he receives will be of inestimable\\nvalue in whatever profession or walk of life he may choose,\\nor be driven to accept. He must not think that be-\\ncause he is only a country teacher he needs no special\\ntraining, or that he will never amount to anything in the\\nworld. Some of the greatest statesmen and scientists,\\npoets and authors in this country, began their careers as\\nteachers of country schools.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0027.jp2"}, "28": {"fulltext": "lO BEST METHODS OF TEACHING\\nV. THE SPIRIT OF THE TEACHER\\nEvery person who enters the school-room for the pur-\\npose of assuming control of the young minds which\\ndaily assemble for instruction, should make a careful\\nself-examination and inquire what are his motives and\\nwhat the spirit which prompts him to such a step. Is\\nit for money alone? Is it for popularity? Is it because\\nhe is unfitted for any other occupation? Is it because\\nhe loves to display his knowledge? If he has no higher\\nmotives than these, he would better, for the sake of\\nthose who are to be under his care and for his own\\nsake, enlist in the army, go to the poor-house, or run off\\nto sea.\\nI can not better express what I wish my readers to\\nknow than in the language of an old and prominent\\neducator whose Theory and Practice of Teaching was\\nof great value to me in my first years of teaching.\\nI refer to David P. Page, who says: But the trne spirit\\nof the teacher a spirit that seeks not alone pecuniary\\nemolument, but desires to be in the highest degree use-\\nful to those who are taught; a spirit that elevates above\\neverything else the nature and capabilities of the human\\nsoul, and that trembles under the responsibility of at-\\ntempting to be its educator; a spirit that looks upon\\ngold as the contemptible dross of the earth, when\\ncompared with that imperishable gem which is to be\\npolished and brought out into heaven s light to shine\\nforever; a spirit that scorns all the rewards of earth\\nand seeks that highest of all rewards, an approving", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0028.jp2"}, "29": {"fulltext": "IN COUNTRY SCHOOLS 1 7\\nconscience and an approving God a spirit that earnestly\\ninquires what is right, and that dreads to do what is\\nwrong; a spirit that can recognize and reverence the\\nhandiwork of God in every child, and that burns with\\nthe desire to be instrumental in training it to the\\nhighest attainment of which it is capable s7icJi a\\nspirit is the first thing to be sought by the teacher;\\nand without it the highest talent can not make him\\ntruly excellent in his profession.\\nIf the teacher will cultivate such a spirit, with a good\\nmoral character, with good mental and physical endow-\\nments, he will be in the highest degree successful.\\nThere are many who make teaching the stepping-stone\\nto some more lucrative employment or profession. I\\ncan not say that this is altogether wrong. While it is\\ntrue that experience makes good teachers, and men who\\nhave been a lifetime trying to improve themselves in\\nthe art of teaching are generally the best teachers, yet\\nexperience is not really necessary to make a good\\nteacher. If a young man throws his whole soul into the\\nwork and has the proper qualifications, he may teach as\\nwell the first school he undertakes as he would after\\nforty years experience. He may profit by the ex-\\nperience and mistakes of others. The trouble is not so\\nmuch that men make teaching a stepping-stone to some-\\nthing else, as it lies in the fact that men do not learn to\\ndo with their might what they find to do. A young\\nman may be preparing for the law, medicine or the\\nministry, and at the same time be wholly and heartily\\nenlisted in the work of teaching. If we consider the", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0029.jp2"}, "30": {"fulltext": "l8 BEST METHODS OF TEACHING\\nmatter aright a man should be a teacher in any profes-\\nsion and he who does his best while teaching will be\\nv^ery apt to do his best in whatever other profession he\\nmay afterwards choose. In other words, if he has the\\ntrue spirit of the teacher, he will have the true spirit of\\nthe lawyer, physician or minister.\\nVI. PERSONAL HABITS\\nIf men were perfectly well balanced morally, men-\\ntally and physically, perhaps they would have no bad\\nhabits. The power of habit is great but there are few\\nmen who have habits which they can not break, and\\nevery man can cultivate good habits. Does a man use\\ntobacco. He must break it off when he enters the\\nprofession of teacher. He can do it. All that he has\\nto do is to quit. If he has not the moral stamina to say\\nto himself: I will not be ruled by habit, he is not\\nfit for a teacher. Of course, no one who pretends in\\nthis day to teach, uses ardent spirits; at least they are\\nso few that I need not say anything about it here.\\nNeatness of person and dress. The teacher should\\ndress well, not necessarily in costly garments, but neatly,\\nplainly, and according to his circumstances. A thread-\\nbare coat may be made to look well with a clean, well-\\nlaundered shirt and collar, a neat neck-tie and clean,\\npolished boots or shoes. All flashy, foppish costume is\\nout of place upon the teacher. The morning ablution\\nof face and hands, neck and ears, and attention to the\\nfinger nails and teeth, are of importance to neatness of", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0030.jp2"}, "31": {"fulltext": "IN COUNTRY SCHOOLS I 9\\nappearance. Cutting and cleaning the finger nails and\\npicking the teeth are improper in company. A fre-\\nquent use of a clothes brush to remove dust and spots\\nof grease, and of a hair brush to remove dandruff, is\\nnecessary. No person can be clean and nse tobacco.\\nHe who is neat of person and dress will generally try\\nto keep the school-room neat and clean.\\nSystem and regularity. Let everything that the\\nteacher does be done in a regular and systematic\\nmanner. This habit once fixed is of incalculable im-\\nportance. Nearly all men who have made a name and\\nfortune in business will tell you that they owed much of\\ntheir success to the habit of doing everything according\\nto system. (See p. 4.)\\nPoliteness. This is one of the necessary habits of\\nthe teacher. The true teacher is ever the true gentle-\\nman. He will be polite and courteous in manner and in\\nlanguage. True politeness has its origin in love. He\\nwho loves his fellow man as the Savior commanded will\\nbe polite. It is the spontaneous overflow of a generous\\nand noble spirit. The teacher who possesses this quality\\nwill exercise politeness to all with whom he comes in\\ncontact. He will have a word for everybody, and a\\nkind look and engaging manner towards children. His\\nconversation will not be polluted with .slang, nor\\npoisoned with profanity.\\nPinictnality. This habit should be studiously cul-\\ntivated. If the teacher is not prompt and punctual he\\ncan not expect his pupils to be. He should carry this\\nhabit into everything he undertakes. Be punctual to", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0031.jp2"}, "32": {"fulltext": "20 BEST METHODS OF TEACHING\\nall engagements, whether to meet a friend, to attend\\nchurch, to business matters, to school duties, or in what-\\never you may have to do with your fellow man.\\nStudiotisness. Study must be made a habit. Teachers\\nshould assign certain stated times for study, and con-\\nscientiously devote the required time to it. They must\\nstudy every day, if it is only a little.\\nVII. IN RELATION TO PATRONS\\nThe highest duty of man is to please God next, to\\nplease his fellow man and lastly, to please himself. The\\nmajority of men, perhaps, reverse this order in practice.\\nBut if a man does right he will please God, all good men\\nand himself. A great responsibility rests upon the\\nteacher. He is placed in charge of a number of human\\nbeings, young, inexperienced, of impressible and elastic\\nnature, capable of being molded, bended, at the will of\\nthe operator. He holds these beings in trust, and is\\nresponsible for their well-being and advancement while\\nunder his care. It is true a teacher has a hard task,\\nand too much is often expected of him. When child-\\nren are without moral or mental training at home, and\\ninherit passions and appetites from vicious parents, it is\\nnot to be supposed that the teacher, during the com-\\nparatively short time they are under his care, should\\nreform and change their nature. But much can be\\ndone towards this result and the most earnest and\\njudicious worker will accomplish the most.\\nThe teacher should endeavor to please his patrons.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0032.jp2"}, "33": {"fulltext": "IN COUNTRY SCHOOLS 2 1\\nIn order to do this his patrons should be acquainted\\nwith his plans and modes of work. Every parent in\\nthe district should be visited at least once during the\\nterm of school; and if possible every parent should be\\ninduced to visit the school. The teacher should antici-\\npate any trouble which may arise between him and the\\nparents, visit them and talk the matter over, and if pos-\\nsible, nip the trouble in the bud. If a child brings any\\norders or instructions to the teacher from the parent,\\nthe teacher should at once visit that parent and talk the\\nmatter over and come to a fair understanding. In nine\\ncases out of ten, the parent will yield to the teacher s\\nplans and approve of them, where it would be otherwise\\nif the teacher had gone on and done as he thought best\\nwithout consulting the parent. He might have made an\\nenemy of the parent, much to his subsequent regret.\\nThere should be a perfect understanding between\\nteacher and patron, and perfect cooperation in the plans\\nof teacher and school board.\\nThe country teacher will find all kinds of men to deal\\nwith. He will find mercenary, close-fisted school direct-\\nors, who will grudge him his wages, and will not listen to\\nany demands for expenditures in regard to the school\\nor school-house. He will find directors who are care-\\nless and indifferent to the matter, who will not express\\nan opinion in regard to his plans, but tell him to go\\nahead and do as he thinks best and if any trouble\\narises, in which their children are concerned, they will\\nbe the first to make complaint and spread evil reports\\nabout the teacher. He will find men who are continually", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0033.jp2"}, "34": {"fulltext": "2 2 BEST METHODS OF TEACHING\\nmeddling and causing trouble in the school. He will\\nfind families who, having feuds among themselves, will\\ncarry them into the school-room, and the teacher will be\\nput to his wit s end to manage matters. He will find\\nthe north end of the district arrayed against the south\\nend, a village part against the country part of a district,\\npolitical troubles, differences among rich and poor, all of\\nwhich will affect the welfare of his school. The teacher,\\nthen, needs to be a tactician of high order. He should\\nbe ever on the watch-tower to foresee these difficulties\\nand devise some means to meet them.\\nThe teacher should make himself familiar with his\\npatrons, and take an interest in their business, not in a\\nmeddling manner, but that he may converse with them\\non topics with which they are familiar. Let him talk to\\nthe farmer about his crops, to the stock raiser or dealer\\nabout his cattle and hogs, to the mechanic about his\\nwork, etc. Let him not be too ready to communicate\\nknowledge, but rather be a good listener, and by a few\\njudicious questions lead them to do the greater part of\\nthe talking. In this way he will make himself agree-\\nable to his patrons, and they cannot have reason to\\nthink he feels above them. Poor people and many\\ncountry people are very sensitive on this point, and are\\noften ready to think a man feels himself above them\\nwhen no such thing is true. In many localities there is\\nnothing that people so much detest as what they style a\\nbig-feeling person or a big-head. A teacher in\\nthe country must have a good deal of the do-as-the-\\nRomans-do feeling, in order to succeed. St. Paul", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0034.jp2"}, "35": {"fulltext": "IN COUNTRY SCHOOLS 2^\\nsaid I was all things to all men, that I might win\\nsome. So it must be with the teacher to a certain ex-\\ntent. (See p. 5.)\\nA few words should be said in this connection about\\nmaking application for a school. The teacher has here\\nan opportunity to try his tact. I do not mean that he\\nshould try his skill in driving a sharp bargain, although\\nit is sometimes necessary, for some school boards will\\nhire a teacher as they would buy a pair of shoes; but I\\nmean that he should so adapt himself to circumstances\\nthat he may make the most favorable impression upon\\nthe men with whom he is dealing. Let me illustrate by\\nrelatin^-^ a bit of my own experience in this line: I had\\njust been attending a normal school in the vicinity, and\\nthe school boards in that section had been imposed upon\\nin a number of instances by young men who, attendmg\\nthis school and having run short of funds, attempted to\\nraise money by seeking employment in the neighbor-\\nhood as teachers. Of course I was asked immediately\\nif I had been a student of said school, and on answering\\nin the affirmative was met with the rebuff that I was\\nnot wanted. Before coming to the next man I deter-\\nmined to change my tactics. It was harvest time and I\\nfound the men busy in the field. I climbed over the\\nfence and began binding wheat until I came up to the\\nmen. Having found the director, I kept on at work\\nwhile talking to him. He never thought of inquiring\\nwhether I was from that school; but I was told after-\\nwards that I had created a favorable imipression because\\nI seemed not to be afraid of work. I contracted for", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0035.jp2"}, "36": {"fulltext": "24 BEST METHODS OF TEACHING\\nthat school at my own figures. I do not give this as a\\nmodel way of applying for a school, but to illustrate the\\npower of tact. Remember that tact outweighs talent\\nvery often. Show that you mean business and do not\\ndisplay any disposition to yield to the desire for a cheap\\nteacher. Teachers themselves are very often to blame\\nfor their low wages. If they would use a little of the\\nshrewdness used by the farmer in selling a horse, the\\nstandard of wages would increase. A poor teacher is\\nlike poor butter, dear at any price. In the first place\\nhe should qualify himself to teach, and then rate his\\nservices sufficiently high.\\nAlways make a written contract. In some places it\\nis required by boards of education; in others, merely a\\nverbal contract is all that is asked.\\nVIII. IN RELATION TO SOCIETY\\nThe teacher should be a model man in the community\\nin which he moves. If he has all the requirements of a\\ntrue teacher, he will be a model man, so far as human-\\nity can claim perfection. He should be eminently of a\\nsocial disposition, and mingle much with society. It is\\nproper to see the teacher take a part in social parties, in\\nthe Sunday School, in church, in all meetings and organ-\\nizations which are for the public good. He should not,\\nhowever, show a partisan or sectarian spirit; nor, on the\\nother hand, must he try to please all by carrying water\\non both shoulders. But let him be straightforward,\\ncandid, and honest, in his views and utterances. He", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0036.jp2"}, "37": {"fulltext": "IN COUNTRY SCHOOLS 25\\nmay have his political creed and religious creed; but it\\nis not well to make too much of a display of either. Let\\nhim show the teacher in all that he does, teaching both\\nby example and precept, not intruding his services, but\\nready and willing at all times to respond to the public\\ndesire. He should be above those little envies and\\njealousies which abound in some communities. He\\nshould have none of that disposition which finds utter-\\nance in the expression: **If I can not have the best\\nplace I do not want any. He should have none of the\\n**rule or ruin policy.\\nIX. IN RELATION TO THE PROFESSION\\nIron sharpeneth iron. The teacher should come\\nfrequently in contact with others of his class. He can\\nlearn something from every teacher. Let him visit\\nother schools and observe the work of other teachers.\\nHe will not fail to find something to model after or see\\nsomething to avoid. His own faults may be repeated\\nby some one else; and by seeing them in others he is\\nmore apt to see that they are faults. He may learn\\nmuch by conversing with other teachers, especially with\\nthose who have had more experience; and he should\\nseek opportunity to converse with such teachers.\\nHe should attend and take part in teachers institutes\\nand associations. The country teachers are too apt to\\nstand back; and the city teachers, who generally con-\\nduct such institutes, willingly permit them to do so.\\nWe hear the frequent complaint that institutes are of", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0037.jp2"}, "38": {"fulltext": "26 BEST METHODS OF TEACHING\\nlittle benefit to country teachers. It is only too true.\\nThe plans and methods there discussed and presented\\nby prominent educators are rarely applicable to the\\ncountry school. Many of the institute lecturers are\\nmen who never taught in a country school; or if they\\ndid, it was many years before, and the ideas they have\\nare such as they have acquired by reading or theorizing\\nin their study-rooms. These men will take a class of\\nyoung men and women and proceed to instruct them as\\nthough they were small children, expecting to exhibit\\nin this way their modes of instructing children. Did it\\nnever occur to any of them or their hearers that if a\\nclass of real children were before them, matters might\\nnot proceed so smoothly.? Some of these prominent\\ninstitute instructors, I fear, would not make a success of\\na school in a back-woods district.\\nA good plan for country teachers would be to organ-\\nize township institutes and instruct each other. Let\\nthem be something of the nature of a medical society,\\nconsisting of free interchange of thought and opinion in\\nthe form of essays, orations, debates, etc. If all the\\nteachers of a township can not be brought together, let\\nany half dozen or more teachers organize a society and\\nmeet once or twice a month on Saturdays at convenient\\nplaces. Much good might be done in this way. I\\nappeal now to the reader of this book to work up some-\\nthing of this kind in your neighborhood. You can do it\\nand you ought to do it. Large sums are annually ex-\\npended in almost every county for prominent instructors\\nat teachers institutes. Does the outlay pay.? It un-", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0038.jp2"}, "39": {"fulltext": "IN COUNTRY SCHOOLS 27\\ndoubtedly pays the instructors; but I fear that the\\ncountry teacher is paying a big price to hear a big\\ngun which does but little more than make a noise,\\nafter all. These local or township societies will cost\\nbut very little, and will be of undoubted value to the\\nteachers.\\nTHE SCHOOL\\nI. PRELIMINARY WORK\\nThe teacher s work begins the moment he has con-\\ntracted for the school. He should endeavor first to\\nlearn something of the nature of the school he is about\\nto undertake. This knowledge he may obtain from the\\nparents, from the former teachers, and possibly from the\\nchildren themselves. He should spend a week or more\\nin getting acquainted with the parents and pupils.\\nHe need not always use formality, but may drop into\\nthe homes and chat informally. He will learn all sorts\\nof things about the school in an indirect manner and\\nwithout asking many questions. Patrons will be ready\\nto tell all about the school as conducted the previous\\nterm, and about the bad pupils and what parents are\\nmeddlesome; and the new teacher will hear all sorts of\\nopinions about the former one. He can then make up\\nsome opinion from this evidence, conflicting though it\\nmay be. He should visit the school-house and find out\\nwhat repairs or apparatus may be needed and kindly\\nask the directors to have things in order before school\\ncommences. He should unfold his plans to them and,", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0039.jp2"}, "40": {"fulltext": "28 BEST METHODS OF TEACHING\\nif possible, obtain their promise of cooperation; and he\\nmight also see or correspond with the previous teacher\\nand learn his plans and get such knowledge of the\\nschool as may be helpful.\\nThere is nothing like making a good beginning.\\nHaving found out what kind of a school he is likely to\\nhave and what branches will be studied, he should have\\na program made out before entering the school. Of\\ncourse it may be necessary to make changes in this one,\\nbut it is best to have one made out in general form be-\\nfore the first day of school.\\nA program will vary according to the number and\\ncharacter of the branches taught, and somewhat ac-\\ncording to the number of pupils in the school. The\\nteacher is required by law to teach so many hours. I\\nwould advise a teacher to be prompt and punctual to\\ntime, not teaching much more nor any less than the re-\\nquired time. Schools in the country usually begin at\\n9 o clock and close at 4, with one hour for noon and two\\nrecesses of fifteen minutes each. I have a program here\\nwhich provides, within the time allotted, space for all\\nthe branches usually taught in the country school. It is\\nplanned for both recitation and study; and for conven-\\nience I have divided the school into three grades on the\\nsubject of reading. The a grade consists of the first\\nthree readers; the b grade of the next two readers, and\\nthe c grade of the sixth reader. The words in bold faced\\ntype denote recitations; in common type, studies. It is\\nsupposed that part of the advanced lessons will be pre-\\npared outside of school hours. It will be objected.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0040.jp2"}, "41": {"fulltext": "IN COUNTRY SCHOOLS 29\\nperhaps, by some, that the time allotted to recitations is\\ntoo short. I have frequently been obliged to teach all of\\nthe above branches within the allotted time, and of\\ncourse had to do the best I could. If there are not so\\nmany studies, then more time can be allowed to the\\nothers. I have provided for the extreme cases. It\\nwill be observed that there is no time for a primary\\ngrammar class. The reader is referred to the chapter\\non grammar for an explanation. I have grouped all be-\\nginners in reading as the primer class. During the\\nwinter months in some schools there will be no one to\\nrepresent this class, no one who can not read in the\\nFirst Reader. The program is so arranged that the very\\nsmall pupils may be dismissed half an hour earlier than\\nthe others; also, that they can be allowed to go out and\\nplay, in fine weather, after they have recited. It will\\nbe seen that the time to study a lesson is provided, so\\nfar as possible, immediately after the recitation. This\\nshould be insisted on from the beginning.\\nThe grades A, b and c are only here given for con-\\nvenience in arranging the program. They are not abso-\\nlute divisions of the school. As a general rule those\\nplaced in the b grade will study primary geography,\\narithmetic to about as far as fractions and be in the pri-\\nmary spelling class; but some who are in this grade\\nmay study grammar, advanced geography, history or\\nphysiology, and some who are in the c grade may\\nbe in a primary geography class or primary spelling\\nclass. These grades are, therefore, only arbitrary\\ndivisions, necessary to form a program both of study", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0041.jp2"}, "42": {"fulltext": "30\\nBEST METHODS OF TEACHING\\nand recitation,\\nthe grades.\\nMany pupils may belong to two of\\nPROGRAM OF RECITATION AND STUDY\\nTIME\\nA GRADE\\nB GRADE\\nW\\nft)\\n5\\na\\nCO\\nC GRADE\\n9\\n9:5\\n5\\nGENERAL EXERCISES\\n9:5\\n9:15\\n9:25\\n9:35\\n9:15\\n9:25\\n9:35\\n9:45\\n10\\n10\\n10\\n10\\nPrimer Class\\nFirst Reader\\nSecond Reader\\nThird Reader\\nSpelling\\nSpelling\\nHistory\\n9:45\\n9:50\\n5\\nRest\\n9:50\\n10:5\\n10:5\\n10:20\\n15\\n15\\nSlates Blocks\\nReading\\nFourth Reader\\nPrim. Geog.\\nAdvanced\\nGeography\\n10:20\\n10:35\\n15\\nRecess\\n10:35\\n10:45\\nII\\n10:45\\nII\\n11:15\\n10\\n15\\n15\\nPrimer Class\\nSlates Blocks\\nPrimary Geog.\\nGrammar\\nAlgebra\\n11:15\\n11:20\\n5\\nRest\\n11:20\\n11:35\\n11:35\\n12\\n15\\n25\\nReading\\nFifth Reader\\nArithmetic\\nGrammar\\n12 1 I\\n60 1 NOON\\nI\\ni:io\\n1:20\\n1:30\\n1:40\\n1:10\\n1:20\\n1:30\\n1:40\\n1:55\\n10\\n10\\n10\\n10\\n15\\nPrimer Class\\nFirst Reader\\nSecond Reader\\nThird Reader\\nSlates Blocks\\nReading\\nArithmetic\\nSixth Reader\\n1:55\\n2\\n5\\nRest\\n2\\n2:15\\n2:15\\n2:30\\n15\\n15\\nBlackboard\\nReading\\nArithmetic\\nAdv. Geog.\\nPhysiology\\n2:30\\n2:45\\n15\\nRecess\\n2:45\\n3\\n3:15\\n3:30\\n3:45\\n3\\n3:15\\n3:30\\n3:45\\n4\\n15\\n15\\n15\\n15\\n15\\nSlates Blocks\\nDismissed\\nPrim. Spelling\\nArithmetic\\nWriting\\nReading\\nAdv. Spell g\\nU. S. History\\nWriting\\nArithmetic\\nSome teachers prefer to modify this plan, by putting the mathe-\\nmatics for the very first recitations, with other difficult lessons to", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0042.jp2"}, "43": {"fulltext": "IN COUNTRY .SCHOOLS 3 1\\nII. ORGANIZING\\nIf the preliminary work detailed in the previous sec-\\ntion is attended to, the work of organizing will be mater-\\nially lessened. Little time should be given to organiz-\\ning and getting ready for active work. The teacher\\nshould commence at once with an explanation of the\\nprogram. That all may have something to do, he\\nshould assign a lesson for each class, something not very\\ndifficult but which will occupy their attention for a\\nshort time at least. The time allotted for general ex-\\nercises will be sufficient for an explanation of the pro-\\ngram and assigning lessons; and then he is ready to\\nbegin the recitations. A little book is convenient in\\nwhich to enroll the names of the pupils of each class\\nwhen they have taken their places at the recitation\\nseats. By enrolling their names in this way, by\\nclasses, teachers will the sooner become acquainted\\nwith the individual pupils and it is not so embarrass-\\ning as taking a general enrollment of the whole school\\nat once. They must follow the program, seldom vary-\\ning a minute. They should do this the first day and\\ncontinue it until the last. Not very much in the way\\nof study need be expected at first; and consequently\\nfollow leaving the lighter work for the last part of the day, when\\nthe more recreative studies ^re more acceptable to the tired brains\\nthan any can be which require concentrated thought.\\nOthers have found it best to put writing into the last half hour of\\nthe forenoon, before the attention has become too greatly taxed or\\nthe muscles too weary for good work.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0043.jp2"}, "44": {"fulltext": "32 BEST METHODS OF TEACHING\\nthe recitation time can be taken for preliminary drills\\non the next lesson, for enrolling names and for familiar\\ntalk about the studies. The time on the program de-\\nnoted Rest can be taken the first day for general\\nremarks on the plan of government, the necessity of\\nsystem and order in the school, etc.\\nEvery pupil should have a slate and pencil. If all\\nhave not, the teacher should ask them if they will not\\ntry and get them as soon as possible; he should attend,\\nalso, to the matter of getting books.\\nIf he commences in this way, as though he meant\\nbusiness and thoroughly understood his business, he\\nwill create a good impression among his pupils the first\\nday; and this is a point of great value. As it becomes\\nnecessary, he may make slight changes in the pro-\\ngram but frequent changes should be avoided and\\nthey may be, if he has studied the matter well before-\\nhand. I have often heard teachers remark that they\\nalways dreaded the first and last days of school. In re-\\ngard to the first day, if they would prepare themselves\\nas above suggested, before coming to the school-house,\\nand then commence actual business at once, the first\\nday need not be a source of dread.\\nAny lengthy speeches or remarks about the former\\nschool, or boasting of what is expected to be accom-\\nplished, are out of place not only the first day, but every\\nother day, of the school.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0044.jp2"}, "45": {"fulltext": "IN COUNTRY SCHOOLS 33\\nIII. CONDUCTING RECITATIONS\\nAs much will be said on this subject in connection\\nwith the methods of teaching the various branches, a\\nfew general observations will be all that are necessary\\nhere\\nThe success of a teacher depends in the largest\\nmeasure upon the manner in which he conducts a reci-\\ntation. Remember that it is one thing to hear a class\\nrecite and another to conduct a recitation properly.\\nUnder the ancient regime we heard of a master who\\nkept school and heard scholars recite. Now it is, or\\nshould be, a teacher who teaches his pupils.\\nThe objects of a recitation may be grouped under\\nfour heads as follows:\\n1 Examination.\\n2. Instruction.\\n3. Cultivation.\\n4. Excitation.\\nI. It is to be supposed the pupil has studied his les-\\nson, and the first object is to find out what he knows\\nabout it. This information is necessary for several rea-\\nsons: The teacher must know what the pupil has\\nlearned, in order to assign further lessons and give addi-\\ntional instruction. The pupil, by rehearsing what he\\nhas learned, fixes it in his memory, cultivates the power\\nof expression, and receives instruction from his fellow\\npupils. The first thing is the examination of the\\nwritten work previously prepared by the pupils. This\\nmay be accompanied with instruction, encouragement,", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0045.jp2"}, "46": {"fulltext": "34 BEST METHODS OF TEACHING\\ncriticism or censure. Next, the teacher should test the\\nknowledge of the pupils, by calling for reports on\\ntopics, by questions judiciously put, by written work on\\nblackboard or slates, by reviews, drills, etc. Questions\\nare advantageously used, but are also abused, by\\nteachers. As a general thing leading questions, or such\\nas suggest the answer, should be avoided. If used,\\nthey should be only for young pupils, or for reviews, or\\nas an occasional concert drill. Questions should be so\\nput as to lead the pupil to think and to answer them in\\nhis own language. Pupils should not be called upon in\\nrotation, but promiscuously. This secures better atten-\\ntion, and bars the possibility of special preparation for\\nspecial parts of the lesson to the neglect of other parts.\\nWhen called upon to report on a topic, it is generally\\nbest that a pupil rise to his feet, especially if the class\\nis large.\\nThe importance of constant reviewing can not be\\noverestimated. A summary of the lesson of the pre-\\nvious day should be had each day. This need not\\noccupy much time, as only the leading points of the\\nlesson should be reviewed. Not only should each\\nlesson be so treated, but not less than once a week\\nthere should be a general review of all passed over\\nsince the last one; and once a month or so there should\\nbe a general summarizing of the whole subject from the\\nbeginning. Review lessons may be given occasionally,\\nrequiring written answers to questions placed on the\\nblack-board by the teacher.\\n2. It is the office of the teacher to impart additional", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0046.jp2"}, "47": {"fulltext": "IN COUNTRY SCHOOLS 35\\ninformation. Much of this may be done in preUminary\\ndrills. The teacher should be a treasure house of\\ninformation on each branch he teaches. He can be\\nthis by constant study of the lessons previous to the\\nrecitations, and by being a general reader and making\\nnotes of what he reads. Every teacher should have a\\nblank book in which to note anything and everything\\nwhich may have a possible bearing on the branches he\\nexpects to teach. There are many points of interest\\nwhich may be learned from newspapers, magazines and\\njournals, cyclopedias, works of biography, history and\\ntravel, and in larger treatises on the same subjects as\\nthe class books, which should be noted under the proper\\nheads convenient for reference. Among these points\\nare such as follow\\nIn arithmetic, there are always short methods of\\nsolving examples, curious properties of numbers, history\\nand origin of figures, test examples. In geography,\\nthere are popular names of states, cities and countries,\\norigin and meaning of names, historical incidents con-\\nnected with places or countries, remarkable natural\\ncuriosities, manners and customs of the people, recent\\npolitical changes, and much other matter not found in\\nthe text books. In grammar, disposition of difificult\\nconstructions, outlines, remarks on the history and\\norigin of language, etc. may be found. In history,\\nincidents will turn up that are not found in text books,\\npopular names and appellations of men, biographical\\nsketches, points in the philosophy of history, recent\\nevents, etc. In natural science, any easy experiment.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0047.jp2"}, "48": {"fulltext": "36 BEST METHODS OF TEACHING\\nor remarkable or interesting fact may be noted. In\\ngeneral, the teacher should note any thought which\\nmay come to him at odd times, or any observation\\ndropped from the lips of others on the methods of\\nteaching, governing, or managing a school, or any\\ninformation obtained from lectures, political speeches or\\nsermons which would have a bearing on his school\\nwork. In a few years such a book will prove a mine\\nof gold to any teacher. Also, he may make a scrap-\\nbook, and from every newspaper or magazine cull\\nfragments of value, and paste them in it. It is\\nremarkable what may be done in a few years in this\\nway. I have a scrap-book which no money would buy,\\nand it has not cost me one cent of money outlay.\\nI have fragments which I have been gathering for ten\\nyears, and now it is a volume of history, biography,\\npoetry, literature, science and art. It is my plan to\\ncut out of every paper which I can get hold of, whether\\nit is one I subscribe for, or a stray copy that is given to\\nme, or one which has been wrapped around goods, or\\none picked up in the street. I cut out everything\\nuseful or interesting, then sort the collection over and\\nput in the scrap-book those articles of most value, clas-\\nsifying them under the proper heads.\\nBut the teacher must not be a lecturer. He may\\ntalk too much. It is not the amount of information\\ngiven, but the amount retained, which counts. Give a\\nlittle at each recitation, and let no recitation pass with-\\nout that little; but avoid prolixity.\\nHe should be ready in the use of familiar illustra-", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0048.jp2"}, "49": {"fulltext": "IN COUNTRY SCHOOLS 37\\ntions and should cultivate the power of explanation.\\nTo do this he must study his lesson before coming to\\nthe class. Prof. Alfred Holbrook used to say that there\\nwere three grades of teaching power the lowest was the\\npower to make the brightest pupils understand second\\nwas the power to make the majority of the class under-\\nstand and last, the highest power was to make the\\ndullest pupil in the class understand. Teachers should\\nstudy to attain to this highest grade of teaching power.\\nThe teacher will also instruct pupils how to study a\\nlesson and carefully direct their studies. This should\\nbe done at the close of a recitation as a preliminary drill\\nfor the next lesson.\\n3. The teacher should seek by the recitation to cul-\\ntivate accurate and fluent expression in writing and\\nspeaking. The pupils have prepared written work at\\ntheir seats. By careful examination and just criticism\\nthe teacher can aid the pupil to cultivate his power of\\nexpressing himself in writing. Spelling, capitals, punc-\\ntuation, syntax, arrangement, method, neatness, etc.,\\nshould be carefully noted. In speaking, also, the pupil\\nshould be trained in throwing off embarrassment, and in\\nthe use of good language.\\nTeachers should seek to cultivate habits of attention\\nin pupils. Much may be done in this respect by\\nmutual criticisms. Care should be taken, however, that\\nit is not overdone. Ill feeling is sometimes the result\\nof pupils criticising each other; and among small pupils\\nmuch confusion in the class results, unless it is carefully\\ncontrolled by the ^teacher. A good plan in some schools", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0049.jp2"}, "50": {"fulltext": "2,S BEST METHODS OF TEACHING\\nis to call frequently for a report or repetition of some\\nexplanation or information given by the teacher or any\\nof the pupils. For example, the teacher to-day imparts\\nsome information not given in the text book, and to-\\nmorrow calls for a repetition of it from the class. This\\nis an excellent exercise.\\n4. Under the head of Excitation, or Inspiration, I\\nwish to speak of the teacher s duty to arouse an in-\\nterest in study, to excite a love for study, and to lead\\nthe pupil into channels of independent thought and\\ninvestigation.\\nHe must do all this judiciously and by a careful at-\\ntention to the previous points in this section. In ad-\\ndition, the teacher should be full of enthusiasm. The\\npupils will get this feeling in a measure from the\\nteacher. They will not be likely to be enthusiastic in\\ntheir work unless the teacher is in his. This holy en-\\nthusiasm is one of the main points, distinguishing a true\\nand good teacher from a dull, lifeless, and inferior one.\\nThe teacher should lead his pupils into new pastures\\nof independent thought and original investigation, by\\njudicious questions and directions, and by assigning ap-\\npropriate topics. Timid or slow pupils should be en-\\ncouraged by kind words and favorable comments.\\nIV. GOVERNMENT\\nVolumes have been written on this topic alone. But\\nif a man teaches well, he will have but little governing\\nto do. The tap root of a system of government in", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0050.jp2"}, "51": {"fulltext": "IN COUNTRY SCHOOLS 39\\nschool is to furnish all with employment that is interest-\\ning to them and is at the same time conducive to their\\nhighest mental and moral development. To keep the\\nimps of mischief away, put the angels of business on\\nguard. This is the Pestalozzian idea. See what this\\ngreat pioneer of education had to say on this subject:\\nIf, from the imperfection of his reasoning powers, or\\nhis want of knowledge of facts, the child is not able to\\nenter into the sense or follow the chain of ideas if he is\\nmade to repeat what to him is sound without sense, it is\\nnot strange that he becomes restless and disobedient.\\nThe great mistake of too many teachers is that they ex-\\npect too much of children. They proceed too much on\\nthe presumption that a child has the mind of a man and\\nwill be interested in abstract subjects. Teachers must\\nnot only furnish the child something to do, but it must\\nbe something that he can do and will like to. Then he\\nwill have business and will have no time nor inclination\\nfor mischief. Nothing is naturally more active than\\nthe human mind, and especially the mind of a child. It\\ncraves and seeks for knowledge. If not properly\\ndirected, it seeks for the bad as well as for the good;\\nand we are sometimes inclined to think that it is more\\napt to seek for the bad. If we place a child in a church\\nduring a sermon and watch his actions, and recall our\\nown experience when a child, we can easily imagine his\\nthoughts. He is not interested in the sermon because\\nhe can not understand it. He soon grows tired of see-\\ning the people; and he shifts his position a hundred\\ntimes, counts the panes of glass in the windows, looks", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0051.jp2"}, "52": {"fulltext": "40 BEST METHODS OF TEACHING\\nat the ceiling and out of the window, and tries every\\npossible way tointerest himself except to get into down-\\nright mischief, which he longs to do, and would do, were\\nit not for parental restraint or the awe of the place and\\nthe restraint of the people around him. A child goes\\nto school and is placed on a seat with others of like dis-\\npositions and like restless minds. There is not the awe\\nof a church, the dread of parents frown, nor the dig-\\nnity of numerous older heads to restrain him. He is\\nassigned a lesson which in great part may as well be for all\\nhe can understand of it, a portion of Homer s Iliad in the\\noriginal Greek. Can you expect anything else than\\nmischief from the child, especially if he has an active\\nmind.? There are some children so dull and stupid\\nthat they never give the teacher any trouble, and when\\ngrown up will never agitate the world. It is from the\\nchild which, if not furnished with employment, would\\nfall into mischief that the world must expect its coming\\nman.\\nA teacher must remember then, that here is where he\\nwill begin to lay the foundations of government. This\\nis the solid rock on which he must build. If he suc-\\nceeds perfectly in this, he will have but little else to do.\\nWith a large school he can not succeed perfectly in\\nkeeping all employed, but he should do all that he can\\ntoward this end.\\nThe teacher should train pupils to govern themselves;\\nand only when his best endeavors to this end fail,\\nshould he resort to coercive measures. Were children\\nproperly trained, from infancy up, there would never be", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0052.jp2"}, "53": {"fulltext": "IN COUNTRY SCHOOLS 4 1\\nany need of force in governing them. But the teacher\\nhas not had the charge of these children from infancy;\\nand in nine cases out of ten if he had had them in\\ncharge, he would have failed to train them properly.\\nConsequently, force sometimes becomes a neccessity in\\nthe managing of youth.\\nA republican or democratic form of government is\\nundoubtedly the best for nations or communities, and,\\nto a certain extent, it is best in the school room; but\\nthere must be a slight savoring of despotism. The\\nteacher should be, to some extent, the autocrat of the\\nschool room. He should endeavor to lay before the\\nschool a few fundamental principles of goxernment, and\\nas far as possible, secure the voice of the majority in en-\\nacting and enforcing requirements. But there may be\\ncases where it is necessary for the teacher to use his\\nown mind, without appealing to the pupils for sanction.\\nHe should explain to them at the first that as all came\\nthere to be instructed, it is to the highest interest of all\\nthat the teacher s whole time should be spent in teach-\\ning; and that if every one would attend only to the\\nwork necessary to acquire knowledge, there would be\\nno necessity for government.\\nThe teacher, while he does not make a show of watch-\\ning his pupils, should ever be on the alert to detect\\ndepartures from propriety and at once check them.\\nA firm stand at the beginning is of great importance.\\nOne evil act, if permitted to pass unnoticed, may be\\nA note to Wilson S. Gill, Pres. of the Patriotic League, New\\nYork City, will bring light on this point.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0053.jp2"}, "54": {"fulltext": "42 BEST METHODS OF TEACHING\\nfollowed by a score. A rather rigid discipline at first\\nwill prevent the necessity of close watching after-\\nward.\\nThe teacher need say but little about government.\\nA system of rules laid down is of more harm than good.\\nThe general principle, Do Right, is all the rule neces-\\nsary. Let the teacher be orderly and systematic in\\neverything he undertakes and he will thus unconsciously\\nteach order and system to his pupils.\\nHe should not attempt to keep a school as still\\nas a church is while the minister prays. The perform-\\nance of the actual duties of the school room, if carried\\non in an enthusiastic manner, can not be without more\\nor less noise. But he should endeavor to check unnec-\\nessary noise, and not expect too much of the pupils.\\nHe must consider that forty pupils will make more\\nnoise than twenty, and if anyone points him to a quiet\\nschool, he may ask how many pupils there are. I have\\nseen teachers who kept forty and fifty pupils almost as\\nstill as death; but I never saw very much real progress\\nmade in studies under such teachers. They were a suc-\\ncess so far as keeping a school quiet was concerned,\\nand that was all.\\nShall whispering be suppressed Yes, and no. If it\\nis injuring the school, suppress it in part. Some claim\\nthey can uproot it entirely, but I never did. It was one\\nof my impossibilities; but others may do better. Still,\\nif a school is small, and pupils study and recite well, I\\ncan not see what harm there can be in whispering a\\nlittle. If a pupil has plenty of work to do, he will not", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0054.jp2"}, "55": {"fulltext": "IN COUNTRY SCHOOLS 43\\nand the pupils crowded, a great deal of confusion will\\nresult if each pupil only whispers a little. In such\\ncases, the teacher should explain the necessity of re-\\nfraining from whispering, and do all in his power to\\ncheck it. He may find it necessary to deprive those\\nwho persist in it of a part of their recesses. With\\nmany, merely calling their attention to the fact will\\nbe all that is necessary. With some, it will have\\na good effect to write their names on the blackboard.\\nAll this should be done, not so much as a punish-\\nment but as a reminder of the fact that they\\nare disturbing the school; and the teacher should so\\nexplain. Extreme cases may require extreme reme-\\ndies; and the teacher should devise his own mode of\\npunishment.\\nAs was said in the beginning of this section, if all are\\nemployed, very little in the way of government will be\\nnecessary. It behooves the teacher, therefore, to devise\\nways and means to keep all, from the largest to the small-\\nest, employed profitably and pleasurably. He who suc-\\nceeds best in this will succeed best in governing his\\nschool. Let me make a few suggestions in this matter:\\nWith large pupils the question of employment will not\\nbe a difficult one. Provide plenty of written work in\\neach of the branches they pursue, and by properly con-\\nducted recitations and a judicious assignment of lessons,\\nall the older pupils will be kept properly employed. If\\nany wide-awake, active boys or girls are well up with\\ntheir lessons, it will not be improper to allow them to\\nspend much time in whispering. If a school is large.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0055.jp2"}, "56": {"fulltext": "44 BEST METHODS OF TEACHING\\nread some book or paper in school hours. Many a mis-\\nchievously inclined boy may be diverted from the mis-\\nchief he would fall into, by simply requesting him to\\nbring an armful of wood, a bucket of coal, or a pail of\\nwater. Some pupils are naturally so full of life that un-\\nless they are employed constantly, they will easily fall\\ninto mischief. Such children are sometimes the bright-\\nest in the school. Their surplus energies need only to\\nbe directed in the right channel. Such pupils may be\\nrequested to write their spelling or reading lessons, or\\nplace the solution of an example on the blackboard.\\nLike the locomotive, they are a power for good so long\\nas they are kept on the track; but let them get off the\\ntrack, and they are a power for mischief. I do not like\\nto see a child who has not enough energy about him to\\nget into mischief. The teacher should be on the watch\\nfor something useful, to act as a safety valve for such\\nvivacious pupils. There is a point worth thinking of\\nright here, and it is a lead, which if followed, will yield\\nrich results in the way of managing such pupils. See\\npp. 45 and 46.)\\nNo pupil, old or young, should come to school with-\\nout a slate. The teacher should attend to this matter;\\nand if he cannot induce parents to purchase slates, it\\nwill pay him, in the way of securing order in the school-\\nroom, to buy them, and loan them to the pupils. A\\nA Book Shelf or Reading Table may be introduced, to\\nwhich as many as will or can may become lending members, each\\none lending one or more books, magazines, or newspapers, for the use\\nof the rest, for the term. The teacher must umpire the matter, so as\\nnot to have vicious nor even injudicious literature introduced.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0056.jp2"}, "57": {"fulltext": "IN COl NTRY SCHOOLS 45\\nlittle talk with the parents in regard to the matter, will,\\nhowever, usually secure the slates. There is nothing\\nthat will aid so much in keeping pupils occupied as\\nslates. The reading and spelling classes will find them\\na necessity in writing or printing their spelling lists,\\nand very young pupils, in drawing, printing letters, and\\nmaking figures. The teacher should keep the young\\npupils busy with slates and blocks.\\nSimple drawing lessons should be placed on the black-\\nboard, such as any teacher can give, whether he has\\never studied drawing or not, as squares, triangles,\\nrectangles, parallel lines, stars, boxes, the simple outline\\nof a house, a barrel, a cup, etc. Blocks are another\\nhelp in government. Let the teacher go to some\\nmechanic s shop; and if he has ordinary ingenuity, he\\ncan, out of a few pieces of pine board, make a set of\\nblocks which can be^ used by both small and large\\npupils By the small ones to play with, and by large\\nones to represent square and cube root, mensuration\\nof solids, etc. Let him make a cube, to illustrate cube\\nroot, a pyramid, a triangular prism, a parallelopiped, a\\ncylinder, and a cone; also, a number of blocks in the\\nshape and proportion of bricks, but they need not be\\nmore than three inches in length. If the teacher can\\nnot make these himself, it will cost but a trifle to get a\\nmechanic to make them. Very young pupils can be\\nkept employed for hours in building houses, etc., with\\nthese blocks. To prev^ent noise, by the falling of the\\nblocks on the desk, I have sometimes spread a shawl\\nor some newspapers over the desk. Blocks with the", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0057.jp2"}, "58": {"fulltext": "46 BEST METHODS OF TEACHING\\nalphabet on them can be purchased for a small sum, and\\nwill be very convenient and useful.\\nDuring warm weather the very young pupils should\\nbe allowed to play out of doors, after they have recited\\ntheir lessons and practiced for a few minutes with\\nslates; but in winter this cannot always be done, and\\nsome means must be used to keep them employed.\\nThey may be allowed to draw and print on the black-\\nboard as an occasional exercise, for a change. Children\\nare generally fond of marking with chalk. Every\\nschool-house should be provided with plenty of black-\\nboard. (See p. 54.)\\nPupils get tired of sitting still, and thus grow restless.\\nFor this reason I have provided in the program inter-\\nvals of five minutes which I have denominated ^^Resi.\\nRest is not necessarily absolute cessation from activity.\\nIt may be only change. These intervals may be used\\nin various ways. To check whispering I have given\\nthese five-minute intervals for that purpose, allowing\\nthe pupils to move about the room but not permitting\\nthem to leave it nor to indulge in boisterous play, but\\nthat they may stretch their limbs and have a few min-\\nutes for conversation. These intervals may be used in\\ngiving calisthenic exercises, if thought proper; or the\\nteacher may give oral drills to the whole school on some\\nsubject of natural science, or read or relate a story; or\\nsometimes it is necessary to talk to the whole school\\non some matter pertaining to government, or about\\nsomething that has occurred in school. I would not\\nhave any set program for these intervals, but use them", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0058.jp2"}, "59": {"fulltext": "IN COUNTRY SCHOOLS 47\\nsometimes in one way and sometimes in another.\\nVariety is the spice of Hfe, and we cannot get along\\nwithout it. If a visitor enters your school do not inter-\\nrupt the usual course of your work, but adhere strictly\\nto the program; and when the time for Rest comes,\\nyou may ask him to talk to your school or spend the\\nfive minutes in talking to him.\\nThe five minutes in the morning denominated Gen-\\neral Exercises, may be also used in various ways.\\nExercises may be given which will go far towards\\nsecuring punctual attendance. Read a portion of some\\ninteresting story each morning, always leaving off in an\\ninteresting place; or give short lectures on some scien-\\ntific subject; or the time may be devoted to matters of\\nbusiness, as: announcing special lessons, arranging\\npupils seats, or providing for a new pupil.\\nA strict attention to these seemingly small matters\\nwill go far towards securing good order in school.\\nVery small pupils should not spend the whole day in\\nschool; but as this is a matter to be settled between\\nthe teacher and parents, I can only ask the teacher to\\ntry and make arrangements with parents so that the\\nsmall pupils can be dismissed an hour or two before the\\nrest. Some parents will even object to allowing small\\npupils to play out of doors during school hours; but if\\nthis matter is explained by the teacher, no trouble will\\nensue; and if they are consulted in reference to sending\\nsmall pupils home, the matter can generally be arranged.\\nThe only objection to this is in the fact that some chil-\\ndren have a long way to go to school, and very small", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0059.jp2"}, "60": {"fulltext": "48 BEST METHODS OF TEACHING\\nchildren need the company and protection of their older\\nbrothers and sisters.\\nThere is no sense nor propriety in keeping small\\nchildren a whole day in school. It is imposing too\\nmuch upon the teacher of an ungraded school. He is\\nobliged to teach everything, from the alphabet to alge-\\nbra, and to manage all ages from five years old to twenty;\\nand I do not see the need of keeping the little ones con-\\nfined several hours longer than is necessary for their\\ninstruction. Therefore, teachers should try to make\\nsuch arrangements with school boards and parents as\\nwill remedy this matter.\\nTo recapitulate the matter of government:\\n1. Let the teacher teach well.\\n2. Let him set an example of order and system by\\nbeing orderly and systematic himself.\\n3. Let him provide means to keep all profitably and\\npleasantly employed.\\n4. Let him secure the aid of parents and school\\nboards and work in harmony with them.\\n5. Let him be calm, watchful and firm.\\nI can not forbear closing this chapter with an extract\\nfrom Herbert Spencer: The independent English boy\\nis father of the independent English man; and you can\\nnot have the last without the first. German teachers\\nsay that they had rather manage a dozen German boys\\nthan one English one. Shall we, therefore, wish that\\nour boys had the manageableness of the German ones,\\nand with it the submissiveness and political serfdom of\\nadult Germans? Or, shall we not rather tolerate in our", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0060.jp2"}, "61": {"fulltext": "IN COUNTRY SCHOOLS 49\\nboys those feelings which make them free men, and\\nmodify our methods accordingly? What Spencer says\\nof the English boy can be, only more emphatically,\\nsaid of the American boy. That independent spirit\\nwhich will not take off the hat to a prince, sooner than\\nto a beggar, requires a different kind of government\\nfrom that necessary for that cringing, servile submis-\\nsiveness which characterizes too many of the Old World\\ninhabitants.\\nAs self-government prevails in our nation, so it\\nshould prevail in the family and school. If properly\\ntaught here it will be easy there, and we need not fear\\na downfall of our republic so long as the principles on\\nwhich it is based are taught in the family and school.\\nIf it is high-minded men who build up a state, it is the\\nteacher s duty to make high-minded men out of the boys\\nunder his control, and thus be the greatest benefactor\\nof the race. Ruskin told his countrymen to set their\\nminds upon multiplying Englishmen. Let us set our\\nminds upon multiplying honorable Americans. The\\nteacher of the country school is one of the greatest\\nfactors in this work.\\nTHE SCHOOL HOUSE\\nI. SCHOOL ARCHrrECTURE\\nNot one half enough money is expended in the con-\\nstruction of school nouses, and much that is expended is\\nmisdirected; and the result is that in a land of wealth,\\nwhere costly residences, fine court-houses and peniten-", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0061.jp2"}, "62": {"fulltext": "50 BEST METHODS OF TEACHING\\ntiaries, and elegant churches abound, the great majority\\nof the school buildings are miserable shanties, barely\\nsufficient to shelter the school from the weather, and\\nwithout yards or trees, or anything which makes a home\\ndesirable. The school house is not exactly a home, but\\nit should be just as attractive a place. Our cities, as a\\nrule, it is true, contain fine school houses; and there are,\\nalso, some very neat, well arranged and attractive school\\nhouses in the country; but it is the exception rather than\\nthe rule. Four bare walls of wood, stone or brick, with\\ndesks and table for the teacher, a rusty stove and rustier\\nwalls, with a greasy blackboard about three by four\\nfeet in dimensions, will pretty accurately describe the\\ninside of the majority of country school houses, at least,\\nthose in the Central and Western States.\\nOur free school system is a grand and glorious thing,\\nand much money is spent for the sustenance of schools;\\nyet when we consider the money spent for useless pur-\\nposes it is but a trifie. The annual expenditure in the\\nUnited States for sites, buildings, furniture, libraries\\nand apparatus is but a little for a country like ours.\\nCompare this with the cost of punishing crime, or with\\nthe amount annually expended for liquors and tobacco.\\nThe people can be taxed to no better purpose, certainly,\\nthan that of educating their children. It is a fact that\\nas education of the masses increases, crime and its con-\\nsequences decrease; consequently it is a good invest-\\nment, for it is a saving to the country of a large propor-\\ntion of the amount necessary to punish crime as well as\\nthe loss of property consequent upon crime.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0062.jp2"}, "63": {"fulltext": "IN COUNTRY SCHOOLS 5 I\\nIt frequently happens that a sufficient sum of\\nmoney is appropriated for buildings and apparatus,\\nbut so misdirected that it fails to answer any good\\npurpose.\\nPractical teachers are rarely consulted when a country\\nschool house is to be built. I have seen some very\\ncostly buildings that were miserable failures as school\\nhouses. One third less money would have built better\\nhouses for the purpose, if it had been properly applied.\\nFor example, I have one in mind just now which cost a\\nlarge sum of money. There were two small ante-rooms,\\nso arranged that they were of little practical use; and to\\nconceal the want of symmetry, caused by so arranging\\nthe rooms, a blind window was made between the en-\\ntries to them. A belfry costing a large sum, and made\\nmore for ornament than for use, though not very orna-\\nmental, was placed on the top. An attempt was made\\nto construct a blackboard in the wall; but it was a\\nfailure, from want of a little knowledge, and conse-\\nquently was never used for that purpose.\\nIt is the duty of teachers, even at the risk of being\\nthought meddlesome, to advise with school boards when\\nnew houses are to be built, and see that what money is\\nexpended is used to the best purpose. But how can\\nteachers instruct others unless they are themselves in-\\nformed in this matter.*^ The question of school archi-\\ntecture is one of great importance, and not enough\\nattention is paid to it by teachers. Teachers should\\nfirst urge sufficient expenditure, and then help see that\\nit is properly applied.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0063.jp2"}, "64": {"fulltext": "52 BEST METHODS OF TEACHING\\nBelow are a few suggestions as to how I think coun-\\ntry school houses should be constructed:\\n1. Location. As the distance to be traversed by the\\npupils must be taken into consideration, not a very wide\\nlatitude of choice is allowable in this respect but when\\npossible, a high ground should be chosen, near a natural\\nforest, and far enough away from the public highway to\\nbe free from the noise, dust and danger of passing\\nvehicles. How often do we see these points disregarded\\nCountry school-houses are often stuck in a mud hole\\nand so close to the road side that passing vehicles may\\nrub against their sides.\\n2. Sjwroiindiiigs. Land is not excessively dear in\\nthis country, and there can be no excuse for not having\\nample grounds in connection with the school house.\\nThere should not be less than five acres in the Western\\nStates. In the older States where land is now higher,\\nperhaps a less space may be all than can be expected.\\nThe ground should be enclosed with a neat fence;\\nand if not naturally furnished with trees, the more hardy\\nkinds of forest trees should be planted not in straight\\nrows, but in groups as they grow naturally, leaving a\\nlarge space at a sufficient distance from the house, for\\na playground for ball and such games as require open\\nground. All out-buildings should be at the back of the\\nschool house some distance, and screened by trees. I\\nwill say nothing of laying off flower beds and planting\\nshrubbery, though intensely desirable, as I fear that we\\nare not all quite ready for that.\\n3. Size. There is little danger of getting a school", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0064.jp2"}, "65": {"fulltext": "IN COUNTRY SCHOOLS 53\\nhouse too large. I have yet to meet with a country\\nschool house too large for the number of pupils. Here\\ncomes in the matter of expense; and here is where\\nteachers must fight the parsimony that will crowd a\\nnumber of children together like cattle in a pen.\\nA school house to accommodate sixty pupils should\\nnot be less than thirty-two by forty feet in dimensions,\\nand should include a hall and two ante-rooms. This will\\ngive ample room for desks, recitation seats, platform and\\naisles, and desks need not be placed too close to the\\nstove. The ceiling should be at least ten feet high.\\nFor a smaller school the building need not be quite so\\nlarge, perhaps in some districts not more than twenty-\\nsix by thirty-four feet.\\n4. Plan. The following plan for a country school\\nhouse is calculated to seat sixty-two pupils, and give\\nall ample accommodations. It will, at least, prove\\nsuggestive. For convenience in studying geography,\\nas well as for other reasons, the pupils should be seated\\nfacing the north, the door entering at the south and the\\nnorth a dead wall, windows being on the east and west\\nsides.\\nThe small room on the right of the hall can be used\\nfor hanging clothes, keeping dinner baskets, a small\\nsupply of fuel, kindlings, etc. The room on the left I\\nhave denominated the teacher s room; but it may be\\nused for a variety of purposes. A school library may\\nbe kept here, also all apparatus when not in use; and\\nif occasion requires, it may be used as a recitation room.\\nThe stove, it will be observed, is far enough from any", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0065.jp2"}, "66": {"fulltext": "54\\nBEST METHODS OF TEACHING\\nN\\n5-\\n10\\n5-\\nW\\n10\\n5-\\n12\\nI I\\n-5\\nlO\\n-5\\nE\\n-5\\n14\\n10\\nOutside Door.\\nInside Door.\\n3. Door to Clothes Room.\\n4. Door to Teacher s Room.\\n5. Windows.\\nPlatform 10 inches.\\nTeacher s Desk.\\nStove.\\nRecitation Seats.\\nBlackboards.\\nDesks for 62 Pupils.\\nMovable Seats.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0066.jp2"}, "67": {"fulltext": "IN COUNTRY SCHOOLS 55\\npupil s desk and opposite and near to the door, the\\nadvantage of which will be seen when we come to speak\\nof ventilation. A large blackboard can be made the\\nfull width of the room, at the north end and facing the\\nschool; while smaller blackboards can be made between\\nthe windows. The windows are all at the sides, an ar-\\nrangement better suited to the eyes of the pupils than\\nif facing them. They should be made high, so that the\\nlight will shine rather down on the pupils. The aisles\\nshould be two feet or more in width.\\nSuch a building will cost a little more than such as\\nare usually built; but when once built, it will last just\\nas long as a smaller one and will certainly pay in an\\neducational sense.\\n5. Construction and ]\\\\Iaterial. School houses may\\nbe made of wood, stone, brick or concrete; but of what-\\never material, they should be well built, and the mate-\\nrial should be of the best quality of the kind. No\\nbungling workmen should have the contract.\\nThe great objection to large rooms with high ceilings\\nis that they are inclined to echo and increase sounds.\\nThis may be obviated in a great measure by so plan-\\nning the floor as to deaden the sound. Architects can\\naccomplish this; and it should be a part of the specifi-\\ncations.\\nFloors should be made of hard wood, the boards\\nbeing narrow and well joined, so as not to warp. The\\nroom should be ceiled with boards, to a height of three\\nor four feet all around. The windows should have\\nmtters on the outside.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0067.jp2"}, "68": {"fulltext": "56 BEST METHODS OF TEACHING\\nBlackboards should be made in the wall. Perhaps\\nthe best is made by mixing lampblack and flour of\\nemery with plaster of Paris, and put on as the last coat\\nof plastering, the same as a hard finish.\\nIt would lessen the expense somewhat to set the roof\\ndown lower and make the ceiling arched or higher in\\nthe middle than at the sides. Thus, at a less expense\\nfor material, the same or a greater amount of space\\nwould be gained.\\nII. APPARATUS\\nMany school houses in this country have not one\\npiece of apparatus, not even a wall map. This is a\\ndeplorable state of affairs, and I hope it will not al-\\nways be thus. I am not going to advocate the pur-\\nchasing of costly apparatus. There is no need of it;\\nbut there are a few articles which no school board\\nshould neglect to furnish. Among these are a good\\nset of wall maps, a small globe, an unabridged dic-\\ntionary, and charts for teaching penmanship and pri-\\nmary reading. Besides these, there might be a cyclo-\\npedia of general information, a tellurian to illustrate\\nmathematical geography, a set of mathematical blocks,\\nset of alphabet blocks, a numeral frame, a number of\\nsmall rulers with scale of inches marked, and a yard\\nstick. Some of these may be easily made by the\\nteacher.\\nAccording to Webster s definition of apparatus, viz.\\nThings provided as means to some end, it will not\\nbe improper to include a library as among the appara-", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0068.jp2"}, "69": {"fulltext": "IN COUNTRY SCHOOLS 57\\ntus of a school. I have already mentioned two works\\nof reference; but there are many books not only valu-\\nable for reference, but for the common use of the chil-\\ndren and youth of our country schools. It seems to me\\nthat with such school house such as I have here described,\\na library should be started. I hope that the day is not\\nfar distant when each country school house will be con-\\nstructed on some plan similar to the one described,\\nwhen in the teacher s room there will be a book case\\nwell filled with reading matter and works of reference\\nsuitable to the young and for the benefit of the teacher.\\nSuch a library can be kept under lock and key and the\\nteacher constituted a librarian, books only to be had\\nduring session of the school.\\nThe Legislature of Ohio once voted a school library\\nto be kept in each district, and the books to be ex-\\nchanged periodically. Within a few years the books\\nwere scattered and most of them lost, and finally what\\nwere left were gathered up and sold. It seems to me\\nthat such a state of affairs does not argue a very highly\\ncivilized state of society. If parents took that interest\\nin the education of their children which they should\\ntake, such would not be the case.\\nI think that if each district would furnish its own\\nlibrary, and school boards would see to it that teachers\\ndid their duty as librarians (and if teachers were alive\\nto their work they would need but little watching), a\\ngreat revolution in the state of society might be accom-\\nplished in a few years. Certain books, such as are not\\nused for reference, might be exchanged from one dis-", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0069.jp2"}, "70": {"fulltext": "58 BEST METHODS OF TEACHING\\ntrict to another at certain intervals, thus keeping up\\nnew interest. The school house should be the literary\\ncenter of the rural community. These libraries would\\nbe excellent helps to literary societies which could hold\\nmeetings at the school house during winter evenings.\\nPublic exhibitions, festivals, etc., might be given, and\\nthe proceeds devoted to purchasing a library for the\\nschool. Other apparatus might be procured in a similar\\nmanner.\\nIII. VENTILATION\\nI shall not occupy space in speaking of the evils of\\nbadly ventilated rooms. Every person of intelligence\\nknows the advantages of thorough ventilation.\\nA room is well ventilated when there is a free access\\nof fresh air and a free exit for the foul air, and when no\\none is exposed to cold draughts. The bad effects from\\ndraughts are almost as great an evil as the breathing of\\nimpure air. The majority of, in fact nearly all, country\\nschool houses are so constructed that they can not be\\nventilated without exposing pupils to cold draughts of\\nair. If a window is raised at the bottom, the cold air\\nrushes in and strikes those sitting near it; and if it is\\nlowered from the top, the cold air falls upon the heads\\nof the children.\\nAir that has been inhaled by the lungs contains car-\\nbonic acid gas, as well as organic matters resulting from\\nthe waste of animal tissue. This carbonic acid is heavier\\nthan common air when cold, but when warmed it is\\nlighter than common cool air. The consequence is that", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0070.jp2"}, "71": {"fulltext": "IN COUNTRY SCHOOLS 59\\nwhen exhaled from the kings it rises, but gradually\\ndescends as it becomes cooled. If an opening is made\\nnear the top of the room, it will pass out readily, provided\\nthere is a sufficient opening at the bottom to admit a\\ncorresponding amount of fresh air. If there is an\\nadmission of cool air from below and an opening made\\nat the top there will be two currents estabhshed side by\\nside, one of cold air coming in and the other of warm,\\nfoul air passing out. The cold air will fall down to the\\nbottom of the room and force the warmer air up. An\\ninteresting experiment may be performed by the teacher\\nto illustrate this principle of ventilation. When a room\\nwhich contains a fire has been closed for some time, let\\nthe door be opened for the space of an inch or more, and\\nhold a lighted candle opposite the crack. If it is held\\nnear the top the flame will be blown outward; if near\\nthe bottom, it will be blown inward, and if near the\\nmiddle it will remain steady, showing plainly the direc-\\ntion of the currents of air.\\nAs a simple and effective means of ventilating a\\nschool-room, I would recommend the following: Make\\na wooden spout, say six inches or more in diameter, to\\npass from beneath the stove to the outside of the\\nbuilding, under the floor. An opening is to be made in\\nthe floor under the stove. At the end of the room\\nfarthest from the stove make a similar spout, to extend\\nfrom the floor to the roof, with openings at the top and\\nbottom and in the middle, with slides to shut when\\nnecessary. When a fire is made, the air around the\\nstove becomes heated and, rising, circulates through the", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0071.jp2"}, "72": {"fulltext": "6o BEST METHODS OF TEACHING\\nroom and passes out at the openings in the upright\\nspout. A fresh supply of cold air is drawn through the\\ntube under the floor, and in turn becomes heated and\\ncirculates through the room. The windows and doors\\nmay be shut perfectly tight, and yet there will be good\\nventilation.\\nHeat is conducted from a stove through a room in\\ntwo ways by convection and by radiation. By the\\nformer is meant that the air in immediate contact with\\nthe stove becomes heated and, rising, its place is supplied\\nby cool air, which goes through the same process. By\\nradiation is meant that heat is thrown off from the stove\\nin direct rays, the same as light from a lamp. To\\nprevent this heating by radiation, some device must be\\napplied, because those sitting near the stove get too\\nwarm, while those at a distance may suffer with cold.\\nA piece of sheet-iron or tin should be placed so as to\\nsurround the stove on all sides, except top and bottom^\\nat the distance of four or five inches. The stove should\\nalways stand near the door of the room to receive the\\ncool air when the door is opened. A room ventilated\\nand warmed as above described will not be an unhealth-\\nful place for human beings.\\nBut what are you going to do, teacher, if you are\\nobliged to teach in a room not properly ventilated.\\nRather than open a window and expose some pupil to a\\ndraught, which will be the case in most houses, open\\ndoors and windows wide at each recess and noon, and\\nallow a thorough change of air. When pupils are in\\nmotion the draughts will not hurt them. Or a window", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0072.jp2"}, "73": {"fulltext": "IN COUNTRY SCHOOLS 6l\\nmay be opened and the opening screened by a board so\\nas to prevent a direct draught. If the stove is near the\\ndoor, as it should be, open the door a little way to admit\\nair, provided the pupils are not so seated that the air\\nwill strike them.\\nAn attention to these matters will often prevent cases\\nof colds which might result in disease producing death.\\nA close, illy ventilated room will also make restless\\npupils, and government will be more difficult in such a\\nroom. The teacher is responsible in great measure for\\nthe health and comfort of his pupils.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0073.jp2"}, "74": {"fulltext": "62 BEST METHODS OF TEACHING\\nMETHODS OF TEACHING\\nREADING\\nTo be a good reader is a most desirable accomplish-\\nment. As reading is taught in our ungraded schools\\nwe can not say that it is a success. The hesitation and\\ndrawl of too many school boys and the sing-song tone\\nof, alas, too many ministers are simply abominable.\\nYet much time is spent in all our schools in the acquisi-\\ntion of this art. The results should be more satis-\\nfactory.\\nTo make a good reader requires, first, a knowledge\\nof the principles of elocution; second, much practice.\\nIn order to teach the principles of elocution, the\\nteacher himself should have a knowledge of them. Too\\nmany teachers are wofully deficient in this respect. It\\nmust be remembered that a strict observance of the\\nrules for articulation, inflection, accent and emphasis,\\npitch, gesture, etc., will not make a good reader or\\nspeaker. He should enter into the spirit and meaning\\nof the author. He must understand and what he\\nreads or speaks. The rules of elocution have many ex-\\nceptions; so much so that they seem arbitrary. The\\nbest orators are children and Indians, because they\\nspeak the language of nature, and are not drilled into\\nartificial modes of expression by unnatural customs.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0074.jp2"}, "75": {"fulltext": "IN COUNTRY SCHOOLS 63\\nThe teacher should endeavor to improve himself in\\nthis noble art. He should practice much, reading aloud\\nand declaiming, at the same time studying the principles\\nof elocution, as found in our school readers. He should\\nfirst try to find out his own faults and set himself to\\nremedy them. If he finds he does not articulate well,\\nhe should practice on this branch until he has improved\\nhis enunciation. In the same manner let him correct,\\nby drilling himself, any other faults of expression that\\nhe may possess. Let the country teacher, after his\\npupils have gone home in the evening, read and declaim\\nto the empty seats for half an hour each day the lessons\\nin the readers. The time thus spent will repay him\\nmany fold. It will elevate him, not only among teach-\\ners but among all classes.\\nIt is expected of a teacher, above all others, that he\\nshould possess the art of expressing himself. The\\nAmerican people are a nation of readers, but there are\\ncomparatively few good readers among them. It is\\ntrue that a republic is the best calculated to develop\\noratory, and we have many of the greatest orators in the\\nworld; yet we should have more of them and more who\\nshould be above mediocrity in this respect. It is the\\nduty of the country teacher to manufacture many of the\\nfuture orators of America. Let him fit himself by\\ncareful study and constant drill for this purpose.\\nNow that the country teacher is obliged to teach\\neverything, from A B C to algebra, it is not to be sup-\\nposed that he will have the time to give to the subject\\nof reading which the teacher of a graded school can", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0075.jp2"}, "76": {"fulltext": "64 BEST METHODS OF TEACHING\\nhave; but what time he has should be economized and\\nprofitably used. The time devoted to each class, of\\ncourse, will vary with the number of branches taught in\\nthe school, the number of pupils, and, perhaps, with\\nother circumstances. For example, in some schools,\\nwill be found algebra, physiology, history, and, perhaps,\\ntwo grades each of grammar and geography, while in\\nother schools there may be neither of the first three, and\\nonly one class each in the last two. The time, there-\\nfore, must vary with circumstances. (See p. 28.)\\nTeaching Beginnei^s to Read\\nThere are various methods in vogue for teaching be-\\nginners to read. Each one has its advocates, who\\nstrenuously hold to their particular methods, just as the\\ndifferent schools of medicine or the different denomina-\\ntions of religious believers hold to their respective\\ndogmas. Now, I do not wish to be behind the times\\nand advise my readers to follow a method which the\\npresent age has voted down; but I have some serious ob-\\njections to following exclusively any method which has\\nyet been invented. There are some methods, as the\\nvarious phonic methods, which in theory seem to be just\\nthe thing; and the enthusiastic young teacher will likely\\nbe carried away by the specious arguments used in their\\nfavor by some of our educators, who, having watched\\nthem in the quiet of their study rooms, and never hav-\\ning given them a practical test in the school-room, are\\nprepared to denounce anyone as an old fogy or an", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0076.jp2"}, "77": {"fulltext": "IN COUNTRY SCHOOLS 65\\nignoramus who will not at once fall in love with them.\\nI have personal knowledge of at least one prominent\\neducator who is an ardent advocate of what he calls the\\nphonetic or normal method, and who has never taught a\\nclass of children in his life.\\nThe different methods maybe enumerated as follows:\\nThe Alphabetic Method, the Word or Webb Method,\\nthe Phonic Method. Of the latter there are several\\nvarieties.\\nTJie Alphabetic Method is the one by which the most\\nof us, perhaps, were taught and the one which is in use\\nin the greater number of country schools to-day. It\\nneeds no explanation, being simply the teaching of the\\nnames of the letters of the alphabet and the combining\\nof them into words. The objection made to it is that it\\nteaches the names of the letters only, and not their\\npowers and sounds, and that it is analytic rather than\\nsynthetic.\\nTJie Word or Webb Method hdi^ many advocates. By\\nthis method the learner is taught first a number of words\\nas wholes. Objects or pictures of objects are shown to\\nthe pupils and they are taught to call the words which\\nrepresent them at sight. Words are combined in sen-\\ntences, and the child is thus taught to read before he\\nknows a single letter. The letters are then, it is\\nclaimed, learned very readily by separating the words\\ninto their component letters. The advantages claimed\\nfor this method over the former are that it is synthetic\\nrather than analytic, and that it can be made much\\nmore interesting to children, words representing ideas", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0077.jp2"}, "78": {"fulltext": "66 BEST METHODS OF TEACHING\\nbeing more easily grasped as wholes than letters, which\\nare but arbitrary signs.\\nTJie PJionic ATethod clmms superiority over the others\\nfrom the fact that as our alphabet contains only twenty-\\nsix letters to represent about forty sounds, by teaching\\nthe sounds of the letters rather than their names, the\\nmany difficulties of pronouncing our language are\\nobviated. As before stated there are several varieties\\nof the phonic method. Some have tried to overcome\\nthe difficulties by having the sounds of the letters indi-\\ncated by marks over or under them, as they are in the\\ndictionary. Others have the primers printed to repre-\\nsent the different sounds by means of different styles of\\ntype; and others still by using different characters for\\neach sound.\\nIt will be useless to discuss these different methods.\\nI have only briefly described them that the teacher\\nmay not be ignorant of them. If circumstances per-\\nmit, it will be well for the teacher to try the new\\nmethods and thus be able to decide for himself. I\\nwill here state only a few facts concerning the matter\\nof teaching beginners in country schools, and then\\ndescribe the method I have used with the greatest\\nsuccess\\n1. A great many children learn the alphabet, and\\nsome to spell a little, before they are sent to school.\\n2. The country teacher will find in many schools\\nonly one, or at most only two or three pupils, who can\\nnot read quite well in the first reader.\\n3. Children love to put things together, to build up.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0078.jp2"}, "79": {"fulltext": "IN COUNTRY SCHOOLS 67\\nas well as they love to take things apart or tear down.\\nBoth synthesis and analysis should be used in teaching.\\n4. Children learn almost unconsciously the sounds\\nof the letters by naming the letters in familiar words\\nand hearing the words pronounced. Thus it is rarely\\nthat a child needs be told twice that c-a-t spells cat,\\nalthough the sounds of the letters, as heard in the word,\\nare not the same as the names of the letters. The con-\\nverse is true, that even advanced pupils will hesitate\\nabout pronouncing a word which is unfamiliar to them,\\neven though it be a word of very easy construction.\\n5. It is a rather difficult matter to get a child to give\\nthe sound of a letter alone. In pronouncing words, he\\ngives the sounds of the letters combined; but if you\\nattempt to get a child to give, say the short sound of a\\nin caty you will find that he does not seem to compre-\\nhend what you mean, and he will hesitate to repeat the\\nsound after the teacher.\\n6. The fact is, the child has been accustomed from\\ninfancy to pronouncing words, i.e. giving the sounds of\\nletters combined in such a way that they represent\\nideas which he has previously acquired and sounds\\nalone and letters alone represent to his mind no ideas\\nat all. This is why it is a difficult matter to teach the\\nalphabet or its sounds.\\nFrom the above facts, and from my own experience,\\nI have found the following method, which may be\\ntermed the Ecletic Method, the most applicable in a\\ncountry school\\nIf no suitable books or charts are at hand, I first", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0079.jp2"}, "80": {"fulltext": "68 BEST METHODS OF TEACHING\\nshow the class a simple object, as a box, asking its name.\\nThen I show them a picture of a box in a book, or\\ndraw its picture on the blackboard. Then I print the\\nword box on the board. Then I tell them that the word is\\nmade up of letters, asking them how many, and naming\\neach letter for them, require them to repeat them after\\nme. Then the word is pronounced slowly, so as to\\nsomewhat isolate each sound. Next I take a word\\nhaving the same letters, or part of them, and drill in the\\nsame manner. The word ox would appropriately follow\\nbox, or at follow cat. A few letters are learned at a\\ntime; they are learned by using them; and their pow-\\ners are learned at the same time. I so proceed until all\\nthe letters are used by their use in words that are\\nalready familiar, and easy of pronunciation. As soon as\\na few words are learned I combine them into sentences,\\nand the pupils read them until they have become quite\\nfamiliar. The books may be used sometimes, when\\nthey contain pictures and words which are applicable.\\nCharts containing pictures and easy words will be found\\nquite convenient. When a letter is learned by the\\npupil, he may be shown a printed page and exercised in\\nfinding out the letters from among others. Blocks with\\nthe letters printed on them are very useful. With\\nthem words can be put together and taken apart.\\nAn ingenious teacher will find many ways of varying\\nthe lessons and making them interesting. Pupils,\\nwhile learning to read, may be taught some ideas of\\nnumber. This will vary the exercises and will interest\\nthe pupils. They may be required to count the letters", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0080.jp2"}, "81": {"fulltext": "IN COUNTRY SCHOOLS 69\\nin a word, the words in a sentence, the windows in the\\nroom or the number of panes in the windows, etc.\\nThere are some letters so nearly alike in form that\\npupils sometimes find it difficult to distinguish between\\nthem, for instance b and d and p and q. The teacher\\nmay show them how they are made, that is with a\\nstraight line and a curve either at top, bottom, right or\\nleft sides. The pupils should be required to form the\\nletters with pencil or chalk. This will give employment\\nand help fix the forms of the letters in their minds.\\nAs soon as the letters are learned, exercise should be\\ngiven in pronouncing words, and continued until they\\ncan call a great number of easy and familiar words at\\nsight. Words having a similarity of sound, provided\\nthey are simple and convey ideas with which the pupil\\nis already familiar, may be arranged in columns and\\npronounced first down the column and then across the\\npage. In this way words are learned by their resem-\\nblance to each other, and a test is made by pronouncing\\nacross the columns.\\nFIRST READER\\nAs soon as the child has learned to call a number of\\nwords readily at sight, attention should be paid to the\\nfollowing points:\\nI. Secure Distinct Articulation\\nThe teacher should see that the child opens his\\nmouth properly and articulates every sound fully and\\nclearly. He should never allow a word to pass until", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0081.jp2"}, "82": {"fulltext": "70 BEST METHODS OF TEACHING\\nsatisfied that the pupil has articulated it as distinctly as it\\nseems possible for him to do. There are defects of the\\nvocal organs which may be remedied in great measure\\nby practice; but it is not expected that a teacher\\nshould devote the time necessary to cure stammering\\nand similar defects. This should be done at home or\\nin schools specially for that purpose. Words of the\\nlesson which are difficult to pronounce may be printed\\non the blackboard, and the class may pronounce them\\nin rotation or occasionally in concert. The pupils may\\nspell the difficult words from the book and pronounce\\nthem. The teacher may then pronounce them and the\\npupils spell them without looking on the book. He\\nmay then let them read a paragraph or to a period.\\n2. Secure Natural Tones a7id Delivery\\nPupils must not drawl their words. Right here\\nmany bad readers are made, if attention is not paid to\\nthis point. This drawling habit will go with them\\nthrough life. The teacher may read the sentence for\\nthem and have them read it as they would talk it. The\\nuse of the period and interrogation point should be\\ntaught. Other punctuation marks may be deferred for\\nthe present.\\n3. See that Pupils Take a Proper Position\\nThe posture, whether sitting or standing, should be\\nerect, with shoulders thrown back. Pupils should not\\nlean on anything. This is a very bad habit and should\\nbe promptly corrected. If it is not, the habit of loung-", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0082.jp2"}, "83": {"fulltext": "TN COUNTRY SCHOOLS 7I\\ning will be likely to go with them through life. This\\nis one of the greatest faults with which a country\\nteacher has to contend. Pupils should stand with their\\nheels nearly together and their toes apart, at an angle of\\nabout forty-five degrees. For a rest and change, one\\nfoot may be thrown out so that the heel comes oppo-\\nsite the instep of the other foot. They may change\\nweight of body from one foot to the other, as often as\\nnecessary to prevent weariness.\\n4. Cultivate Pei ception and Language\\nQuestions may be asked upon the subject matter of\\nthe lessons. A picture may be shown and they asked\\nto point out the objects. An easy sentence may be put\\non the blackboard, leaving a word to be supplied by the\\npupil. This will do for an occasional exercise.\\n5. Prepare for tJie Next Lesson\\nDifficult words should be pronounced. They may be\\nplaced upon the board. Pupils may print on their\\nslates a certain number of words of the next lesson.\\nThis will give them occupation at their seats. A cer-\\ntain number of words may be given to print; and it\\nshould be a less number than is given at the head of the\\nlesson, letting them select what they think are the hard-\\nest words. In this way they exercise their judgment,\\nand it pleases them to be allowed to select the words.\\nSECOND READER\\nMethods used in the first reader may be continued, if\\nnecessary, to secure the points indicated under that head.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0083.jp2"}, "84": {"fulltext": "72 BEST METHODS OF TEACHING\\nMore difficult questions upon the subject matter of\\nthe lesson may be asked. The use of the comma and\\nsemicolon is to be taught. An occasional concert drill,\\nsomething after this manner, may be given\\nThe teacher reads a sentence, if it be a short one, or\\na part of a sentence, if it be too long, and the class\\nreads after him. Repeat, until all can begin and end\\nat the same instant. In this way the fast readers are\\nchecked and the slow ones hurried up. They may imi-\\ntate the teacher s tones and expression as nearly as pos-\\nsible. The most difficult parts of the lesson may be\\nread in this way. The exercise may be varied by ask-\\ning questions about the punctuation marks or about the\\nsubject matter of what is read.\\nMore attention to the spelling of the words at the head\\nof the lesson should now be given. A greater number\\nshould be assigned to copy on slates than were copied from\\nthe first reader. Words that are missed by all the class\\nmay be printed on the blackboard and spelled in con-\\ncert by the class.\\nEmphasis and inflection may be taught by imitation.\\nTHIRD READER\\nExercises given in the second reader are to be contin-\\nued and made more difficult. The use of italic letters,\\nthe apostrophe when it is used in contracting words, and\\nthe use of capital letters should be taught at this stage.\\nPupils are to be shown that the name of every person or\\nplace, the names of the days of the week, and names of\\nthe months, the words and O, and the first word after", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0084.jp2"}, "85": {"fulltext": "IN COUNTRY SCHOOLS 73\\nevery period always begin with a capital letter. The\\nother rules for the use of capitals may be omitted for\\nthe present. These points are fixed by frequent drills.\\nIt is a good exercise to write a sentence occasionally on\\nthe board, omitting capitals where they should belong\\nand placing them where they should not, and have the\\nclass correct it. Exercises in correcting false spelling\\nmay also be given.\\nThe pupil should be taught to write as well as print\\nthe spelling lists. Most pupils reading in the third\\nreader are able to write well, and they should be required\\nto do so.\\nThe meaning of the more difficult words in the next\\nlesson should be given. The class may define the words;\\nif no one can give the meaning, the teacher may give it,\\nand tell them he will ask them at the next recitation.\\nHe can easily overdo this matter of defining words. It\\nis best to talk to the class in a familiar way about the\\nwords, giving their meaning by their use in easy sen-\\ntences. It is better even that they should pass some\\nwords which they do not know, rather than too great a\\ntax be put upon their minds or too much time consumed\\nby the teacher. (See page yS.)\\nExercises in articulation may be given, something,\\nafter this manner: A word, as nighty is written on the\\nblackboard, and the teacher asks the class to pronounce\\nit. Then the teacher asks how many letters in the\\nword, then spells it by sound, requiring the class to\\nrepeat the sounds after him, then asking how many\\nsounds in the word, what letters are silent, etc.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0085.jp2"}, "86": {"fulltext": "74 BEST METHODS OF TEACHING\\nExercises for articulation should always be real words,\\nnot mere combinations of letters to represent certain\\nsounds. It is an error to drill children in pronouncing\\nsuch combinations as fwoiy dofsty tifst^ etc.\\nFOURTH READER\\nThe exercises given in the third reader are to be kept\\nup where necessary.\\nMore frequent drills on emphasis and inflection may\\nbe given. The use of inflection marks, quotation marks\\nand hyphen are to be taught. Class may criticise each\\nothers reading. It is a good exercise occasionally to\\nallow the class to remain at the desks, the teacher calling\\nout one at a time to step upon the rostrum and read a\\nparagraph or two, the others criticising his position, tone,\\nexpression, etc.\\nOne or more words may be assigned to each pupil to\\nspell and define from memory at the next recitation.\\nThe teacher may add to the words, at the head of the\\nlesson, others, requesting the pupils to go to the dic-\\ntionary for their meaning. Teachers should show how\\nto find words in the dictionary. Pupils may be required\\nto write the word and its definition on the slate. Occa-\\nsionally a sentence may be written on the board, con-\\ntaining proper names, common abbreviations, contrac-\\ntions of words, etc., and pupils required to copy on\\nslates. This should also be made an exercise in penman-\\nship. Common rules for the use of capitals and frequent\\ndrills, to fix them, are to be given.\\nAs members of the fourth reader class usually have", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0086.jp2"}, "87": {"fulltext": "IN COUNTRY SCHOOLS 75\\nother studies, not so much time need be spent writing\\nthe spelHng lists as in the third reader.\\nADVANCED READING\\nUnder this head come fifth and sixth readers as\\nusually found in common schools. Methods used in the\\nfourth reader are to be continued, and practice frequently\\nhad upon the exercises given under the rules of elocu-\\ntion in the books. The attention of the class may be\\ncalled to the rules which should govern them in the\\npiece to be read. Passages which illustrate particular\\nrules in the next lesson should be read and commented\\nupon by the teacher as a preliminary drill. Geographical\\nand historical points in the lesson may be explained.\\nBeauties and excellencies of authors are to be pointed\\nout, and anything known regarding their lives and which\\nwould be interesting to the class is to be told. Instruc-\\ntion may be given upon versification so far as pointing\\nout the kinds of poetic feet, kinds of verse and poetic\\nlicense. These matters to be governed by the powers\\nof the pupils, the time allotted, and the teacher s qualifi-\\ncations. (See page 28.)\\nGENERAL OBSERVATIONS\\nThe teacher should, in teaching reading, hold con-\\nstantly in mind two aims, viz. first, to secure a proper\\noral expression of written or printed composition; second,\\nto develop and increase the power of grasping thought.\\nThe first point is to be secured by constant drill and", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0087.jp2"}, "88": {"fulltext": "76 BEST METHODS OF TEACHING\\npractice in the management of the voice. In the culti-\\nvation of the voice four points are to be considered:\\nqiiajitityy quality, compass and movement.\\nEmphasis, force, stress, slur and accent are all modi-\\nfications of quantity. These parts should be taught\\nfrom the first reader up, in primary classes mainly by\\nimitation of the teacher. The greatest failing in schools\\ncomes under this head. One half of the pupils in all\\nour schools do not read sufficiently loud and strong.\\nTeachers should take particular pains to remedy this\\nby constant effort from the beginning of the pupil s\\nschool life. The teacher should stand at a distance\\nfrom the pupils and require them to read loud enough\\nto be heard in all parts of the room. He should give\\nfrequent exercise in pronouncing the vowel sounds,\\nwords and sentences, with different degrees of force.\\nThe most difficult part of vocal culture, perhaps, is\\nquality of the voice. In order to read in a proper tone,\\nthe reader must place himself in the position of the\\nauthor and enter into his very soul, that he may express\\nhis feelings. The pupil must understand the nature of\\nthe sentiment before he can give the proper tone. Much\\nmay be learned by imitating the teacher, especially with\\nvery young pupils.\\nNothing but careful training can give the proper\\npitch and inflection of the voice and ability to read well\\ndepends greatly upon this power. Certain vowel sounds,\\nas a or o, or words as do, ra, may be given in different\\nkeys, until the class is able to pitch their voices upon\\nany key within their compass. Drills in inflection may", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0088.jp2"}, "89": {"fulltext": "IN COUNTRY SCHOOLS J\\nbe given by arranging a series of words and sentences\\nin the form of questions and answers, requiring one\\nportion of the class to give the question and the other\\nthe answer.\\nUnder the head of movement come rate and pause.\\nMany pupils habitually read too fast, while others are\\ntoo slow. Concert reading, as an occasional practice, is\\ngood to regulate this and other matters. The marks of\\npunctuation, of course, are not to be disregarded; but\\nthere are other pauses required by the sense, and the\\npupil must understand what he is reading or he can not\\ngive them. Paragraphs may be selected by the teacher\\nand the class drilled in reading them with reference to\\nrate and pause.\\nTJie Teacher Should Endeavor to Develop the Power\\nof Grasping TJionght\\nA good reader is able to grapple with a whole sen-\\ntence, almost at a glance, and take in its full purport.\\nThis part of mental training is very much neglected\\neverywhere. But few persons, comparatively, know\\nhow to read a book so as to get at the substance of it.\\nWe must know how, as it were, to swoop down upon a\\nmass of words and bear away the ideas expressed.\\nWith many writers the words are so many, and the ideas\\nare so few and so well concealed, that it requires the\\npenetrating eye of a hawk and the power of a magnet to\\ndiscover and drag out the gems of truth from the mass\\nof rubbish. The teacher can do much by asking\\nnumerous questions upon the subject matter of what is", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0089.jp2"}, "90": {"fulltext": "78 BEST METHODS OF TEACHING\\nread. The question should be asked in various ways,\\nso as to draw out the full meaning of the author. As\\nan example of the method of asking questions to begin-\\nners, I give the following:*\\nThe trees lift up their green heads in the bright light\\nof spring.\\nQuestion. What lift up their green heads.?\\nAnswer. The trees.\\nQuestion. In what do they lift up their green heads?\\nAnswer. In the bright light of spring.\\nQuestion. What kind of heads do they lift up.?\\nAnswer. Green heads.\\nQuestion. What kind of light is spoken of?\\nAnswer. Bright light.\\nQuestioit. Light of what?\\nAnswer. Light of spring.\\nSingle sentences may be taken in this way and ana-\\nlyzed until the pupils see the full force of what they\\nhave read. Questions of an entirely different character\\nshould also be given on the entire lesson, questions\\nwhich should be answered in the pupil s own language.\\nSuch questions will not only test the fact of their under-\\nstanding of the lesson, but develop their power of ex-\\npression and cultivate language. Examples of such\\nquestions are given in most readers.\\nIt should not be expected of pupils that they under-\\nstand absolutely everything they read. There are many\\nwords of which they may have an idea, yet not a com-\\nThis method is easily run into a cut-and-dried rote which is stulti-\\nfying. Beware of excess.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0090.jp2"}, "91": {"fulltext": "IN COUNTRY SCHOOLS 79\\nplete one, ana many expressions of which they can not\\nsee the full force and meaning; but these things will be\\nlearned as they grow older. Again; a pupil may have\\na pretty good idea of the meaning of a word, yet not be\\nable to express his meaning in words. This is the case\\nwith all of us, especially with many familiar words which\\nwe use every day. To test this, pupils may be asked to\\ngive a definition of stove, chair, table, etc. A teacher\\nmay try to give a definition of these words. I venture\\nto assert that not one out of a thousand can give a com-\\nplete definition of these words. (See page 73.)\\nOur text books are not always just what they should\\nbe. Many of the lessons for young children are too far\\nabove their comprehension and others are as far below\\nthe average.\\nMany teachers assert that pupils should be assigned\\nvery short reading lessons, and that these should be\\nread over and over again until they are thoroughly\\nunderstood and can be read with a great degree of per-\\nfection. This, I thinkj is a mistake. It is a hobby I\\nused to ride myself, but I found it an unsafe one, from\\nthis fact: Children soon tire of one thing, and a piece\\nread over so many times becomes almost disgusting; less\\ninterest will be taken in it, and consequently less pro-\\ngress made. Our reading books should be twice as\\nlarge and twice as many. But an item of expense\\ncomes in here which is quite an objection. If we could\\nonly have many more lessons, each one illustrating the\\nsame points in elocution, but in which the matter is\\ndifferent and consequently always something new and", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0091.jp2"}, "92": {"fulltext": "8o BEST METHODS OF TEACHING\\ninteresting, I think much greater progress would be\\nmade. The rule will apply all the way from beginners\\nup. As soon as a child has learned to call a dozen\\nwords at sight, these words should be arranged in as\\nmany sentences as possible, each sentence expressing\\na new thought or expressing it in a new way.\\nAll children love stories. The juvenile papers and\\nmagazines and nursery books all have a great influence\\nin teaching children and youth to read. How much\\nmore progress would be made if they read them under\\nthe eye of a teacher than by themselves. But as we\\nmust accept our text books as they are, for the present\\nat least, what can the country teacher do in this case.-*\\nIn many schools reading classes are small, sometimes\\nnot more than two or three, and owing to the irregular\\nattendance in country schools, there will be many days\\nwhen some one or more of the classes in reading will\\nhave but two or three pupils. In such cases assign a\\nlesson from a newspaper; a Sunday-School paper, a\\njuvenile magazine, or any book in which you may find\\nstories or descriptive sketches suited to the wants of\\nyour particular class. The pupils can take the paper or\\nbook in turn and read the piece over, or copy certain\\nparts of it on their slates; and when the recitation\\ncomes they may look on the same book, or, each one\\nhaving copied his own part, pay strict attention to the\\nothers reading their parts, and criticisms may be made\\nby the class. The teacher may take a story from a\\nnewspaper and cut into sections, giving each one a sec-\\ntion, and require it to be copied on slates and read from", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0092.jp2"}, "93": {"fulltext": "IN COUNTRY SCHOOLS 8l\\nthe slate at recitation. This can be made an exercise\\nin speUing, capitals, punctuation and penmanship.\\nCountry teachers might club together and write or\\nselect from books or papers pieces suited to all their\\nclasses and have them printed in their county paper. A\\nnumber of copies of the paper may be taken by the club\\nand each teacher use them in turn. If they are taken\\ncare of they may be used for many schools. Country\\neditors can easily be induced to print such matter if the\\nobject is explained to them. In fact, if a club is formed\\nand a number of copies taken, it will be to their advan-\\ntage to do so. Other matter in these papers, such as\\nmarriage and death notices, local news, advertisements,\\netc., may be used in advanced classes, as an occasional\\nvariation from the monotony of the text book. In this,\\nas in other parts of teaching, the teacher should bend\\nevery faculty to his work.\\nIn all his reading, which should embrace a wide\\nscope, he should be on the lookout for whatever may\\nbenefit his classes. Little stories and sketches are\\nfound almost every day by a general reader; and the\\nteacher should try to secure and preserve them for\\nfuture use.\\nOccasional reading lessons from the geographies,\\ngrammars, arithmetics and histories may be given to\\nvary the exercises. The Constitution of the United\\nStates, the Declaration of Independence, Articles of\\nConfederation, etc., to be found in school histories,\\nPasted on small sheets of manilla paper, and put into large strong\\nenvelopes, they will be durable and convenient.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0093.jp2"}, "94": {"fulltext": "82 BEST METHODS OF TEACHING\\nshould be read one or more times during a term by ad-\\nvanced classes.\\nBesides the methods outlined there are several others\\nin use, including The Sentence Method, Group Method,\\nObject, Action, Ward, and Pollard MetJiods.\\nThe Sentence Method of teaching reading has had\\nmany and enthusiastic advocates. They claim that as\\nthe sentence is the unit of vocal expression, the reading\\nshould be based upon this principle. Children are\\ntaught to recognize a complete sentence, and to read it,\\nthen to select separate words from it, and so learn\\nwords, phrases, and letters, even, after having learned\\nto read the sentence. It has at least one advantage:\\nThe children who read in this way do not drawl, as too\\nmany do who began in the old ways. It is really but\\nan amplification of the word method, and gives better\\nresults, so far as expression is concerned. Then, too,\\nIt is a principle of pedagogy that the young child\\nshould study outlines at first, rather than details; so\\nthe first lessons in drawing, now, are not the fine lines\\nof ye olden tyme but bold and large strokes out-\\nlining some comparatively large object, preferably\\nsomething with which the child is already familiar.\\nOn the same principle, he is taught to observe the\\nentire sentence, which at first is of course a short one,\\nand to read it as a whole.\\nTJie Group Method partakes of the character of both\\nthe sentence and the word methods; but it is, on the\\nwhole more satisfactory than either, as being more\\nlikely to develop good expression, and showing, inci-", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0094.jp2"}, "95": {"fulltext": "IN COUNTRY SCHOOLS 83\\ndentally, the prominent words or phrases in the longer\\nsentences, and so, of course, those that require special\\nstress or emphasis. In the sentence: The red maple\\nleaf is waving the child would be taught that there\\nare two parts in this story, as most of such work is\\nnow called, in order to catch the ear and hold the atten-\\ntion of the little ones and he would read it as though a\\ncomma had been interposed between leaf and is.\\nBy this method I have seen children actually reading,\\nand tolerably well, at the beginning of the second week\\nof school, although they did not really know their\\nletters but could tell some of them, and could select\\nsome of the common words which they had been read-\\ning, at sight, wherever found.\\nTJie Ward MetJiod (or as it is called by its author,\\nEdward G. Ward, City Superintendent of the Public\\nSchools of Brooklyn, N.Y., The Rational Method\\nis a combination of the luord, sentence, and phonetic\\nmethods. It purposes, during the first year and a half\\nof the child s school life, to put him in possession of a\\ncomplete key to the reading of English, so that if his\\nschooling should then cease, his ability to read would\\nthen grow with his growth, and strengthen with his\\nstrength. Phonograms are introduced, and marked,\\neven in the primer. The method has been in success-\\nful use in Brooklyn for six or seven years, and is\\nbeing adopted in other cities.\\nTJie Pollard Method is named for its originator,\\nand furnishes the child a large vocabulary of familiar\\nwords within a few weeks. I have not seen the work-", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0095.jp2"}, "96": {"fulltext": "84 BEST METHODS OF TEACHING\\nings of this method, but the publishers of this book\\nwill give you information, as they handle these readers.\\nTJie Object MetJiod has good points, and may well be\\nused in connection with the others. Any common\\nthing which is likely to please the child, and with which\\nhe is somewhat familiar, is presented, and the words,\\nphrases, and sentences are drawn from him, by means\\nof judicious questions. The stories which he com-\\nposes are written and printed on the board and he is\\nthen taught, as in the word and sentence methods, how\\nto read them. It will be observed that the child of to-\\nday is taught writing (and drawing) from the start, not\\nwaiting until the third or fourth reader grade work is\\nbegun. He reads script with print, and as easily, from\\nthe first lesson.\\nA judicious combination of all these methods, and\\nvariety from time to time, not only to hold the interest\\nup to grade, but also to furnish the all around training\\nwhich no one method gives, is best. Some ways will\\ncatch some children, from the start; while others will\\nnot learn until the teacher has exhausted the entire\\nround of methods. No one child may be neglected,\\neven if it takes some special work to help him possess\\nhimself of this key to all printed knowledge. Reading\\nmust be taught thoroughly, even if other things get\\nslighted in consequence.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0096.jp2"}, "97": {"fulltext": "IN COUNTRY SCHOOLS 85\\nLITERATURE\\nReading being the key to all printed knowledge, and\\nright reading a safeguard against wrong and tempta-\\ntion, as well as an incentive to true nobility (that of\\ncharacter) and a stimulus to ambition, it becomes the\\nteachers duty to help train the taste and to foster a\\nlove for the good in literature, poetic, historic, scien-\\ntific, narrative, informational of all kinds. The country\\nteacher is too apt to think that without a large library\\nthis can not be done, and that there is no use in making\\nthe attempt. But a small beginning may result in\\nsomething great for the child for whose benefit the plan\\nwas adopted; and it may be the one tiny seed that will\\nbear fruit where mathematics and other studies failed\\nto awake the dormant interest and powers of the\\npupil.\\nSuppose that the teacher begins with the bookshelf or\\nreading table (see, page 43) and has literature at first\\nas a merely voluntary class, that can be heard but once or\\ntwice a week, and that during the recess or rest periods.\\nHe may let the pupils first tell what has been of most\\ninterest in the work since their last report, and also ask\\nquestions concerning what they failed to understand.\\nAs interest increases, he may hear the recitation\\noftener, and combine it with others, as history,\\ngeography, etc. Poems of places may well go with\\neither of these, as: The Courtship of Miles Standish\\nwith the part of United States history which pertains to\\nthe colonial times; The Witch s Daughter to the", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0097.jp2"}, "98": {"fulltext": "86 BEST METHODS OF TEACHING\\nhistory of the Salem Witchcraft period and from these\\ngreat interest in Longfellow and Whittier may be\\ndeveloped. Other poems by the same authors, that\\nhave a story element in them, can not fail to interest, if\\nwell read; and from the stories, the purity of the\\nlanguage, the lofty sentiments embodied, the masterly\\nuse of words, etc., may be taught, and great encourage-\\nment in the study of language, as language, given.\\nOne author may sometimes be compared with\\nanother for (i) style; (2) scope; (3) popularity, and\\nother points.\\nAuthors of one time may be grouped, and those of\\none country.\\nLiving authors may be discussed, and the master-\\npieces of any studied.\\nThe new words may be hunted down in the dic-\\ntionary, talked about, and used in original work by the\\npupils until each strange sentence has taken on a\\npractical meaning, and the new words have become\\nfamiliar.\\nScenes and scenery may be talked over, by the class\\nin literature, and a synopsis of a poem, essay, or book,\\ngiven, from time to time.\\nAll may study to give a review of a different book\\nby the same author; a different book on the same\\nsubject by different authors; or all may unite in review-\\ning the same book, each taking a different part, or by\\neach one doing digest work on the entire volume.\\nIf a place is mentioned in the geography lesson, and\\nthe teacher knows of some poem about that place, or a", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0098.jp2"}, "99": {"fulltext": "IN COUNTRY SCHOOLS 87\\nbook, magazine, or newspaper, in which a good de-\\nscription of it is given, he may call on the class in\\nliterature to help entertain the geography class. So\\nwith bits of biography, for the history, geography, or\\nany of the classes with which his time is spent.\\nThe day is long enough to give a taste of literature\\nto all; and by selecting only the choicest that is within\\nthe comprehension of the pupils, and leading up from\\nthat lowest point, the teacher has an unlimited power to\\nopen the literary avenues to the most backwoods dis-\\ntrict in the country.\\nAn entertainment may be given, once or twice in the\\nterm, in the evening, to which parents and outsiders\\nmay be invited. A special author may be discussed,\\none furnishing an essay which will sketch the life of the\\nauthor; another one, one of his books, poems, or essays;\\nand another may tell of some other writer.\\nOr a variety may be given as English Poets,\\nEnglish Essayists, American Humorists, American\\nNovelists, American Juvenile Writers, etc. Selections\\nmay be given, from any or all of these and by calling\\non his singers, or someone from outside, the teacher\\nmay easily secure music enough to give variety, and thus\\na pleasant evening may be spent, and an interest de-\\nveloped in the school, beyond what any ordinary rote\\nwork can furnish.\\nIt may do, in some instances, to call upon some out-\\nsider; and even if it is someone who would not other-\\nwise have any interest in the school, it may in some\\ncases be all the better to help out on the evening", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0099.jp2"}, "100": {"fulltext": "S8 BEST METHODS OF TEACHING\\nprogram. Once one has been asked to do something\\nfor any school, there is a different feehng for that\\nschool, by that person, than he has ever had before.\\nIt is always well for the teacher to add as many helps\\nas possible to his own forces, both for his own sake and\\nfor that of the school.\\nA Literary Round Table may be held, and an\\nadmission fee be charged, unless the laws of the dis-\\ntrict forbid that; and the proceeds may be devoted to\\nbuilding up the reading table or the bookshelf.\\nThis Round Table may consist of short extracts,\\nof course famihar ones, to be given by the pupils, no\\none of whom is to know just what anyone else is to give,\\nand no outsider to know. A small prize may be given\\nto the one who first guesses the author.\\nOr, quotations from one author may be given, and\\nthe audience may guess from what poem, essay, or\\nbook, it is taken.\\nOr, an author may be described, some of his leading\\nworks mentioned, some of the important events in his\\nlife talked about, and the audience may be left to guess\\nwho was meant; but if no one guesses within a stipu-\\nlated time, the contest must be declared closed.\\nOr, questions like the following may be asked, and\\nthe prize given to the one who answers the greatest\\nnumber correctly:\\nWho lived at a country home called Sunnyside.?\\n(Irving.) What poet wrote the Psalm of Life.?\\n(Longfellow.) Who wrote Little Women.? (Louisa\\nMay Alcott.) Who is called The Quaker Poet.?", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0100.jp2"}, "101": {"fulltext": "IN COUNTRY SCHOOLS 89\\n(Whittier.) Name one of Harriet Beecher Stowe s\\nbooks. What one helped precipitate the Civil War?\\n(Uncle Tom s Cabin.) Who wrote The Biglow Papers\\n(James Russell Lowell.)\\nAn Evening with Whittier or with Longfellow, or\\nDickens, or anyone that can be made generally mter-\\nesting, will prove attractive as often as once a month;\\nand the district may have an entire season s study of one\\nperson, or it may be made comprehensive rather than\\nthorough, by changing once a month. I had a class\\nthat studied Dickens for a year, giving an open meetmg\\nonce a month that called out nearly everyone in the\\ndistrict but in many places it would take a long time\\nto educate up to that point. It can be done, however\\nbut I do not advise Dickens to begin with, nor\\nEmerson, as a rule. The teacher must be guided by\\nthe point at which he finds literary taste and cultiva-\\ntion, and teach from that, always aiming high at the\\nend, but not starting so high as to be beyond the heads\\nof his patrons. A growth may be rapidly made, very\\noften; for many of the farming community have plenty\\nof leisure in the winter months, and not so much\\nvariety that they will not welcome the advent of some-\\nthing new or interesting. Many, too, will be glad to\\nadd to the general culture that was for any reason\\ndenied them in youth, if it comes in this way and the\\nteacher will not fail to add to his usefulness, as well as\\nto his list of friends and even this is a good thing\\nto reach. No one can have too many, and a teacher\\nneeds all the friends that honorable means will procure.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0101.jp2"}, "102": {"fulltext": "90 BEST METHODS OF TEACHING\\nScrap books, in illustration of the people, places, or\\nevents mentioned in the literary work, will be found in-\\nvaluable. These may be passed around, at the evening\\nentertainment, during the intermission, and will be\\nduly commented upon; and it will be a good oppor-\\ntunity to impress the idea upon the audience that the\\nschool can utilize old papers, magazines and pictures, in\\nthis and other ways. Many an old garret will be\\nrobbed for the school that is wide awake to oppor-\\ntunities like this; and the teacher who is also up to\\ndate need never fear that his certificate will be an-\\nnulled for incompetency or his job given over to\\nanother.\\nSPELLING AND DEFINING\\nThe orthography of the English language is difficult.\\nThe majority of the words are not phonetic, and the\\nrules for spelling have too many exceptions to be of\\nmuch utility.\\nWe learn to spell both by the eye and by the ear.\\nBoth written and oral spelling exercises should be em-\\nployed. We hear a word spelled and remember the\\norder of the letters; or we con the words, repeating the\\nletters, and thus fix their order in our minds. Thus we\\nlearn by the ear. We see a word written or printed,\\nobserve the order and position of the letters as we\\nwould the objects in a picture, and they become fixed\\nin our memory; and thus we learn by the eye. Written\\nspelling has the advantage of giving employment to", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0102.jp2"}, "103": {"fulltext": "IN COUNTRY SCHOOLS 9 I\\npupils who would otherwise, perhaps, be in mischief.\\nIt also affords training to the hand, and is an aid in\\npenmanship.\\nIn addition to the spelling exercises in connection\\nwith the reading lessons, daily drills in spelling, defining,\\ncapitalization, punctuation and abbreviations should be\\ngiven, the entire school, from the second reader up,\\nparticipating.\\nI have found it best to classifiy the school into two\\ngeneral classes, a primary and an advanced. Each of\\nthese classes may be divided into two sections, that the\\nexercises may be graded to their capacities. The dif-\\nferent sections may be assigned different parts of the\\nsame lesson but it can be so managed that there need\\nbe but one recitation for each class. Not less than\\nfifteen minutes should be devoted to each recitation.\\nFor an advanced class I give a lesson something as\\nfollows: Ten or more words are selected and written\\nupon the blackboard in the morning, in as neat and\\nplain a manner as possible, the letters made according\\nto the Spencerian System. I can best illustrate this by\\ngiving a model lesson\\n1. curriculum\\n2. Joseph Ray, M. D.\\n3. daguerreotype\\n4. autumnal\\n5. William H. McGuffey, LL. D.\\n6. stationary\\n7. stationery\\n8. Springfield, 111.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0103.jp2"}, "104": {"fulltext": "92 BEST METHODS OF TEACHING\\n9. Honorable E. S. Sampson, M. C.\\n10, Marion County Democrat.\\nIt must be explained to the pupils that words in\\nthese lessons are to be written just as they would appear\\nin the middle of a sentence. I have given above\\nrather more words which should be capitalized, and\\nmore abbreviations than I would in an ordinary lesson.\\nPerhaps one or two such examples would be sufficient\\nin each lesson. It will be seen by the above that capi-\\ntalization, punctuation and abbreviations may be taught\\nin a natural manner.\\nThis lesson may remain upon the board until within\\nan hour of the time of recitation, which should be near\\nthe close of the day. During this time the class should\\nbe required to copy it upon slates one or more times.\\nThe most backward spellers, and those inclined to be\\nidle, may be required to copy it oftener than the good\\nspellers or those who are diligent. One or more words\\nmay be marked and arranged as a lesson in defining,\\nthe pupil to find the meaning in the dictionary. The\\nmodes of conducting the recitation are various. The\\nwords may be erased or, what is better, covered with a\\nshawl, map or newspaper, before the hour of recitation.\\nThe teacher, having reserved a slate containing a copy\\nof the lesson, requires the lessons to be erased from\\nall other slates. He then pronounces the words and\\nthe pupils write them on their slates. Slates may be\\nexchanged and the pupils criticise each other s work;\\nor each one may retain his own slate and mark the mis-\\nspelled words as the teacher gives the correct spelling.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0104.jp2"}, "105": {"fulltext": "IN COUNTRY SCHOOLS 93\\nThe words may then be spelled orally, the slates being\\nturned down on the desks. All words missed should be\\nwritten again correctly by the pupils. Words missed by\\nthe majority of the class should be noted by the teacher\\nand used for future lessons. The covering may be\\nremoved from the lesson on the board, and the pupils\\nwill correct their slates from that.\\nAs an occasional exercise, say once a week, the\\nclass may be provided with pens, ink, and slips of paper\\non which to write their lessons. The lessons being dated\\nand signed by the pupil, both sides may be used, and\\nthey may be kept as a record of the pupil s progress\\nin spelling and penmanship. There are blank books\\nprovided for this purpose which are both cheap and\\nconvenient.\\nThese written spelling lessons may be varied in many\\nways. Occasionally, sentences should be given. The\\ndictation exercises given in spelling books are very con-\\nvenient. The lessons need not always be written. Oral\\nspelling should not be neglected. As spelling books\\nare common in most country schools the teacher may\\nmake use of them in various ways; but he should avoid\\na routine plan of teaching, and study new methods of\\nconducting spelling drills. There is nothing like variety\\nhere to keep up an interest. The old-fashioned custom\\nof having a spelling match every Friday is not a bad\\none. The ingenious teacher of today will, however, find\\nmany ways of varying the old plan.\\nA good method in oral spelling is to have the class\\nnumbered and their numbers written upon the black-", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0105.jp2"}, "106": {"fulltext": "94 BEST METHODS OF TEACHING\\nboard. The teacher then, with book in one hand and\\npointer in the other, pronounces a word and points to\\na certain number. The pupil corresponding to that\\nnumber spells the word. If he misses, a mark is made\\nunder his number and the word passed to another. By\\npassing rapidly from one number to another promis-\\ncuously, the pupils are compelled to pay close attention.\\nThe number of marks, then, will show the number of\\nwords missed by each pupil. Another plan is to have\\neach one of the class have slate and pencil in hand, and\\nwhenever a pupil misses let him write the word on the\\nslate. Occasionally, words may be incorrectly written\\non the board, and the pupils be required to write the\\nspelling correctly on slates.\\nIn a written lesson, as given above, the teacher may\\ndefine the words as he pronounces them, sometimes by\\ngiving the definition as in the dictionary, or by giving\\na sentence containing the word, and make such remarks\\nabout the origin, etc., of words or terms as he may\\nthink proper. Much interesting information may be\\nconveyed in this manner, which will not be lost on\\nmany of the pupils. He should avoid, however, con-\\nsuming much time in this manner. (See p. 6 j^\\nPrimary classes may receive lessons similar to the\\nabove, but limited to their capacities. Many will not\\nbe able to write with sufficient rapidity to do it from\\ndictation; but lessons may be placed on the board oc-\\ncasionally, copied by the class, and then recited orally.\\nLessons from the spelling-book may be assigned and\\ncopied on slates as a preparation and recited orally.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0106.jp2"}, "107": {"fulltext": "IN COUNTRY SCHOOLS 95\\nOccasionally a class may be required to form its own\\nlesson in the following manner: Tell each to write\\nten names of objects that he saw on the road to\\nschool, or objects in the schoolroom, or things used in\\nthe kitchen, shop, etc. The slates are then collected\\nand the words pronounced by the teacher. No two\\npupils will have exactly the same list of words. Per-\\nhaps out of the whole number there will be some words\\nwhich the majority of the class will miss. In this case,\\na list should be made of such words, to be used in\\nfuture recitations. Easy abbreviations and contractions,\\nsuch as Dr., Mr., cant, coiildnt, may be given to\\nprimary pupils. It is best to exhibit them in sentences\\nshowing their use and meaning. The instruction in\\nregard to use of capitals, punctuation, etc., given in\\nreading classes, should be repeated in spelling classes.\\nWhen a class is divided into sections, the lesson may\\nbe written all together, and words designed for the\\nadvanced section designated by a mark, such as a line\\ndrawn under them or by inclosing them in parentheses.\\nI would impress upon the teacher the following\\nconsiderations:\\n1. Teach the words first which the pupil will be\\nlikely to use in writing a familiar letter or in reading\\nordinary composition.\\n2. Constant reviews are necessary to fix certain hard\\nwords in the memory; therefore, all words which are\\nfrequently misspelled should be made the subjects of\\nfuture lessons, and words which are very easy should\\nnot occupy the time of the pupils.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0107.jp2"}, "108": {"fulltext": "96 BEST METHODS OF TEACHING\\n3. Too many of the words found in spelling-books\\nare to be found nowhere else outside of medical, law or\\nother technical works; and pupils should not be required\\nto study them until necessity for their use demands it.*\\nA common newspaper is one of the best places from\\nwhich to select words for spelling lessons.\\n4. In pronouncing words to be spelled the teacher\\nshould do so distinctly and properly, as he would if he\\nwere reading a composition containing them. He should\\nnever pronounce the word wrong to assist the pupil\\nin spelling it. In oral spelling, the pupils should be\\nrequired to pronounce the word before spelling it; and\\nin spelling to pronounce each syllable as he spells it.\\n5. In assigning a lesson, attention should be called\\nto one or more of the difficult words, telling the pupils\\nthat such words they will very likely miss unless they\\nstudy them particularly. I have pursued this plan\\nwith somewhat surprising results. If I found a very\\nhard word I remarked, on assigning the lesson, that I\\ndid not think anyone would be able to spell that word\\nto-morrow. I could see among several pupils a look of\\nincredulity, as much as to say: I am not going to miss\\nit, and the consequence was that the particular word\\nwas generally spelled by even the dullest in the class.\\n6. It will not be amiss to teach something of spelling\\nalong with other branches. New words occurring in\\narithmetic, grammar and history may well be so learned\\nby the pupils.\\nThis rule will tend to narrow the pupils vocabulary.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0108.jp2"}, "109": {"fulltext": "IN COUNTRY SCHOOLS 97\\n7. It may have been noticed by many teachers that\\nthose who spell well orally do not always spell correctly\\nwhen writing. I have seen pupils who could spell any\\nword in the spelling-book if pronounced to them yet if\\nthey were to write a letter to a friend they would mis-\\nspell ten per cent, of the words. This is owing, in a\\ngreat measure, to carelessness. The hand being occu-\\npied in forming the letters, and the mind in composing,\\none is too apt to neglect the spelling of the words.\\nThis fault will be found more especially with those who\\nhave never been accustomed to writing spelling. Many\\npersons habitually misspell, in writing, certain very\\neasy words. This is done by mere slips of the pen,\\nand is a result of want of attention. The teacher should\\ntake particular care to impress upon his pupils the\\nimportance of close attention to this matter. It is a\\ngood exercise to occasionally dictate a long sentence\\ncomposed of easy words, and have the class write it as\\nrapidly as possible and then correct the errors, not only\\nin spelling, but in punctuation and capitalization. A\\nshort poem or hymn maybe committed to memory or one\\nmay be chosen which is already familiar to the pupils,\\nas Mary s Lamb, The Little Star, etc., and the\\npupils be required to copy it from memory and after-\\nwards correct their mistakes from the book. The\\nLord s Prayer, passages from the Bible, or any short\\npiece of composition which the pupil is able to write\\nfrom memory, or can easily commit, may be used in this\\nway. Each pupil may have a different piece, and they\\nmay be allowed to exchange slates and critici5:e each", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0109.jp2"}, "110": {"fulltext": "98 BEST METHODS OF TEACHING\\nOther s work. The teacher may look over this work\\nwhen corrected, and point out such errors as may still\\nbe found. Beautiful lines of poetry, or short, elegant\\nextracts or quotations, may be written on the board and\\ncommitted to memory, and in a day or two afterwards\\nreproduced by the pupils on their slates. Such exer-\\ncise may be given, say once in two weeks, or monthly.\\n8. Frequent exercises should be given in addressing\\nletters. The teacher may draw the outline of an envel-\\nope on the board and write an address in the proper\\nplace, showing where to begin the name, post-office,\\ncounty and state, and where to place the stamp, and\\nrequire pupils to draw and address a similar one on\\ntheir slates, allowing each one to use the name and\\naddress of one of his friends.\\n9. Difficult words may be sometimes spelled in con-\\ncert by the class after the teacher, or written in promi-\\nnent characters on the blackboard and allowed to\\nremain several days.\\n10. The teacher may call attention to some of the\\nmost important rules for spelling and syllabication.\\nVery few pupils will, however, learn to spell by rules.\\nAttention should be called frequently to the diacritical\\nmarks used in dictionaries and spelling-books, and drills\\ngiven, in spelling by sound. Attention to words com-\\nmonly mispronounced and misspelled, should also be\\ngiven, and words having more than one authorized\\npronunciation or spelling. The dictionary should be in\\nevery schoolroom, one copy at least, and frequently\\nreferred to by both teacher and pupil.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0110.jp2"}, "111": {"fulltext": "IN COUNTRY SCHOOLS 99\\nII. Says Wickersham: Words are the winged mes-\\nsengers that convey information from one mind and\\nheart to another. All knowledge must be labeled\\nwith words, or it can find no place in the cabinet of\\nmemory. I need not add that it is of exceeding im-\\nportance that pupils understand the meaning of words\\nwhich they may find in their daily reading or hear in\\ndaily conversation. Many words are learned by a sort\\nof unconscious intuition. Almost daily children pick\\nup and use new words which they hear in conversation\\nor find in their reading. They learn the meaning by\\nthe connection. The proper place, then, for the main\\nstudy of words is in a reading class; but as it will not\\ndo to crowd too many things on the pupil s attention at\\none time, the subject may also profitably occupy some\\nattention of a spelling class. In fact, attention to the\\nmeaning of words should be given in every recitation,\\non whatever subject.\\nThe teacher, in defining words for his pupils, should,\\nwhenever possible, make the meaning plain by showing\\nthe object, action or quality which the words represent.\\nFor example, the word calyx may be explained, by show-\\ning that part of a flower; the word diameter by drawing\\na circle with a line drawn through the center, also by\\nexhibiting a block, box or ball and explaining that it\\nmeans the distance through from one side or end to the\\nother, the word compress, by squeezing a handkerchief,\\na rubber ball, or a sponge in the hand; the words trans-\\nparent and opaque, by pointing to the planes of glass in\\nthe window and to the walls of the house.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0111.jp2"}, "112": {"fulltext": "lOO BEST METHODS OF TEACHING\\nThe definitions sometimes given in the dictionary\\nand in reading books are as difficult of comprehension\\nas the words themselves. In this case the teacher\\nshould give sentences which make clear the meaning.\\nA slight knowledge of Latin and Greek will aid much\\nin defining words, although it is not to be expected\\nthat pupils in a country school can always make use of\\nthis knowledge. But it will be of great value to the\\nteacher in studying words. He can, however, teach\\nthe meaning of a few prefixes and suffixes, and show\\nhow they help make words, as ad, ex, tJi, sub, ion, con,\\nde, re, etc., and their use in such words as aspect, in-\\nspect, expect, suspect, respect, conspectJis, suspicion, etc.\\n12. It will not be out of place here to mention that\\na small printing press is a valuable aid to good spelling\\nand punctuation. Such presses, with outfits, can be\\nhad now for the small sum of five dollars. The teacher\\nmay have such a press and permit pupils to use it.\\nHe may so interest boys in the art that their parents\\nwill be constrained to procure a press for them. The\\nteacher will find a printing press of value to him for\\nmany purposes not necessary to mention here.\\nThe use of typewriters in the school room is gaining\\nin favor, and has been found of value in stimulating\\nambition in the indifferent, arousing dormant powers in\\nthe slow or dull and furnishing practical busy work\\nfor all.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0112.jp2"}, "113": {"fulltext": "IN COUNTRY SCHOOLS lOI\\nPENMANSHIP\\nSome of the pedagogical authorities are exclaiming\\nagainst the use of slates in school work, as being un-\\npedagogical and not altogether hygienic. It is true\\nthat after leavmg school the child will rarely, if ever,\\nneed to use the same sort of surface for his written\\nwork that the slate gives; but while there, I see no\\nharm in the moderate use of both slate and blackboard,\\nand believe that those who cry out against the one on\\nthe first ground, should drop the blackboard work from\\nthe child s curriculum on the same principle. Both\\nseem desirable to me.\\nAs to the other claim, that the use of slates increases\\nthe spread of disease, I think that while that may be\\ntrue in some large cities, where books and material are\\nfurnished in bulk to the schools, and no care taken of\\nthem by anyone in particular, and one child may have\\nto-day what another will have to-morrow, none of these\\nreasons prevail in most country districts, where each\\nfamily finds its own school apparatus and books.\\nBut even in cities, if the slates are properly cared for,\\nthe same child using the same slate, and each having a\\nsmall vial of water, and a sponge or cloth for cleansing\\nthe slate after using, there is little if any danger of con-\\ntamination from microbes. All of which is preUminary\\nto first lessons in penmanship.\\nDuring the first few days of the child s school life,\\nwhile he is becoming way-wise, the teacher will need to\\nprovide some means of keeping him busy while higher", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0113.jp2"}, "114": {"fulltext": "I02 BEST METHODS OF TEACHING\\ngrades are reciting, and penmanship will be one of the\\nbest means. The teacher should let him have his slate\\nand pencil, and copy: i. From the blackboard, words\\nand letters, that have already been given in the read-\\ning and spelling lesson. 2. From the word and letter\\nboxes, selecting for himself, part of the time, and at\\ndictation the rest of the time. 3. From the reading\\nchart, if there is one in the school. 4. From his\\nprimer. Once a day, oftener if the teacher has time,\\nhe may give a writing lesson, and let other things then\\nbe subordinate to that. He should unify, where possi-\\nble, but always keep the main thought uppermost.\\nThe first lesson may be of some common word, which\\nmay be written on the board by the teacher. These\\nwords should be written in the child s writing book,\\nboth because that is how he will write most of his work\\nlater in life, and because his teacher must watch his\\nprogress.\\nNearly all country schools should be divided into\\nabout three writing classes, following the grades or\\ndivisions as previously laid out. The older ones may\\nwrite from copy books, if the teacher has not time for\\nblackboard teaching for all; but the latter is preferable.\\nI have managed by giving the same lesson for all at\\nfirst, as for instance, the word **man, that all might\\nhave something to do from the start. As soon as mod\\nerately sure that the least little ones were mastering\\nthat, and could go on alone for a few moments, I added\\nfor the rest, say, can run, but he cannot fly. Then\\nI gave what personal help was needed in the second", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0114.jp2"}, "115": {"fulltext": "IN COUNTRY SCHOOLS IO3\\ngrade, that and the older ones all writing the new copy\\nwhile I helped whoever in the second grade required it.\\nThat done, I wrote a new copy for the third grade, be-\\nginning the line with a capital letter which I analyzed\\nin detail. For this class I called attention to the finer\\npoints in writing, and drilled on i Legibility. 2. Speed.\\n3. Proportion.\\nThe main lesson done, I put a new copy on the\\nboard, perhaps a quotation, a line from some favorite\\npoem, or a list of geographical names, or of distin-\\nguished people, days of the week, names of the months,\\nor something that promised help in some other line of\\nthought as well as spelling. Attention could then be\\ngiven to the little ones again, and perhaps to the second\\ngrade, while the older ones could now go on alone, ask-\\ning for individual help when necessary. In the higher\\ngrades, and even in the second, I have taught the pupils\\nto analyze and criticise their own work, so as to do it\\nindependently, and with thought.\\nThe writing hour may come late in the forenoon, but\\nnever immediately after violent exercise. A study\\nperiod is a good thing to precede it. That quiets the\\ntired muscles, and puts the entire being into a good\\ncondition.\\nAbout once a month the teacher should have each\\none write his name, age, and address, in his writing\\nbook, that it may constitute a regular record of prog-\\nress and he must see that each one makes progress.\\nHe may ask anyone to tell of his special difficulty\\n(nearly all are weak on the formation of some letter,", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0115.jp2"}, "116": {"fulltext": "I04 BEST METHODS OF TEACHING\\nand it is generally capital E and K) and then persuade\\nhim to put extra time and effort on that.\\nOnce in a while it is well to let the little folks take\\nthe second grade lesson with those of that grade, to\\nspur both parties to the combination; and in the same\\nway the second may be combined with the third, occa-\\nsionally. It will keep all up to a better standard than\\nif the separation is settled and arbitrary; and it is not\\nunusual to find that some in each of the lower grades\\nwill outdo those in the next higher, while if confined to\\nthe lesson designed mainly for their own class, they\\nwould not even reach the top line of that.\\nI give easy words and sentences from the start, and\\nanalyze one letter for each lesson, in the smallest class,\\ntwo or more for the next, and as many as possible in\\nthe higher one, until all have been analyzed. I also\\nteach the pupils to do this for themselves.\\nI occasionally call for a comparison of letters, and for\\nproportions of letters or parts of them; for, in the\\nmain, writing is but a detailed and accurate system of\\nobservation put into practice. How high are the\\ncapital letters in proportion to the small letters m^ n, o,\\na, i, V, w, X, c, etc.V Name the loop letters.\\nThose having a right curve. A left curve. A\\ncapital stem. A small stem. A little help in this\\nline will open the world of penmanship as no dead fol-\\nlowing of copy ever can.\\nVertical or Spencerian? I don t know. I learned\\nand always taught the latter, but without copy books,\\nother than those made by cutting foolscap crosswise", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0116.jp2"}, "117": {"fulltext": "IN COUNTRY SCHOOLS I05\\nand sewing the sheets together. But the vertical has\\nmany advantages i It is easily learned but so is\\nany penmanship in the hands of a competent teacher.\\n2. It is legible and so is the Spencerian, when well\\ntaught. 3. It occupies but little space. On the other\\nhand, there are some points that militate against its\\nprevalence: i. It is a slow method. I have yet to see\\nthe first rapid writer of the vertical system, 2. It\\ntakes away more of the individuality in the writing.\\nIndividuality is not, perhaps, of commercial value; but\\na child may be taught principles, and proportions, then\\nhe may be shown how to develop a handwriting that\\nshall express something of himself in its curves, loops,\\novals and straight lines. Between these two comes a\\nmedium method, by the American Book Company,\\nNew York, which embodies the best points of the Spen-\\ncerian and vertical systems.\\nWhen a copy book has been written full, I have had\\nthe children use them for exercise books, turning\\nthem crosswise to write on. The exercises are to be\\ngiven at the beginning of the writing hour, and consist\\nof graded lessons, to be given to the entire school. My\\nfirst lesson was one of straight lines, extending across\\nthe slate or paper pad, and made on (counted) time,\\nI, 2, 3, 4, meaning that four lines, so:\\nwere made as I counted, at first, and as the children did", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0117.jp2"}, "118": {"fulltext": "io6\\nBEST METHODS OF TEACHING\\nlater, and that set the pace, so that they would know\\nabout how many strokes they would make or be ex-\\npected to in a given time. This prevented dawdling\\nto a certain extent, spurring the slow motioned children.\\nOne lesson on straight lines, one day, would be fol-\\nlowed the next day by the same thing, connected at the\\nends, making the audible count: i and, 2 and, 3 and,\\n4 and, the and coming on the return below, so:\\ny^gt t\\nleft\\nd\\nZ\\nThe next lesson would be even a little more compli-\\ncated, perhaps, putting one of the principles into the\\nmiddle of the upper and each alternate line, so:\\n-/^^JA^ Ml\\nslide", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0118.jp2"}, "119": {"fulltext": "IN COUNTRY SCHOOLS\\n107\\nThis, again, would be followed by putting a simple\\nletter in the same place, perhaps beginning with u or 0,\\nfollowed by any of the short letters, so\\nsTlde\\nAs proficiency was gained, a word was put in, as\\nThese exercises never occupied more than from three\\nto six minutes, of the twenty minutes to a half hour\\nwhich I set apart for a technical lesson and practice in\\npenmanship, daily. They gave a good shoulder and\\nwhole arm movement, relaxed the muscles, and helped", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0119.jp2"}, "120": {"fulltext": "io8\\nBEST METHODS OF TEACHING\\nsome of the work-stiffened fingers get in place and trim\\nfor good book work. And I tried to keep up enough\\nvariety of them to make them interesting, as well as im-\\nproving. Sometimes I would put in a row of difficult\\nletters, to be properly proportioned, spaced, etc., so:\\nThen I would give them a more difficult word for\\nspecial oval movement practice, as\\nThe penmanship of all my pupils improved wonder-\\nfully as a result of this course of training.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0120.jp2"}, "121": {"fulltext": "IN COUNTRY SCHOOLS IO9\\nThe following exercises are especially recommended\\nfor practice.\\nThese exercises should be written without lifting the\\npen from the paper.\\nInk may be made, and by the pint, at a low price, by\\nuse of the ten-cent packages of dye stuffs. Directions", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0121.jp2"}, "122": {"fulltext": "IIO BEST METHODS OF TEACHING\\nare given with each package; and I made all my own,\\ngetting more and of a much better quality, for that\\nmoney, than most of the prepared inks that are found\\nin stationery and department stores. Various colors can\\nbe so made, red, green, blue, purple, and black but in\\nthe ordinary school work of writing, only the black\\nwas allowed, as it is the kind that is used in business,\\nand has a more business-like look. For the brush\\nwork, of which later, and for certain parts of book-\\nkeeping, etc., the colored inks are both pretty and\\nconvenient.\\nARITHMETIC\\nThe idea of number is developed early in life. The\\nstudy of arithmetic may be begun quite early, but should\\nnot be pushed too rapidly. It is not the most important\\nbranch taught in our schools. Many teachers devote\\ntoo much time to this branch, to the neglect of more im-\\np ortant studies. It is true a knowledge of arithmetic is\\nindispensable in all ordinary operations of life; but the\\nknowledge necessary for the practical work of an aver-\\nage life is soon and easily acquired, and all beyond this\\nis of comparatively slight importance compared with\\nmany other branches.\\nThe first thing a child learns about arithmetic is to\\ncount. This he will learn to some extent with little or\\nno instruction. Exercises in counting, and practice in\\nforming the nine digits may be given in connection with\\nreading. (See p. 63.)", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0122.jp2"}, "123": {"fulltext": "IN COUNTRY SCHOOLS I I I\\nThe teacher, in organizing a country school, will find\\nit necessary to start a class in the first principles of arith-\\nmetic. He should begin with addition, it being supposed\\nthe pupils are able to count to one hundred. Objects\\nshould be used at first, such as pieces of chalk, sticks,\\ngrains of corn, beans, books, marks on the blackboard,\\nballs on a frame, or the fingers. He must commence\\nwith easy examples, and advance gradually to more diffi-\\ncult ones. Objects should be discarded as soon as the\\npupil acquires the idea of addition and can add with some\\ndegree of readiness. Examples, consisting of single\\ncolumns of figures, may be placed on the board and the\\npupils required to add them on their slates as a prepara-\\ntion for the lesson. These examples should consist at\\nfirst of but two or three numbers, using the smaller\\ndigits and advancing to more numbers and larger digits\\nuntil the pupils are able to add a column of a dozen\\nor more figures, using all the digits from one to nine.\\nIn this way they will soon learn the addition table by\\nusing it. Oral and written exercises should be given\\nin about equal proportions. Pupils will soon learn by\\nobservation to write numbers above nine, so that they\\ncan write the answers to the examples given, if they do\\nnot go above hundreds.\\nThe next step is to teach the first principles of nota-\\ntion and numeration. The teacher must show that the\\nvalue of a digit depends upon the place it occupies. He\\nwill explain the use of the cipher and teach the places\\nup to thousands; and he must drill until the pupils can\\nname the first four places in any order as he points to", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0123.jp2"}, "124": {"fulltext": "112 BEST METHODS OF TEACHING\\nthem. He may exercise the class in writing numbers,\\nfrom one to thousands. Next he will teach the process\\nof carrying, and drill in adding more than one column\\nof figures, until the class is able to add any sum the\\nnumbers of which are less than thousands.\\nSubtraction should be next taught, using objects at\\nfirst until the idea is gained; then exercises in sub-\\ntracting in one column; then in two or more columns\\nwhere the upper digit is always the largest; then the\\nprocess of borrowing. Examples should be given until\\nthe pupils are able to subtract thousands. Promiscuous\\nexamples in addition and subtraction may then be given\\nand the method of proving subtraction explained.\\nFurther instruction and exercises in notation and\\nnumeration may come next, but haste is to be made slow-\\nly. There is no end to the examples that may be given\\nto the class as practice in what has already given it in-\\nstruction. If the teacher has not books containing ex-\\namples, he may write them on the board where they\\ncan be seen by the whole class. Children need the\\nexercises for practice; and the employment they give\\nwill keep pupils from mischief.\\nThe next step will be to learn the multiplication\\ntable. It is best learned by using it. The teacher will,\\nof course, preface the study of the table by an explana-\\ntion of the principle of multiplication. He may illus-\\ntrate by objects or by making marks on the board\\nshowing that it is a short method of addition, where the\\nnumbers to be added are alike. Examples should be\\ngiven where the multiplier and the multiplicand are", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0124.jp2"}, "125": {"fulltext": "IN COUNTRY SCHOOLS II3\\nsingle digits, and next where the multiphcand is a large\\nnumber, explaining the process of carrying as in ad-\\ndition, and next where both factors consist of several\\ndigits. Practice multiplying numbers until the table is\\nlearned, giving occasional review exercises in addition\\nand subtraction. Oral drills on the tables should be\\ngiven daily. Before advancing farther, see that the\\npupils can add, subtract and multiply with facility.\\nDivision is next in order, and with some pupils it will\\ntake a great deal of practice to make them perfect.\\nDrill must be given as in the other rules, and for variety\\na review of what has been taught. Examples combin-\\ning the four fundamental rules may be given, and oral\\nexercises and drills in notation and numeration. The\\nuse of the signs x is to be taught. Ad-\\ndition, subtraction, multiplication, division, and notation\\nand numeration are called the fundamental rules, be-\\ncause all operations of arithmetic are founded on them.\\nThe teacher should see that his pupils are thoroughly\\ndrilled in them before advancing further. Our text\\nbooks do not all give a sufficient number of examples.\\nTeachers should not tire the pupils by requiring them\\nto work the same examples over again, but give them\\nnew ones illustrating the same principles. This obser-\\nvation will hold good all the way through the book. I\\nhave seen pupils who had worked, as they said, half\\nway through the text book, yet could not write nor read\\nlarge numbers nor solve examples in long division.\\nI can see no propriety in putting puzzling examples\\nembracing the fundamental rules immediately after", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0125.jp2"}, "126": {"fulltext": "114 BEST METHODS OF TEACHING\\ndivision. Examples should be given embracing these\\nrules; but they should be plain and simple, intended to\\ngive exercises in the processes of adding, subtracting,\\nmultiplying and dividing, and not to test the child s skill\\nin reasoning. He is not yet prepared to reason to such\\nan extent. Of what use can an example like the follow-\\ning be to a child who has just learned the four funda-\\nmental processes.-*\\nA cistern of 360 gals, has 2 pipes, one will fill it in\\n1 5 hours, the other empty it in 20 hours. If both pipes\\nare left open, how many hours will the cistern be in\\nfilling.?\\nThe teacher must use his own judgment about such\\nmatters. He can give examples of his own which the\\npupils can solve, and which will give exercise in the\\nprocesses they have learned and such examples as the\\nabove should be omitted until the pupil has acquired the\\nskill to solve them himself.\\nProcesses should be taught before rules; or rather the\\nrules should be developed from the processes. The in-\\nductive method is the best in teaching arithmetic.\\nThus far the pupil has only learned processes but they\\nare those that they must use all through life, and are of\\nmore importance practically than the more abstract\\nprinciples underlying them. When the pupil has\\nreached a more mature age and greater intellectual de-\\nvelopment, the more abstract parts may be taken up.\\nExamples somewhat like the following may be given\\nas exercises in the fundamental rules\\nWrite 495. Annex a cipher. This multiplies it by 10.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0126.jp2"}, "127": {"fulltext": "IN COUNTRY SCHOOLS II5\\nFrom this product let 495 be subtracted as many times\\nas possible. The operation will appear thus\\n4950\\n495\\n4455\\n495\\n3960\\n495\\n3465\\n495\\n2970\\n495\\n2475\\n495\\n1980\\n495\\nH85\\n495\\n990\\n495\\n495\\n495\\n000\\nIt will be seen that after ten subtractions the\\nremainder is naught. This proves that division is but\\na short method of making many subtractions of the\\nsame number. Any number other than ten may be\\nused as the multiplier; and it will be found that to make\\nthe final remainder naught, there must be as many sub-\\ntractions as there are units in the multiplier.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0127.jp2"}, "128": {"fulltext": "Il6 BEST METHODS OF TEACHING\\nThe operation may be reversed; by starting with\\nnaught and adding 495 ten times successively the num-\\nber 4950 will be reached, proving that multiplication is\\na short method of adding equal numbers. By giving\\nsuch examples as the above, much exercise can be\\ngiven the pupil, with but little work on the part of the\\nteacher. The pupils make their own examples. Exer-\\ncise in proving subtraction, multiplication and division\\nshould be given, and some of the more important con-\\ntractions taught.\\nHaving had sufficient drill in handling simple inte-\\ngral numbers in their fundamental relations, the pupil\\nis now ready to commence with\\nCOMPOUND OR DENOMINATE NUMBERS\\nUnited States Money, though really a form of deci-\\nmals, is placed under this head by some authors; and\\nas it is simple and affords much exercise in the funda-\\nmental rules, and involving only one new idea, that of\\nthe separatrix, it is best taken up here. Particular\\nattention should be paid to the fact that the separatrix\\nis used to separate dollars and cents; that it is always\\nplaced after dollars and before cents, and should never\\nin any case be omitted. Pupils need frequent remind-\\ning of this fact; and the teacher should see that the\\nhabit of attention to this matter is formed while very\\nyoung. He must explain to them that if this Httle\\nmatter is not attended to, serious trouble will arise in\\nafter operations in arithmetic. I have seen pupils\\nworking almost through the book who would make", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0128.jp2"}, "129": {"fulltext": "IN COUNTRY SCHOOLS II7\\nblunders of this kind constantly, and get examples so\\nconfused that they could not tell what they were doing,\\nand all because they never had been taught the impor-\\ntance of the separatrix. The teacher should explain that,\\nin United States money, ten units of one denomination\\nmake one of the next higher, and that consequently they\\ncan be handled the same as simple numbers, the only\\ndifference being that dollars and cents are always to be\\nseparated by the point. The fact that cents always oc-\\ncupy two places should also be impressed on the mind,\\nexplaining that accounts are kept in dollars, cents and\\nmills; and that dimes and cents are counted together as\\ncents, and therefore when the number of cents is less\\nthan ten there are no dimes, and a cipher must be\\nplaced next to the separatrix in the place of dimes. The\\nteacher should show that a mill is the tenth part of a\\ncent or the one thousandth part of a dollar, and is not\\ncoined, being too small, but is of importance in calculat-\\ning large amounts. Pupils will understand this better\\nwhen they have studied decimals.\\nNumerous examples in adding, subtracting, multiply-\\ning and dividing United States money should be given,\\nmany more than are given in the text books. Examples\\nof merchants bills are given in most books, but the\\nteacher should add many more, as they are of great\\npractical value. In giving a merchant s bill, the name\\nof some merchant in the neighborhood whom the pupils\\nknow may be used, and always the current price of\\nitems. Particular attention should be paid to the neat-\\nness of a bill, use of abbreviations, capital letters, and the", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0129.jp2"}, "130": {"fulltext": "ii8\\nBEST METHODS OF TEACHING\\npunctuation. Pupils may be asked to copy the examples\\nfrom the board as written by the teacher. An example\\nof this kind will appear something like the following\\nBussEY, Iowa, July i6, 1899.\\nJAS.\\nH. SIMMS.\\nBought of Theo. West\\n1 1 lbs. Coffee .25\\n17 lbs. Sugar\\n.08\\n2 Boxes Matches\\n.10\\n3 Pair Shoes\\n2.40\\n12 Yds. Print\\n.07\\n23 Yds. Muslin\\n.12\\n3 Spools Thread\\n.05\\n2 Doz. Buttons\\n\u00e2\u0080\u00a203\\nRec d Payment.\\n2.7s\\n1.36\\n.20\\n7.20\\n.84\\n2.76\\n-15\\n.06\\n115-32\\nTheo. West.\\nThe more apt pupils may be requested to make out\\nand write bills of their own on their slates. This will,\\nhowever, be a good exercise for review after the pupil\\nhas passed through compound numbers.\\nReduction of compound numbers may now be\\ntaught. The tables should be learned by using them.\\nIf numerous examples are given and sufficient drill be\\nhad at recitation upon each table, they will soon be\\nlearned without the necessity of telling pupils they must\\ncommit the tables to memory. The teacher will see\\nthat examples are written neatly and all denominations\\nexpressed by their proper abbreviations, attention being\\npaid to pronunciation. He will illustrate, by familiar\\nobjects, the different weights and measures in common", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0130.jp2"}, "131": {"fulltext": "IN COUNTRY SCHOOLS II9\\nuse; and he will not neglect the oral drill on each table.\\nHe should give practical examples, such as involve\\ndimensions of the school room, tables, desks, school-\\nyard, fences, etc.\\nIt is a good exercise to require pupils to copy the\\ntables from the books, on their slates. Cloth measure\\nand ale and beer measure not being now in use, should\\nbe omitted if found in the text book, and circular\\nmeasure and English money deferred until the pupil\\nhas made greater advancement. Reviews, by numerous\\npromiscuous examples for practice, may be had, the\\nteacher giving frequent drills on the tables.\\nAddition, subtraction, multiplication and division of\\ncompound numbers are next. The teacher explains\\nthat numbers of the same denomination only, can be\\nadded or subtracted; shows that in simple numbers ten\\nunits of one denomination make one of the next higher,\\nbut that in compound numbers some other number\\nthan ten may be used; explains the process of bor-\\nrowing; gives practical examples in subtraction; lets\\nthe pupil find difference between dates, and requires\\neach one to find his own exact age in this way. Longi-\\ntude and time should be omitted until the pupil is more\\nadvanced.\\nCompound numbers must be reviewed until pupils\\nunderstand what has been taught. Teacher should not\\nturn the class back in the book. This is always dis-\\ncouraging; but he may give a number of review lessons,\\ntaking up those parts in which he finds the class to be\\nthe most deficient. This rule will hold good always.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0131.jp2"}, "132": {"fulltext": "I20 BEST METHODS OF TEACHING\\nTeachers should never turn a pupil back, but advance\\nslowly, giving plenty of exercises, and review frequently\\nuntil all is thoroughly understood.\\nThe pupil is now ready to investigate some of the\\nproperties of numbers, generally considered under the\\nhead of factoring.\\nA great deal of preliminary drill is here necessary to\\nget pupils to comprehend the definitions. It is non-\\nsense to require them to commit to memory definitions\\nand rules the meaning of which they can not com-\\nprehend. Pupils always expect their lessons in arith-\\nmetic to be mostly examples, and they will take little\\ninterest in studying definitions. The teacher may give\\nnumerous examples first and develop the definitions from\\nthem. He should impress on the minds the idea of a\\nfactor, a multiple and a prime number. He will teach\\nthe process of finding the least common multiple and\\ngreatest common divisor, leaving the demonstrations\\nuntil a future period, explaining that though the pupils\\nmay see no importance in these processes at present,\\nthey will as they advance in the book.\\nCancellation may next be taught, after which the\\npupil may commence Fractions.\\nThe idea of a fraction may be illustrated by taking\\nsome object, as an apple, a stick or a piece of paper\\nand dividing it into equal parts. The teacher should\\nthen show how a fraction is written, and explain the\\nterms numerator (numberer) and denominator (namer).\\nNumerous examples should be given in writing and\\nreading fractions, and thorough drill, until the class has", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0132.jp2"}, "133": {"fulltext": "IN COUNTRY SCHOOLS 12 1\\nthe idea of a fraction and understands the terms,\\nnumerator and denominator.\\nThe process of reduction may follow, remembering\\nto make haste slowly, giving numerous examples and\\nfrequent reviews.\\nFractional compound numbers may next be studied.\\nExamples in United States money and merchants bills\\ninvolving fractions should be given. Decimal fractions\\nmay follow. Simple numbers should be reviewed,\\nshowing how they increase and decrease in a tenfold\\nratio. The importance of the decimal point must be\\nshown. The teacher compares United States money with\\ndecimals, showing the advantages of the decimal system.\\nPercentage should be studied before ratio and pro-\\nportion. Impress particularly the fact that per cent.\\nmeans so many hundredths, without regard to dollars\\nand cents. More than half the pupils I have had under\\nmy care, who have gone through the book, had the idea\\nthat per cent, had reference particularly to dollars and\\ncents. This may seem strange to a good teacher,\\nbut it is a fact. I may have happened to follow poor\\nteachers, which would account for it. Many examples\\nsuch as the following should be given\\nA man had sixty-four hogs. Twenty-five per cent.\\nof them died. How many were left.\\nIn studying interest, pupils should have exercise in\\nwriting promissory notes and computing the interest on\\nthem.\\nExplain insurance, stocks, brokerage, commission,\\ndiscount, present worth, taxes, customs and duties,", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0133.jp2"}, "134": {"fulltext": "122 BEST METHODS OF TEACHING\\nbonds, coupons, etc., by familiar illustrations; and make\\nthem plainer than text books usually do.\\nSuch subjects as alligation, exchange, duodecimals,\\narithmetical and geometrical progression should be\\nomitted until the pupil has had thorough drill on the\\nmore important parts of arithmetic.\\nThe subject of mensuration, being of practical value\\nto all classes, should receive considerable attention.\\nPupils may measure the school-room and find its ca-\\npacity in cubic feet, bushels, gallons, etc. Measuring\\nfields, corn-cribs, granaries, wagon-boxes, timber, etc.,\\nis of practical value to farmers boys; and these the\\ncountry teacher has mainly under his care.\\nTJie Griibe MetJiod is a system of number develop-\\nment that is particularly adapted to the capacity of\\nyoung children. It proceeds by gradual and easy steps\\nof progression from the concrete or knowledge which is\\nobtained through the senses, to the abstract or that\\nwhich is gained by reasoning.\\nWe no longer mystify little seven-year-olds with im-\\nprobable transactions representing thousands, millions,\\netc., some of which terms even mature minds can not\\ncomprehend; but following Grube s plan we first take\\nup the numbers from i to lO and teach the four funda-\\nmental operations in connection with these numbers.\\nIn this as in all other lines of study Repetition is the\\nlaw of memory and there must be repetition enough to\\nenable the child to perform the work quickly and almost\\nmechanically at sight. Thoroughness should be the\\ntest for advancement to higher ground.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0134.jp2"}, "135": {"fulltext": "IN COUNTRY SCHOOLS 1 23\\nWhen the child is perfectly familiar with the opera-\\ntions within the realm of the first ten numbers, the\\nteacher may proceed in the same way to 20, repeating,\\nreviewing and giving new illustrations. If the previous\\nwork has been thorough, there will be few difficulties to\\nbe overcome here. He may continue this plan of en-\\nlarging the mental horizon by lo s until 100 is reached;\\ngive frequent reviews and call upon the child to give\\npractice examples from his own experiences.\\nHe should begin by using objects and let the child\\nnot only see but handle and count them himself.\\nAs soon as the child can conceive of the abstract\\nnumber, the teacher should dispense with the objects\\nand insist upon independent thought.\\nTo arouse interest and make the work more real he\\nmay give practice examples from the every-day trans-\\nactions of life using class and other familiar names.\\nBy the Grube system the child is taught to use ob-\\njects repeatedly and in great variety, until he has\\nmastered the number in its various combinations and\\ncan make them all abstractly.\\nHe has had his attention developed and trained and\\na habit of close observation cultivated, until the numbers\\nthus presented have become a living practical reality.\\nThe irregularity of attendance in country schools is\\nso great that it is a difficult matter to conduct a class in\\narithmetic properly. The pupil is out of school a week\\nand the class has gone so far ahead that he can no\\nlonger keep up with it. Must the class be held back to\\naccommodate such pupils. Certainly not. The teacher", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0135.jp2"}, "136": {"fulltext": "124 BEST METHODS OF TEACHING\\nmust have a number of classes, so that those who are\\ntoo dull, or too irregular m attendance, may fall back\\nand join a lower class. If he has not time to give a\\nregular recitation each day to every class, he can give\\nthem a drill on alternate days and examples for practice\\non intervening days. In this way he can manage to\\nreach all. He should, however, take notice of each pupil\\nevery day in some manner. He may do this by assigning\\none class examples to work on the blackboard while he\\nis. conducting the recitation for the other class. He can\\nthen devote a few minutes to inspecting the work on\\nthe board. Each pupil should be allowed to travel as\\nfast as he can, provided he thoroughly understands\\nwhat he passes over. An apt pupil should never be\\nheld back to keep pace with a dull one.\\nGENERAL OBSERVATIONS\\nI would call attention to the following points, most of\\nwhich are a recapitulation of this chapter:\\n1. As a rule, teach easiest parts first.\\n2. Do not hurry through the book, but give plenty of\\nexercises under each subject.\\n3. Teach processes first, principles next. Teach the\\nrules by stating the steps in the process.\\n4. Never require rules, definitions or tables to be\\ncommitted to memory, but let them be learned by use.\\n5. Let the pupil learn the explanations of rules from\\nthe book, the teacher only pointing them out and ex-\\nplaining the language of the book.\\n6. Pay particular attention to the most practical", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0136.jp2"}, "137": {"fulltext": "IN COUNTRY SCHOOLS I25\\nparts of arithmetic, such as pupils will most likely use\\nin after life.\\n7. Give preliminary drill on each new subject,\\n8. Require pupils to always use shortest methods of\\nobtaining a result, but insist on clearness of expression\\nand neatness of work.\\n9. An oral analysis of problems, involving only num-\\nbers small enough to be held in the memory, should\\nalways precede a written process. The first step then\\nwould be the oral drill in analysis; second, the written\\nprocess; and third, the rule, which is simply the state-\\nment of the several steps of the process. For example,\\nthe teacher should show analytically that of is -^q,\\nand then deduce the written process for finding a frac-\\ntion of a fraction; or that 4 is 25 per cent, of 16, and\\nfrom that the process of finding what per cent, one\\nnumber is of another; or that f-^i ^h deduce the\\nprocess of division of fractions and explain the reason\\nfor inverting the divisor. There may be some excep-\\ntions to this with young pupils, as for example, in find-\\ning the greatest common divisor and least common\\nmultiple.\\n10. Review often.\\nEASY ACCOUNTS\\nThere is no reason why the children of the ordinary\\ndistrict school should not be given a lift in keeping or-\\ndinary accounts, be taught how to run a farm day-book-\\nand journal, a store blotter, a housekeeper s account\\nbook, and how to post a ledger for all of these. They", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0137.jp2"}, "138": {"fulltext": "126 BEST METHODS OF TEACHING\\nshould know, too, how to make out bills and receipts,\\nin part or in full; how to endorse checks, drafts and\\nnotes but should be earnestly cautioned not to do the\\nlast, even while shown how it is done how to write\\nbusiness letters of all kinds, to accompany bills; to\\nacknowledge receipt of goods or of funds; to ask about\\ncredentials presented by others, and to secure them if\\nneeded; to write letters of advice as to business trans-\\nactions, such as they will be likely to have; and, in\\ngeneral, to do common bookkeeping.\\nUnless I had plenty of time to command, which is not\\nlikely to be common in a country school, with all grades\\nto be taught, I would go into nothing elaborate along\\nthis line, but would give a few lessons; and the pupils\\nwho might otherwise have leisure for mischief may so\\nbe given a **bent that will result in their doing more\\nthorough work later. A few points that are essential\\ncan be mastered in a few hours, as;\\n1. All receipts go to the debtor side of an account,\\nno matter whether they come in the shape of cash,\\ngoods, or negotiable paper.\\n2. The debtor side is always at the left column on a\\ndouble ruled page; and on the left page of a single\\nruled book.\\n3. Credits are the things that are given or paid\\nmoney, work, goods, or notes.\\n4. Credits are entered at the right of the page, if a\\ndouble ruled, or the right page if ruled for one column.\\nBills payable include all notes given; and Bills\\nreceivable those due.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0138.jp2"}, "139": {"fulltext": "IN COUNTRY SCHOOLS 12 7\\nForms may be given for bills, drafts, checks, promis-\\nsory notes (negotiable and non-negotiable) and the\\nuses of each explained. The teacher may show how to\\nfile letters, financial papers, etc., without loss of time and\\nwith the fewest possible chances of error.\\nIn starting a farm or housekeeper s account book,\\nthe teacher must show that the farm or house is to be\\ncharged (debited) with cost; and when the expense of\\nthe year, or any given time is reckoned, a credit must be\\nentered to balance.\\nA few hints like these will open the pupils eyes to the\\nfact that bookkeeping is simple, and not a to-be-dreaded\\nstudy, as too many think; and that it is one of the really\\nuseful things that will come into every-day play, no matter\\nwhat the life business is, nor where carried on.\\nThey should be taught, too, that the practice of run-\\nning in debt, or maKing store accounts is one of the\\nthings to be avoided, even if a fair knowledge of book-\\nkeeping has been gained.\\nENGLISH GRAMMAR\\nA NOTED authority on the Art of Teaching School\\nsays: If, in the spelling classes, the uses of capital\\nletters and punctuation marks have been noted as\\nshould be the case in spelling from dictation and dis-\\ncourse and if, in the reading classes, the structure of\\nsentences, the meaning of words and the uses of punctu-\\nation marks have been properly studied, there is little\\nremaining to be taught on the subject of grammar, to", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0139.jp2"}, "140": {"fulltext": "128 BEST METHODS OF TEACHING\\npupils in the public schools, that properly comes within\\nthe scope of these institutions. There is much truth\\nin this. I have advocated particular attention to defin-\\ning, punctuation, use of capitals, etc., in reading and\\nspelling classes, because these points are essential to the\\npractical every-day duties of life, and from the fact that\\ncomparatively few pupils who attend our country schools\\never take up the study of grammar.\\nThe country teacher is expected to have a class in\\ngrammar, and it should be taught in our country schools\\nbut I protest against the manner in which it is usually\\ntaught. There is no need of, and no time for, a pri-\\nmary text book in grammar in a country school, nor in-\\ndeed, in any other school. The primary instruction in\\ngrammar should be given in reading and spelling classes,\\nand by general criticisms and oral drills in connection\\nwith every other subject. That is, pupils should so be\\ntaught to use the English language properly. All writ-\\nten and oral exercises, where the pupil is required to use\\naccurate language, are exercises in grammar. The\\nteacher should always use accurate language, and cor-\\nrect errors made by the pupils. This should be carried\\nto the play-ground, and every place where the pupil\\ncomes in contact with the teacher, provided it can be\\ndone without giving offense to anyone.\\nPrimary grammar should consist of language lessons;\\nand every lesson, on whatever subject, should be also a\\nlanguage lesson. I am using the word grammar in\\nthe sense understood from the definitions given by\\nnearly, if not all, writers of text books on the subject,", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0140.jp2"}, "141": {"fulltext": "IN COUNTRY SCHOOLS I29\\nand from the definition of the term given by Webster\\nthat is, that it is the science which teaches us how to use\\nlanguage correctly.\\nHon. E. E. White, in The National Teacher,\\nsays Grammar is not the means for acquiring the art\\nof speaking and writing correctly. It is at best only\\nthe finishing instrument. The correct use of language\\nmust be learned, as every other art is learned, by prac-\\ntice under intelligent guidance. School training should\\nfurnish this practice in a large measure. There can not\\nwell be too much of it. It should enter into every reci-\\ntation, and besides have a separate place in the daily\\nprogram. Composition should be taught as faithfully\\nas arithmetic.\\nI give these extracts for what they are worth. They\\nsimply show the difficulty of defining terms. I will add\\nthat it is the duty of teachers to teach that which will\\ncause pupils to think, and at the same time to express\\ntheir thoughts, either with the tongue or pen, in the most\\nfluent, elegant and correct manner. They can be led\\nto improve their thinking powers, to a greater or lesser\\ndegree by the study of any subject whatever; and the\\npower of expressing thought is taught under the heads\\nof Reading, Spelling, Defining, Grammar, Rhetoric,\\nComposition, Elocution, Oratory, etc.\\nThe question, with the country teacher having a class\\nbefore him with text books in grammar in their hands,\\nis: What part of the book shall be taught.^ I will\\nanswer in a general way by saying: Teach that which\\nwill aid them most in expressing thought, either by", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0141.jp2"}, "142": {"fulltext": "130 BEST METHODS OF TEACHING\\ntongue or pen. But, to be more specific, I will\\nsuppose a class which has never studied the subject\\ntechnically to have in hand any standard common school\\ngrammar.\\nThe first lesson in technical grammar should be on the\\nstructure of simple sentences.\\nThe teacher may write a word as rtui on the black-\\nboard, and then ask the class to tell him the name of\\nsomething that runs. They will probably say: Horses\\nrun, A dog runs, Water runs, etc. He may tell\\nthem that it is correct, and they can see that it would\\nnot sound well to say Horses runs, or A dog run.\\nNext he may write the sentence, Horses 7 im, on the\\nboard; and tell them that it is a thought expressed in\\nwords, and is called a sentence. Then he may give an\\nexercise in producing sentences, and have the class give\\nhalf a dozen sentences similar to this, and he may write\\nthem on the board. Next he may teach them the prin-\\ncipal parts of a sentence, the subject and predicate. He\\nmust be sure that the pupils have a clear idea of these\\nterms. I remember that when a boy studying grammar\\nthe definition of subject and predicate were for a long\\ntime not understood. I did not know what was meant\\nby affiinned, when the book and teacher said The\\nsubject is that of which something is affirmed. It\\nsounded big and frightful, and I never had a clear idea\\nuntil I saw somewhere the definition The subject is\\nthat of which something is said or written. Now, I\\nmight have been an unusually dull boy in some\\nrespects I know I was but are there not dull boys in", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0142.jp2"}, "143": {"fulltext": "IN COUNTRY SCHOOLS 13 I\\nevery class? The best teacher makes a subject plain\\nto the dullest in his class. He should give plenty of\\noral exercises, somewhat as follows: Chalk is brittle.\\nWhat is brittle.? What is said about chalk.? What is\\nthe subject of this sentence.? Why.? What is the\\npredicate.? Why.? He may require the class to write\\nthree or four sentences for each lesson. He may write\\na word, as fireT on the board, and ask the class to\\nwrite as many predicates for this subject as they can;\\nalso write a predicate, and require them to write a num-\\nber of subjects. Most text books now give model exer-\\ncises which will suggest the oral drill.\\nAfter several lessons on the simple sentence, and\\nwhen the pupils thoroughly understand the principal\\n\u00e2\u0096\u00a0parts of a sentence, I would study the noun. The first\\nlesson would be an outline of the noun, to be made out\\nby teacher and pupils. The teacher writes the main\\nheads and tells where to write the subordinate parts.\\nThe outline, when completed, will stand as follows, the\\nparts in italics showing what was written by the teacher\\nand those in roman the parts filled in by the pupils\\nNoun.\\nClasses.\\nGeneral.\\nCommon.\\nProper.\\nspecial.\\nAbstract.\\nVerbal.\\nCollective.\\nClass,", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0143.jp2"}, "144": {"fulltext": "132 BEST METHODS OF TEACHING\\nProperties.\\nGender.\\nMasculine.\\nFeminine.\\nCommon.\\nNeuter.\\nPerson.\\nFirst.\\nSecond.\\nThird.\\nNumber.\\nSingular.\\nPlural.\\nCase.\\nNominative.\\nPossessive.\\nObjective.\\nAbsolute.\\nPupils who have had exercise in outlining in other\\nstudies, perhaps would be able to produce the above\\nwithout the aid of the teacher. But this is intended\\nto be merely suggestive; and the teacher must pro-\\nceed according to the circumstances present. Several\\nlessons may be m.ade from this outline, discussing all\\nthe parts until a pretty thorough knowledge of the noun\\nis secured, so far as can be, without reference to other\\nparts of speech. The parsing of nouns, so far as the\\npupil is able from what he has learned, and exercises in\\nwriting sentences containing nouns, illustrating their\\nproperties and classes, should be a part of every lesson.\\nThe advantage of writing parsing lessons will be", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0144.jp2"}, "145": {"fulltext": "IN COUNTRY SCHOOLS I33\\nobvious to any thinking teacher. It will secure exercise\\nin spelling, punctuation, capitalization and penmanship,\\nwill be more interesting, and lead to definite and\\naccurate thinking. The teacher should have some\\nparticular order of parsing, and require all pupils\\nto follow it. In another place models will be given for\\nthe written parsing of each part of speech.\\nThe verb may be studied in a similar manner. An\\noutline giving classes and properties is to be made out\\nand the different parts of it discussed. The more\\ndifficult parts may be omitted until a future time,\\ntaking only such as are usually given in large print in\\ntext books, taking a small portion at each lesson, and\\ngiving oral and written exercises as before.\\nThe next step is to introduce the objective element\\ninto the sentence. The pupil now will understand that\\na sentence must have a subject and a predicate, and\\nmay have an object- The pronoun may be studied\\nnext, to be followed by the adjective, adverb, preposi-\\ntion, conjunction and interjection, each to be outlined\\nand discussed as above. After a discussion of the\\nadjective, adverbial and mdependent elements of a\\nsentence, a review of the parts of speech, beginning\\nagain with the noun, should be had, studying them in\\ntheir relations to each other. This time the pupils can\\nmake the outlines themselves, adding all the minor\\npoints. Compound and complex sentences may next\\nbe considered, and the lessons varied with plenty of\\nwritten sentences and diagramming.\\nThe teacher is now ready to introduce the subject of", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0145.jp2"}, "146": {"fulltext": "134 BEST METHODS OF TEACHING\\ncomposition writing. This is a great bugbear to most\\npupils in country schools, but it is the fault of no one\\nbut the teacher. I remember, when a boy, attending a\\nterm of school taught by a lady who required, every\\nFriday, a composition from each pupil who was old\\nenough to write. By dint of coaxing and threatening\\nshe succeeded in getting everyone to try but me. I\\nwas obstinate, and no coaxing or threatening would\\ninduce me to attempt what I was confident I could not\\ndo. The pupils wrote compositions on such subjects as\\nspring, autumn, sunset, education; and their thoughts\\nand language were almost sublime. It is said there is\\nbut one step from the sublime to the ridiculous. They\\nhad almost taken that step, backward. Years afterward\\nI attended a select school, and the teacher was a true\\nteacher; and instead of requiring us to write composi-\\ntions, he taught us hozv to write them, when it was only\\nnecessary to give us the privilege.\\nSentence writing is the first step to composition\\nwriting; and if the teacher has thus far given sufficient\\nexercise in that branch the next step will be easy\\nenough. All that is necessary for a composition is to\\nput together a number of sentences relating to the\\n.ame subject. But no one can write sentences or com-\\nposition unless he has something to write about. A\\nsingle word is not sufficient for a subject for a beginner.\\nHe must have an outline or skeleton of what he is\\ngoing to write about. This the teacher must provide;\\nand he must give instruction on points of the outline, at\\nfirst, until the pupil has acquired sufficient skill and", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0146.jp2"}, "147": {"fulltext": "IN COUNTRY SCHOOLS I35\\ncommand of language and power of thought to construct\\nthe outhne for himself.\\nBeginners, if left to themselves, will generally choose\\nsome broad theme, as education, intemperance, etc.,\\nnot knowing that it is far easier to write on a more\\nrestricted subject. Men of such broad and liberal\\nculture as Herbert Spencer may take such a subject as\\neducation for an essay. The brilliant essayists of this\\ncountry, as Whipple, Lowell and Holland, may take for\\ntheir themes humanity, liberty, or truth; but a beginner\\nshould choose something more concrete and restricted,\\nsuch as: Wheat, Apples, Dogs, Cats, A Walk in the\\nCountry, What I saw at the Fair, or some other simple\\ntopic.\\nThe simplest form of essay writing, perhaps, is to\\nwrite a number of questions and require the pupil to\\nwrite out the answers in full and connect them. For\\nexample, let me suppose the subject to be *My Dog.\\nThe teacher will write a series of questions, as follows:\\nHave you a dog.-^ What kind of a dog is he.-^ What is\\nhis color.? Has he long hair.? What kind of a tail has\\nhe.? Will he bark at strangers.? Is he cross.? Will\\nhe do what you tell him.? Will you name some of the\\nsmart things he can do.? Does he dislike children.?\\nWhat is his name.?\\nThe essay, when written, will appear something like\\nthe following\\nMY DOG\\nI have a large Newfoundland dog. He is all over black, ex-\\ncept a white ring around his neck. He has long, shaggy hair,", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0147.jp2"}, "148": {"fulltext": "136 BEST METHODS OF TEACHING\\nand his tail is long and bushy and curls up over his back. He\\nwill bark at strangers, but he is not cross, and will not bite any-\\none unless he thinks they are going to steal somediing. He will\\ndo almost anything I tell him. He will bring the cows and\\nhorses up from the meadow, will fetch sticks out of the water,\\nand carry a basket in his mouth. He is not cross to children,\\nbut will let them ride on his back or pull him around, and seems\\nto enjoy the fun. His name is Ring.\\nA few such exercises as the above will, to use a\\ncommon expression, get pupils in the way of writing\\ncompositions. It is frequently necessary to resort to\\nsuch expedients to get pupils interested and started,\\nafter which they may become the best of writers. I\\nhave no doubt that the name Composition has fright-\\nened many a person who, by proper training, would\\nhave made a good writer.\\nThe next easiest kind of composition is that of letter\\nwriting. Familiar letters to friends, giving an account\\nof a party, a sleigh-ride, a picnic, a description of their\\nhomes or their schoolhouse, telling what work they\\nhave done or what studies they are pursuing, or any-\\nthing else which may interest them, may be written by\\npupils in a grammar class. There will be no difficulty\\nin getting the majority of pupils in such a class to try\\ntheir skill at such work. There may be some who will\\nrefuse, either from diffidence or from stubbornness, to\\nattempt anything of the kind; but by kind endeavor, by\\nargument, they may be won over by the teacher.\\nThe teacher should not be too severe in criticising\\ncompositions of beginners; rather praise than condemn,\\nconfining criticisms at first entirely to spelling, capitali-", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0148.jp2"}, "149": {"fulltext": "IN COUNTRY SCHOOLS\\n137\\nzation, errors in grammar and the more important parts\\nof punctuation. As the pupil acquires more skill in\\nthe use of the pen in conveying thought, the criticisms\\nmay extend to the matter of elegance, style, etc.\\nAfter exercise in writing compositions from questions\\nand in writing letters of friendship, easy descriptions\\nmay be attempted. The following outline and essay\\non Stoves will be suggestive of this kind of exercise:\\nStove.\\nDefinition.\\nKinds.\\nParts.\\nWith regard to use:\\nTop.\\nCooking.\\nBottom.\\nHeating.\\nSides.\\nDoors.\\nWith regard to shape\\nBody.\\nand style:\\nHinges.\\nBox.\\nLids.\\nCannon.\\nOvens.\\nPlain.\\nWater reservoir.\\nOrnamental.\\nHearth.\\nDampers.\\nWith regard to fuel\\nPipe.\\nWood.\\nFlues.\\nCoal.\\nAsh pan.\\nGas.\\nMica doors.\\nOil.\\nGrate.\\nSTOVES\\nA stove is an iron box, arranged in such a manner that a fire\\ncan be made in it and the smoke and gas conducted out of the\\nroom, and is used for the purpose of heating rooms and for cook-\\ning food, etc.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0149.jp2"}, "150": {"fulltext": "138 BEST METHODS OF TEACHING\\nSome stoves have flat tops, with holes which are covered by\\nlids, for the purposes of cooking, heating water, etc. Others\\nhave round or irregular shaped tops, made more for ornament\\nthan for use. The sides are generally ornamented with raised\\ndesigns. Some are provided with ovens for baking purposes.\\nUnder the oven there are flues for conducting the heated air. In\\nfront there is a place for ashes called the hearth, sometimes con-\\ntaining a pan to hold the ashes; this can be lifted out and\\nemptied when full. An arrangement is made in the flue or pipe\\nto open or shut, to regulate the draft. It is called a damper,\\nStoves for burning coal have grates to hold the coal up, so that\\nthe ashe? will separate from it. All stoves have a door with\\nhinges. Sometimes these doors have little windows with a\\ntransparent mineral called mica in them, instead of glass. Glass\\ncould not be used, as the heat would crack it. These little win-\\ndows make a stove look very pretty, as through them we can see\\nthe glowing fire. I like to sit and look at the bright, glowing\\ncoals.\\nThere are many kinds of stoves. We may divide them into\\nkinds with regard to use, as cooking stoves and heating stoves, or\\nwith regard to shape and style, as box, cannon, plain and orna-\\nmental stoves; also with regard to the fuel used, as wood, coal,\\noil and gas stoves. Some stoves are very pretty pieces of\\nfurniture, and cost a great deal of money.\\nThere are many familiar objects which would be\\nmuch easier to describe than a stove. I have given\\nthis as an example of what may be done by almost any\\npupil old enough to use a text book in grammar.\\nMany pupils could write a far better description than\\nthe one given above. The teacher should make sug-\\ngestions upon the outline, giving facts of which the\\npupil may not be possessed and hints in regard to de-\\nscribing the different parts. The points in the above", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0150.jp2"}, "151": {"fulltext": "TN COUNTRY SCHOOLS 1 39\\noutline may be drawn from the class by judicious\\nquestioning. These essays need not be long. Better\\nwrite short compositions, and have them well written,\\nthan long ones badly composed.\\nI have found that children, and indeed all of us, do\\nnot lack so much for language as we do for ideas, or\\nrather ideas in a classified and connected form. This\\nexercise of outlining furnishes a means of arranging\\nour ideas in a proper shape so that we can write or\\nspeak of one thing at a time and in a proper order. In\\nthis way we need not repeat nor omit anything, for the\\nplan and order of what we are going to say is mapped\\nout for us. One will indeed be astonished at his own\\nknowledge when he sees it thus arranged and spread\\nout before him.\\nAfter exercises in easy description, subjects in sim-\\nple narration may be given. Let the pupils narrate\\nwhat they did during the previous day or week. In\\nthe lives of the humblest individuals enough tran-\\nspires almost every day, if all the minutiae were written,\\nto make quite a lenghty composition. Anyone can\\ncertainly say more than Mark Twain said in his diary\\nwhich he kept when a boy, viz: Got up, washed and\\nwent to bed. This was all he could think of each\\nday to write in his diary; so he kept repeating it day\\nafter day until it became tiresome, and he abandoned\\nthe idea of keeping a diary. A pupil may narrate all\\nthe actions in order as he can call them to mind, from\\ngetting up in the morning to going to bed at night.\\nFor example, let me enumerate some of the actions of", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0151.jp2"}, "152": {"fulltext": "140 BEST METHODS OF TEACHING\\na boy during one day: Got up, washed his face, etc.,\\ncombed his hair, ate his breakfast (here I might enumer-\\nate the different articles of food eaten, tell some things\\nthat were said at the table, etc.) carried in wood,\\nchopped wood, fed the horses, cows, sheep and pigs,\\ncarried water, went to a neighbor s on an errand,\\nstarted to school, met some other boys, played awhile\\non the road, was late to school, studied and recited the\\nvarious lessons (here I might tell some things that he\\nlearned), played certain games at noon and recess,\\ncame home, did the chores, which I need not enumerate,\\nbeing the same as he did in the morning, ate supper\\nand went to bed. Have I omitted anything.-* Yes, I\\ndid not say he ate dinner. Now, let a boy tell all this\\nin his own way, subject to the criticisms of his classmates\\nand teacher, and he will have quite a little piece of\\nnarration, and the foundation may be laid for future\\njournalism. Let the pupils give an account of some\\naccident which happened in the neighborhood, or of a\\nquarrel which took place on the play -ground, or an\\naccount of a trip to some town, river or lake, or an\\naccount of an excursion, a picnic, or a visit to a factory\\nor foundry.\\nThis essay writing should be given in connection\\nwith a review of the points of technical grammar, and\\nneed not be a daily exercise. Perhaps about two days\\nout of the week may be profitably devoted to this; the\\nother three to written and oral lessons in parsing and\\nanalysis. This matter will, however, vary with circum-\\nstances. The teacher must be the judge.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0152.jp2"}, "153": {"fulltext": "IN COUNTRY SCHOOLS I4I\\nGrammar need not be considered a dry, hard study\\nif it is properly taught. As before stated, there should\\nbe but one class in grammar in a country school, but\\nthat class should have, on an average, seven or eight\\npupils, instead of two or three, as is the case in schools\\n^which have come under my observation.\\nI append a few models for the written parsing of the\\nparts of speech, as being suggestive to the teacher.\\nNOUN\\nJohn studies grammar.\\nJohn, n., prop., masc, third, sing., nom., subj. of\\nthe prop., John studies grammar. R. The subject of\\na proposition, etc.\\nPRONOUN\\nbought the book.\\npron., pers., simp., antec, name of the person\\nspeaking, masc, first, sing., R. [Here give rule for\\nagreement.] nom., subj. of the prop., I bought the book.\\nR. [Here give rule for construction.]\\nremember what you said.\\nWhat, pron., rel., equivalent to that which, that be-\\ning the antec. part and which the relative.\\nThat, adj., pronom., used as a noun, obj., object of v.\\nremember.\\nWhich, pron., rel., antec. that, neut., third, sing.,\\nobj., object of v. said. R.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0153.jp2"}, "154": {"fulltext": "142 BEST METHODS OF TEACHING g\\nVERB\\nLiberty is szveet.\\nIs, v., irreg. (am, was, being, been), intrans. indie.,\\npres., third, sing., agrees with subj. liberty. R.\\nADVERB\\nHe acted wisely.\\nWisely, adv. (comp. wisely, more wisely, most wisely)\\nof manner, modifies v. acted. R.\\nADJECTIVE\\nTJie diligent boy zvill he praised.\\nDiligent, adj., descrip., com., (comp. diligent, more\\ndiligent, most diligent) pos. qualifies n. boy.\\nHISTORY\\nHistory is one of the most important of studies, yet\\nI venture to say of those who have considerable knowl-\\nedge of history, that they did not obtain much of it\\nin school. History is a narration of events. No one\\nhas a memory sufiicient to retain all events which have\\nbeen made known to him. The great mistake made by\\ntoo many teachers is that they try to teach history in\\ndetail; and the pupils, in trying to remember all,\\nremember but little. It is like trying to take up a\\ndozen eggs at once in one hand. In the endeavor to\\ngrasp all we get none. Could we, indeed, remember\\nall the details of history, of what benefit would it be.-^", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0154.jp2"}, "155": {"fulltext": "IN COUNTRY SCHOOLS I43\\nIt is only the great events and the lessons to be drawn\\nfrom them which are of benefit to us. I remember\\nstudying history in a country school, years ago. We\\nread a lesson over and the teacher asked us all the\\nquestions found at the bottom of the page. We an-\\nswered many of them and generally in the language of\\nthe author. The teacher pronounced us good scholars;\\nbut to-day I can scarcely recall a single event le-arned\\nfrom that book. I distinctly remember the portraits\\nof Washington and Daniel Webster, miserable wood\\ncuts, that had, I suppose, a faint resemblance to the\\nshadows of those great men, also a picture representing\\nthe death of General Wolfe, and that the book was\\nbound in black cloth and had red edges, and that is\\nabout all I can remember. I have since then taken\\nconsiderable interest in reading history in course; but\\nI learned far more that has been of real benefit to me\\nby teaching it, and I ascribe my success to the fact\\nthat I tried to select a few of the most important events\\nand their dates to fix in the minds of my pupils; and in\\ndoing so, I learned them myself.\\nThe greater number of the text books on history\\nused in our schools are failures, even in the hands of\\ngood teachers. Why.? Because they are but masses\\nof dry details. Why not give only the most important\\nevents and illustrate them by anecdote and by a felic-\\nitous mode of relating them, rather than catalogue-like\\nparagraphs, giving only the dry bones or chronology of\\nthe subject.-^ There may be others, but thus far I have\\nseen but one book which meets my ideas of a good", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0155.jp2"}, "156": {"fulltext": "144 BEST METHODS OF TEACHING\\nschool History of the United States. It is Barnes s\\nBrief History. If the teacher has not such a work, he\\nshould have half a dozen different authors and be well\\nread in different works, that he may, when he has\\nselected the important points, so illustrate them that\\npupils will remember them in spite of themselves.\\nThe main point in learning history is to make many\\nminor events cluster and crystallize around some im-\\nportant fact which should be learned as thoroughly as\\nthe multiplication table. The association of ideas aids\\nmuch in the study of history. Why do we all remem-\\nber who General Greene was.? Because he figured in\\nthe Revolution and that is one of the events which will\\nbe remembered the easiest by all readers of history.\\nSo, when we think of the Revolution, we think of a\\nhundred other things more or less directly connected\\nwith it.\\nA good way to teach history is to require the pupils\\nto write essays on historical subjects; nor is this im-\\npracticable in country schools. The next best plan is\\nto assign each pupil a topic for investigation and re-\\nport. A lesson of considerable length may be assigned\\nthe class, dividing it up into portions, giving each pupil\\na certain subject to investigate especially, but expect-\\ning him to read the whole lesson over several times\\ncarefully. Certain portions of the lesson may be read\\nat recitation, the same as in a reading class; then each\\npupil is required to report on his topic, others criticis-\\ning and adding to it if possible. In this way the whole\\nlesson may be brought out, and by class drill on the", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0156.jp2"}, "157": {"fulltext": "IN COUNTRY SCHOOLS I45\\nmost important parts, and by daily reviews, a pretty\\nthorough knowledge of the whole subject may be\\nobtained. The most important parts should be re-\\nviewed until fixed, and then the lesser details may be\\ntaken up. Remembering dates is not the whole of\\nstudying history, but it is an important part of it. Some\\npersons have a much better memory of dates than\\nothers. I would have a class remember a few im-\\nportant dates first, and gradually add to them until I\\nhad all the dates of importance. The teacher should\\nwrite on the board two columns of dates: one in large\\ncharacters the other in small. Among the large char-\\nacters he may put 1492, 1565, 1607, 1620, 1754, 1776,\\netc. The events connected with these dates may be\\nfirst studied, each one made a lesson. As the lesser\\npoints are brought out the dates may be placed in the\\nsecond column. Reviews should be had daily until\\neach member of the class can relate the event connected\\nwith the dates in the first column; then the dates in\\nthe second column should be reviewed until they are\\nlearned. A few only may be placed in the second\\ncolumn, and a third column of still lesser dates be\\nmade. The point is to learn the most important first,\\nand then those of less importance, and so on as many\\nas are likely to be permanently remembered.\\nInstead of keeping a class a whole term on a few\\npages of the history of the United States, in order to\\nlearn all the minutiae, I would take them through the\\nbook and let them gather what they could, taking care\\nthat it should be the prominent facts first, and then as", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0157.jp2"}, "158": {"fulltext": "146 BEST METHODS OF TEACHING\\nmuch more as possible. I would not be understood as\\ntaking them through the history as through a chrono-\\nlogical table, getting only the dry bones; but I would\\nclothe these with living, breathing flesh as I went along.\\nA certain amount of detail is necessary to illustrate\\nand make an important fact interesting; yet the detail\\nshould be used to help fix the main fact in the mind.\\nTo make my point plainer, suppose the subject to be\\nthe French and Indian wars. Now, there were nu-\\nmerous battles and skirmishes and treaties; but before\\nI should expect a class to remember them all, I would\\nhave them read an interesting account of Braddock s\\ndefeat and the fall of Quebec, the two most prominent\\nevents in all those wars. I would have them know\\nsomething of the character and conduct of Braddock,\\nthe discipline of British soldiers, the mode of fighting\\namong the Indians, the locality of the battle, the career\\nof the young Washington, etc. and in the other case\\nthe death of Wolfe and Montcalm and other circum-\\nstances connected with it, the nature of the battle-\\nground, etc. Two lessons might be given which would\\nmake a more permanent impression, and two dates\\nlearned which would be longer remembered, than if a\\ndozen lessons had been made of this subject and all the\\ndates and minor details of these wars committed to\\nmemory.\\nTo make the study interesting, and for variety, the\\nteacher should gather together, for the purpose of using\\nin his class, a number of the characteristic sayings of\\nhistorical characters, as Don t give up the ship We", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0158.jp2"}, "159": {"fulltext": "IN COUNTRY SCHOOLS I47\\nhave met the enemy and they are ours A little more\\ngrape, Capt. Bragg We will fight it out on this line\\nif it takes all summer, etc. also some of the popular\\nappellations of great men, as Rough and Ready,\\nSage of Monticello, The American Pathfinder,\\netc., and such terms as Fillibusters, Know Noth-\\nings, Grangers. He can make use of this list in\\nreview lessons, and it will add much to the interest of\\nthe recitation. By use of judicious questions the\\nteacher can, in reviewing, fix many points of interest.\\nQuestions somewhat as follows should be asked Who\\nwas Roger WilHams? Pocahontas.? Sir Walter Raleigh.?\\nBalboa.? Major Andre.? What men figured prominently\\nin the war of 1812.? What battle was fought after\\npeace was declared between the two countries.? What\\nled to the settlement of California.? What were the\\nacquisitions of territory to the United States.? Who\\nwas President during the war of 181 2.? During the\\nMexican War.? What was the Missouri Compromise.?\\netc. A few such questions should be asked for review\\nevery day.\\nPupils who are sufficiently advanced and have time\\nfrom other studies, should be encouraged to write short\\nsketches on historical subjects. I would not impose it\\nas a duty, but request it and encourage any inclination\\nthe pupils may show in that direction. They may be\\nencouraged also to relate incidents which they may have\\nread in other works.\\nThere is no branch of learning in which there is\\nsuch susceptibiUty of illustration by the introduction", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0159.jp2"}, "160": {"fulltext": "148 BEST METHODS OF TEACHING\\nof collateral and explanatory matter. If the teacher\\nis well read, he can enliven each recitation by briefly\\nrelating some incident or making some explanation not\\nfound in the text books.\\nThe study of geography should go hand in hand with\\nhistory. Free use of the map and globe should be\\nmade to illustrate the lessons. Pupils should be en-\\ncouraged to read fragments of history, such as Abbott s\\nHistories, some of the more interesting biographies of\\ngreat men, and many of the historical works written\\nespecially for the young. The teacher should point out\\ncertain such works which may be accessible to his pupils.\\nAttention should be paid to the progress and devel-\\nopment of science, art and literature among the people;\\nand in reviews scientific men, inventors, artists, poets\\nand authors should be grouped according to their respect-\\nive epochs. The dates of great inventions and dis-\\ncoveries and their effects on civilization should be re-\\nmembered, as well as the rise and fall of dynasties or\\nthe record of battles and political intrigues.\\nGEOGRAPHY\\nGeography can not be taught in any proper sense of the word by\\nmaps or a bald and wearisome nomenclature of countries, cities, moun-\\ntains and rivers. What is wanted is that these should be intimately\\nblended with the history of the world, of nature, and the history of\\nmankind, thereby better fixing the whole in the memory and giving to\\ngeography its true rank among the sciences. The change thus indi-\\ncated is in progress, but much is still wanted for its full accomplish-\\nment. Sir Henry Holland.\\nGeography as taught in many schools merely by", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0160.jp2"}, "161": {"fulltext": "IN COUNTRY SCHOOLS I49\\nquestion and answer, with an occasional map drill is\\nof little practical value but in the hands of a compe-\\ntent instructor who teaches, rather than hears a class\\nrecite, it is an interesting and valuable study.\\nIt has been my experience that but a small propor-\\ntion of the pupils of a country school who are of the\\nproper age study geography. Upon inquiry the uni-\\nversal reason given was that they did not like the study.\\nNow, whose fault is this.^ Certainly the teacher s.\\nThe teacher should awaken an interest in this study\\nin his school; and the way to do this is to teach it\\nproperly and persuade pupils to enter the class. If he\\n^teaches it as he should and succeeds in getting a pupil\\nto enter the class and remain one week, I will venture\\nto assert that that pupil will remain for the whole term.\\nIn my opinion there is no study of greater importance.\\nIt is a branch of knowledge which a Humboldt, a Ritter\\nand a Guyot have adorned, and deserves no mean place\\namong the knowledges of the earth.\\nThere need be but two classes in geography in a\\ncountry school, a primary and an advanced.\\nWith a beginning class I would proceed somewhat\\nas follows: (I am supposing that the class is composed\\nof pupils who have never studied the subject). I would\\nbegin with an oral drill on direction, next develop the\\nidea of a map by drawing a map of the school room.\\nI would draw the boundary lines on the board, explain-\\ning that the top of the diagram will represent north,\\nthe bottom south, etc., and ask the pupils to step to the\\nboard and make a mark to represent the location of the", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0161.jp2"}, "162": {"fulltext": "150 BEST METHODS OF TEACHING\\nstove, the teacher s desk, etc., and proceed until the\\npupils themselves have mapped out the schoolroom\\nand located all the principal objects in it. The next\\nstep would be to map the school-yard, locating the\\nschoolhouse, the out-houses, trees and other objects.\\nI might proceed from this to the surrounding farms\\nbut perhaps enough has been shown to develop the\\nidea of a map, that it is a representation of a part or\\nthe whole of the earth s surface. Next, I may ask\\nsome questions about what is found on the surface of\\nthe earth. By a few judicious questions I will obtain\\nfrom the class the facts that rivers, lakes, mountains,\\ncities, towns, etc., are to be seen on the earth s surface.\\nThen I will tell them that we are going to learn all\\nabout what we would find on the surface of the earth if\\nwe could travel over it, and about the different kinds of\\npeople and what they are doing, and many things that\\nare very interesting and useful; that men have learned\\nthese things by traveling and observing and have written\\nthem in books for us to study that we may learn with-\\nout traveling far from home. With this preliminary\\ndrill they are ready to take up a primary work on geog-\\nraphy and begin with the study of the form of the\\nearth, the divisions of land and water, etc. If possible,\\nuse a globe to illustrate, if not, get a substitute for one,\\nan apple or a ball. Explain some of the more obvious\\nmodes of proving the rotundity of the earth. If possible\\ntake the class to a lake shore or river bank and show\\nthem capes, bays, islands, etc. Such objects can gener-\\nally be found on a small scale along a river or lake shore.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0162.jp2"}, "163": {"fulltext": "IN COUNTRY SCHOOLS I5I\\nThe topic method of teaching geography can be\\nmade .successful even with beginners; but the topics\\nmust be modified to suit their capacities.\\nMost text books on geography are filled with ques-\\ntions, and the teacher is tempted to fall into a rote\\nmanner of teaching and content himself with asking\\nthe questions and hearing the pupils answer. While I\\nwould not ignore questions in teaching, I would cer-\\ntainly avoid depending on them.\\nSlates should be used by primary classes in prepar-\\ning their lessons. The names of all the prominent\\nobjects of study in the lesson should be carefully\\nwritten on the slate. For example, let the pupil write\\nthe words continent, island, cape, river, lake, etc., on\\nthe slate and be required to find the definition of the\\nterms in the book. The teacher may write on the\\nboard the principal points of the lesson for the pupil to\\ncopy. In studying a map the teacher should require the\\npupils to write a certain number of cities, rivers, moun-\\ntains, etc., allowing the pupil to select what he thinks\\nthe most important. The pupil may write also a cer-\\ntain number of the products of a country, as: wheat,\\ncorn, coal, iron, gold, silver, etc. Lessons may be\\nassigned as they are laid off in the book; but a written\\nexercise should sometimes accompany them. Frequent\\nreview lessons should be given, involving all points of\\nimportance the pupil has passed over.\\nMap drills should be had daily, sometimes the teacher\\npointing to the map and the pupils answering as called\\nupon or occasionally in concert, and sometimes the", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0163.jp2"}, "164": {"fulltext": "152 BEST METHODS OF TEACHING\\npupils in turn point out places on the map as mentioned\\nby the teacher.\\nIt is a good exercise to take an ideal trip, as, for\\nexample, starting with Chicago, the teacher and class\\nsail in imagination to New York, mentioning and com-\\nmenting upon all the prominent places of interest they\\nwould pass on the route. I will here mention a few\\nsuch routes: From London to St. Petersburg via Gib-\\nraltar, following the coasts of Spain, Italy and Greece,\\nand through Constantinople, the Black Sea, and up the\\nriver and overland across Russia. From St. Peters-\\nburg, through the Baltic and along coasts of Denmark,\\nHolland and Belgium, to London. From London, again,\\nto Pekin, around the Cape of Good Hope and via\\nCalcutta. From New York to New Orleans, following\\ncoast, and from thence to Pittsburg via Cincinnati and\\nby railroad back again to New York. A whaling\\nvoyage from Boston to the Arctic ocean. A trip from\\nPhiladelphia to Rio Janeiro, for coffee. Such exercises\\nmay be made extremely interesting to children and are\\nexcellent for review. Mention may be made of the\\ngovernments, races, productions, curiosities and other\\npeculiarities of countries as they are passed on these\\nimaginary voyages.\\nDo not attempt to teach too many things, but by\\nfrequent reviews fix thoroughly the most important\\npoints. For example, if a pupil learns that a certain\\nstate produces three or four certain staples, and can\\ntell whether it is level or mountainous, can mention\\nthe capital and largest city and locate them, the prin-", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0164.jp2"}, "165": {"fulltext": "IN COUNTRY SCHOOLS 1 53\\ncipal river and lake, if any, and can give its bound-\\naries and comparative size and tell what direction\\nfrom his own state if these points are fixed by\\nthorough drill, he will remember them longer and the\\nknowledge be of more practical benefit than if he had\\nlearned every little river, lake, town and all the minutiae\\nof detail, only to be forgotten perhaps before the next\\nrecitation. (See page 26.)\\nIt is a good idea to go over the main points of each\\nlesson in concert as a kind of recapitulation at the close\\nof each recitation.\\nSuggestive questions, such as the following, may\\nsometimes be put to primary classes:\\nWhat city is world-renowned for carpets? In what\\ncity would you ride in a gondola instead of an omnibus.?\\nIn what country do the women always go out veiled,\\nand the men wear loose, flowing robes, and sit cross-\\nlegged and smoke opium.? What island is celebrated\\nfor its peat bogs, potatoes, oats and flax, etc., etc.?\\nReview lessons may be given somewhat as follows:\\nEach pupil is assigned a subject for investigation and\\nreport something easy, yet which will require a\\nsearch of the book; as, for example, John is told to\\nfind all the countries in which mention is made of\\ngold, Mary of silver, Henry of lions, Willie of ele-\\nphants, Carrie of diamonds, etc. The names of the\\ncountries when found may be written on the slates,\\nwhich are brought to the recitation and laid upon\\nteacher s desk. The teacher takes up a slate and calls\\non the owner of it to mention from memory as much", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0165.jp2"}, "166": {"fulltext": "154 BEST METHODS OF TEACHING\\nas he can of what he has written. The others may\\ncriticise errors and add to it if they can.\\nFor primary classes it is best that all the pupils have\\nthe same text book; but an advanced class may be\\ntaught entirely by the topic method, and it is even\\nbetter if each member of the class has a different au-\\nthor. I have used a topic list something like the fol-\\nlowing\\n_, Boundaries,\\n1. Position, i T\\nLatitude and Longitude.\\n2. Size.\\n3. Mountains and surface generally.\\n4. Rivers and lakes.\\nGulfs, bays, straits, etc.\\n5. Coast line,\\nCapes, islands, etc.\\n6. Climate.\\nI Animal,\\n7. Productions, a Vegetable,\\nMineral.\\n{Agricultural and grazing,\\nCommerce and fisheries,\\nMining,\\nManufacturing.\\n9. Government, education and religion.\\nID. Capital and largest city.\\n11. Other cities and places of interest.\\n12. History.\\n13. Population.\\n14. Miscellaneous.\\nThis is to be used in studying the text of the several\\ncountries. It should be written on the blackboard and\\ncopied by the pupils and pasted in their books. The", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0166.jp2"}, "167": {"fulltext": "IN COUNTRY SCHOOLS 1 55\\nteacher will explain the outline where necessary. In\\ngiving latitude and longitude, countries should be\\ncompared with each other, foreign countries with our\\nown states, and the states .with each other. The ab-\\nsolute size of a few countries should be remembered,\\nespecially the pupil s own state, and other states and\\ncountries compared with it. Very large and very small\\nstates and countries should be compared, as Rhode\\nIsland and Texas, England and Russia, etc. In study-\\ning surface I have given mountains as the most promi-\\nnent objects; but the pupil should be led to mention\\nheight above sea level, plateaus, volcanoes, basins,\\nwater-sheds, etc. The absolute height of the most\\nimportant peaks in each country should be remembered\\nand the direction of the mountain chains noted. Rivers\\nshould be described by telling where they rise, what\\ncourse they pursue and into what they empty. Lakes,\\neither salt or fresh, having outlets or inlets, both or\\nneither, depth, height above sea level, etc. The pupil\\nshould be taught that climate depends on latitude,\\nproximity to or remoteness from large bodies of water,\\ncharacter and proximity of ocean currents, height of\\nland, slope, character of soil, and the prevailing winds.\\nUnder head of animal productions, the wild and do-\\nmestic animals should be mentioned, and the articles\\nproduced from them, as furs, wool, feathers, leather,\\ntallow, honey, beeswax, glue, bone-dust, bone, horn,\\nand silk. The vegetable productions are such as grain,\\nmentioning the different kinds, fruits, flax, potatoes,\\ngums, resins, medicines, dye-stuffs, timber, turpentine,", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0167.jp2"}, "168": {"fulltext": "156 BEST METHODS OF TEACHING\\ntar, etc. The mineral productions are the metals,\\nbuilding material, as marble, granite, limestone, sand,\\nlime, potter s clay, mineral paints, and precious stones.\\nUnder the head of commerce might be mentioned the\\nprincipal articles of export and import. Under manu-\\nfacturing, the different articles manufactured. Under\\nthe head of history, if one of the States of the Union,\\nits first settlement, when, where and by whom, date of\\nadmission; if other countries, some of the principal\\npoints in their history, as great battles, changes of\\ngovernment. Under the head miscellaneous, mention\\nmay be made of anything that would be of interest and\\nwhich can not well be brought under any of the previ-\\nous heads, such as natural curiosities, races, languages,\\nand dialects spoken, peculiar customs of the people,\\nnational character etc.\\nThe above list is flexible enough to adapt itself to\\nan advanced class in any school. There are, of course,\\ngreat differences in pupils; and the teacher must recog-\\nnize this in teaching any branch and adapt his plans\\nto them. The pupil is to be made to understand that\\nhe is expected to obtain the information here outlined;\\nand it need not matter where he obtains it, whether\\nfrom this author or from that, or partly from one and\\npartly from another. He may learn from travelers,\\nfrom miscellaneous works or from newspapers, from\\nany reliable source, provided he gets the information in\\nsuch a way that he can tell it. Dull and backward\\npupils will need to be questioned to bring out their\\nknowledge; but this should not be done where it can be", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0168.jp2"}, "169": {"fulltext": "IN COUNTRY SCHOOLS 157\\navoided. The pupil should be taught to rely upon\\nhimself and tell what he knows without being ques-\\ntioned. Pupils who have been taught in the old rote\\nmanner may make objections to this manner of study,\\nbut the true teacher will soon win them to his own\\nviews. He should explain to them the advantages, and\\nat first modify the plan so as not to make too sudden a\\nchange.\\nThis topic list cannot be used in all classes. Special\\noutlines should be given in studying some of the points\\nof mathematical and physical geography. Review\\nlessons may be given by special outlines; for example,\\nlakes may be given as a lesson and outlined on the\\nboard somewhat as follows:\\nLakes.\\n1. Origin.\\n2. Classes.\\n1. As to character of water.\\n2. As to outlets and inlets.\\n3. Elevation.\\n4. Uses.\\n5. Principal lakes of the world.\\nI. As to commercial importance.\\nAs to elevation.\\nAs to size.\\nAs to beautiful scenery.\\nAs to any other peculiarity.\\nMountains, volcanoes, seas, gulfs and bays, oceans,\\nrivers, etc., may be outlined in a similar manner.\\nSuch special outlines for review are of great practical", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0169.jp2"}, "170": {"fulltext": "158 BEST METHODS OF TEACHING\\nvalue, gathering up, as it were, the* knowledge which\\nhas been attained into parcels and labeling them,\\nA special outline should also be given for the pupil s\\nown state. This should be very full and minute,\\nembracing all the points which would be worth remem-\\nbering. Ail the latest geographies develop this plan\\nof paying particular attention to home and local\\ngeography and give such an outline for the study\\nof any particular state. The teacher, however, who is\\nacquainted with his own state and has paid some\\nattention to outlining can easily produce one which\\nwill suit his purpose better than could be given here.\\nThe teacher should have a map of the state showing\\ncounties and townships, and if possible a map of the\\ncounty. These maps should be provided by school\\nboards for every schoolhouse. The teacher may, how-\\never, do as I have done in several instances, draw on\\nthe wall with colored chalk a map of the county,\\nshowing townships; and the township the schoolhouse\\nwas in, showing school district, schoolhouses, roads,\\nstreams, etc. I copied them from borrowed maps.\\n(See p. 200.)\\nSome system of map drawing should be pursued, but\\nI would caution the teacher against making a hobby of\\nit. It is a means and not an end. The teacher should\\nrecognize also the different capacities of his pupils in\\nthis respect. Some will seem to have a natural ability to\\ndraw, while with others it is a difficult matter to interest\\nthem or teach them to draw even passably. Particular\\npains should be taken in drawing the pupils own state;", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0170.jp2"}, "171": {"fulltext": "IN COUNTRY SCHOOLS 1 59\\nbut if it is one difficult to draw, do not give it as the first\\nlesson. Drill them in drawing some state of regular\\nand easy outline. I need not say anything further on\\nthis head, as all text books now give instructions in map\\ndrawing.\\nFor advanced pupils the teacher should prepare\\nquestions which will lead them to think and apply their\\nknowledge questions which can not be answered in\\nthe language of any book, but such as the pupil must\\nanswer from his own knowledge of the facts. As an\\nexample of such questions the teacher will ask why\\nNew England is a manufacturing country; why Iowa\\nand Illinois raise so many hogs; why gold and silver\\nare not found in Illinois; why sheep are raised so\\nextensively in Ohio and California; why New Jersey\\nand Delaware raise so many fruits and vegetables why\\nIowa, Kansas and Nebraska have so few large cities;\\nwhy education is not more universally diffused through-\\nout the Southern States; why Indian corn is not raised\\nin England; why England has such fine breeds of\\ncattle and horses; what would be the effect on the\\nclimate of Italy, France, Greece and Spain if the\\nDesert of Sahara were turned into a sea; why the\\nclimate of Colorado is both dry and peculiar; why there\\nare so many Spanish names of towns, etc., in the Terri-\\ntories and States west of the Mississippi, and so many\\nFrench names along the St. Lawrence and Mississippi;\\nwhy Quito, being on the equator, has such a pleasant\\nclimate, etc. The teacher, who is well versed in a\\nknowledge of geography, as he should be, can multiply", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0171.jp2"}, "172": {"fulltext": "l6o BEST METHODS OF TEACHING\\nsuch questions to any necessary extent. A few such\\nquestions should be assigned at one time, and the pupils\\nallowed two or three days to prepare their answers.\\nIn the hands of a live teacher a class in geography\\nmay be made the most enthusiastic and interesting\\nclass of the school. There are some points in teaching\\ngeography which may be called Geographical Recre-\\nations. For example, the origin and significance of\\nnames of places and countries. If the teacher will\\nconsult Webster s Unabridged Dictionary he will find\\nmaterial of this kind. Also, the popular names of cities\\nand states, as Garden City, Crescent City, Hoosier State,\\nHawkeye State, etc.\\nThe formation of some of the physical features of\\nthe earth s surface may be illustrated in a simple and\\npleasing manner by means of a large tray made of\\nboards, in the shape of a box, about three inches deep\\nand two feet wide by three or four feet in length.\\nA dry goods box will answer by cutting it down to the\\nrequired depth. Fill this with wet sand,^ to within half\\nan inch of the top. Mountains, hills, plateaus and\\nplains may be formed with the sand. A volcano may\\nbe made by placing a piece of unslacked lime in a\\nmountain and wetting the sand. In a little while the\\nlime will slack and the sides of the mountain will\\nbecome hot and crack open and an opening appear in\\nthe top, from which will issue steam and powdered\\nlime. By inclining the tray and pouring a shower of\\nwater from a sprinkling can, the formation of rivers\\nIf sand is not obtainable, use fine sawdust, omitting the lime.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0172.jp2"}, "173": {"fulltext": "IN COUNTRY SCHOOLS l6l\\nmay be shown. If the sand is so arranged that the\\nlowest part is along the center, the water will collect\\nand form a large river and its tributaries. The wash-\\ning down of the mountains to form plains is also\\nillustrated. The formation of canons may be illus-\\ntrated by taking clay and mixing it with water until a\\nmud is formed, which, when allowed to dry in the sun\\nor by the fire, will crack open, making large fissures;\\nand by pouring water the fissures will be enlarged,\\nshowing how, in the course of ages, the internal heat of\\nthe earth and the erosive action of water have dug these\\nwonderful ditches.\\nThe latitude of a few prominent places should be\\nfixed in the mind. The following is a good exercise for\\nthis purpose: The teacher, taking a globe or map of\\nthe world, and selecting a certain parallel, say 40\u00c2\u00b0,\\nsays: I find on or near this parallel Columbus, O.,\\nPhiladelphia, Pa., Rome, Italy, etc. Then, selecting\\nanother, say 30\u00c2\u00b0, he says: I find on this New Orleans,\\nLa., St. Augustine, Fla., etc. What is the latitude of\\nPhiladelphia, of New Orleans, of Rome.^ etc. Then,\\nselecting another parallel, he adds a few more places\\nand asks questions promiscuously, as before, the pupils\\nanswering in concert. In this way a short drill\\noccasionally will fix the latitude of the most prominent\\nplaces in the world in the pupil s memory. Other\\nplaces may be compared with them. For example, if\\none wishes to know the latitude of Mobile, Ala., he has\\nonly to remember that it is a little further north than\\nNew Orleans, and therefore near 30\u00c2\u00b0. About ten years", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0173.jp2"}, "174": {"fulltext": "l62 BEST METHODS OF TEACHING\\nago I participated in a drill of this kind at a teachers\\ninstitute in which T. W. Harvey was instructor, and I\\ndo not think I shall ever forget the latitude of a\\nnumber of places I there learned in a few minutes\\ndrill. The teacher who is alive to his work will find\\nmany such expedients as I have here given, and will\\nneed* no further suggestions from me in regard to\\nteaching geography.\\nANATOMY, PHYSIOLOGY AND HYGIENE\\nAnatomy, teaching the structure of our bodies;\\nphysiology, the functions of the various organs; and\\nhygiene, the application of this knowledge to the\\nmaintaining of a sound mind in a sound body, are sub-\\njects usually included under the term physiology, and\\nare required by law, in many of the states, to be\\ntaught in common schools, or rather the teacher is re-\\nquired to be prepared to teach them. It is eminently\\nproper that this subject should be taught in country\\nschools.\\nNotwithstanding the fact that an out-door life of\\nlabor is more conducive to health and longevity than\\na sedentary in-door life, country people need the\\nknowledge, which, if properly applied, will conserve\\ntheir health and bodily vigor. Farmers do not always\\nobey the laws of health in regard to diet and exercise;\\nand farmers children need instruction on this point as\\nwell as in regard to keeping accounts or any other\\nbranch taught in schools.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0174.jp2"}, "175": {"fulltext": "IN COUNTRY SCHOOLS 163\\nThe teacher will find that the same methods of\\nteaching which are applicable in geography, grammar\\nand history can be successfully applied in this branch.\\nThe topic method should prevail, and pupils should be\\nencouraged to outline and classify the subjects treated in\\nthe text book. A class can be, perhaps, more success-\\nfully conducted if each pupil has a different author in\\nhis hands than if all have the same. The truly alive\\nteacher will find no difficulty in presenting the subject\\nand conducting a recitation, but questions of more\\nimportance are these: What parts shall be studied, and\\nwhere shall the class commence. The subject is too\\ndeep to be studied in detail by pupils of a country\\nschool. Only the more important general principles\\nshould be taught, and these well impressed upon their\\nminds. The following are some of the points which\\nthe teacher should select and the order in which they\\nshould be presented:\\nI. GENERAL FRAMEWORK OF THE BODY\\nI Bones\\nThe teacher may let the class make an outline of the\\nbones, naming every bone in the body under the main\\ndivisions of head, trunk and extremities, then proceed\\nto learn the names of a few of the more important bones\\nfirst; those of less importance may be learned in-\\ncidentally by reviews and class drills. Next he may\\ngive a lesson or two on the structure and use of the\\nbones, and their importance in a hygienic sense, as, for", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0175.jp2"}, "176": {"fulltext": "164 BEST METHODS OF TEACHING\\nexample, the importance of recognizing the fact that\\nchildren s bones are softer and contain less mineral\\nmatter, and the bOnes of old persons are in the opposite\\nconditions; and make the application as regards man-\\naging children to prevent bow legs, spinal deformities,\\netc., and care to prevent accidents causing fracture in\\nelderly persons. Three or four lessons will thus bring\\nout all the more important matters relating to the\\nbones. By frequent reviews, after the pupil has ad-\\nvanced to other subjects, these important facts will be\\nfixed in their memories and seen in their relations to\\nother facts of the science. Teachers will proceed\\naccording to the intellectual caliber of the pupils. If\\nthey are capable of grasping the more abstruse parts,\\nthey may gradually be led to them; if not, only what\\nthey can comprehend should be taught, and that well.\\n2. Muscles\\nThe teacher may make outlines as with the bones,\\nnaming those muscles usually given in school text\\nbooks, and memorizing a few of the more important.\\nHe may give hints in regard to the outline, suggesting\\nthat the structure, arrangement, kinds and use of\\nmuscles form a part of the outline. Several lessons\\nare then to be made on these points.\\n3. The Skin\\nA lesson should be given on this subject, discussing\\nits structure and use, including hair and nails, mucous\\nmembrane and teeth, the three latter being modifica-", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0176.jp2"}, "177": {"fulltext": "IN COUNTRY SCHOOLS 165\\ntions of the epidermis, or outer skin. The functions of\\nthe skin will be better understood after the subjects of\\nrespiration, digestion and circulation are studied.\\nThe whole subject of the framework of the body may\\nnow be reviewed by outlines and general questions and\\ndiscussions.\\nII. VITAL PROCESSES\\n1 Circitlation\\nOutline organs, as arteries, veins, capillaries, heart,\\nlymphatics, with a discussion of the processes and\\nresults. Drill particularly in tracing the course of the\\nblood in the round of the circulation. Draw diagram\\non blackboard to illustrate.\\n2. Respiration\\nOutline and discuss organs, as: trachea, bronchial\\ntubes, lungs, air cells, capillaries, with processes and\\nresults, as: elimination of impurities and production of\\npure blood for vital purposes. Show the relation be-\\ntween the lungs and skin in the processes of excretion.\\nExplain the philosophy of taking cold and the neces-\\nsity of good ventilation.\\n3. Digestion\\nThe teacher may make outlines of the organs of\\ndigestion, including teeth, tongue, salivary glands,\\noesophagus, stomach, intestinal canal, pancreas and\\nliver. He may describe these parts in a general man-\\nner, and next outline and describe the processes of", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0177.jp2"}, "178": {"fulltext": "l66 BEST METHODS OF TEACHING\\ndigestion as mastication, insalivation, deglutition, chy-\\nmification, chylification, with the fluids necessary to\\nperform these processes, as sahva, gastric juice, bile\\nand pancreatic fluid. Tell what processes are mechan-\\nical and what chemico-vital. A number of lessons\\nshould be made of the subject of digestion, as it is of\\ngreat importance. Give a lesson on the hygiene of\\ndigestion in relation to manner and matter of diet.\\nReview the whole subject of vital processes, and dwell\\non the hygiene of digestion. A general review from\\nthe beginning may now be given, asking questions\\nwhich will make pupils think and reason and drill on\\nthe more important parts to fix them in the memory.\\nIII. NERVOUS SYSTEM\\nThe structure, functions and hygiene of the nervous\\nsystem should be studied by outlines, making the grand\\ndivisions of cerebro-spinal and sympathetic systems,\\nalso bringing in the terms sensory and motor nerves.\\nIV. THE SPECIAL SENSES\\nThe eye and ear should be studied in considerable\\ndetail, paying particular attention to the hygiene of\\nthese organs. A little knowledge of the sciences of\\noptics and acoustics would be of benefit to the teacher.\\nLet him study these subjects in some work on natural\\nphilosophy, and he will be better able to explain the\\nfunctions of these organs.\\nIf the class is capable of going farther during one\\nterm, there are many other points which may be taken", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0178.jp2"}, "179": {"fulltext": "IN COUNTRY SCHOOLS 167\\nup and discussed but first let a thorough investigation\\nof the points I have noted be made. I insist on frequent\\nreviews. The teacher, at least, should have more than\\none text book, and it would be well if the class had\\ndifferent authors also. There are some very good text\\nbooks on the subject designed for common schools.\\nAmong them may be mentioned Steele s and Cutter s.\\nSome of the review questions in Steele s Fourteen\\nWeeks are valuable aids to the teacher. If his class\\nhas not that book, the teacher may use some of those\\nquestions by writing them on the board for review\\nlessons. He should use all possible aids in illustrating\\nthe anatomy of important organs. It is possible to\\nprocure specimens from animals which will illustrate\\nmany points in the human system. The eye of a hog\\nis about the same in size and structure as the human\\neye, and specimens should be procured and dissected\\nbefore the class. If one is boiled it will bear dissection\\nbetter, but it should be shown also in a natural state.\\nThe larynx of a hog will also illustrate the human\\nlarynx, and give a much clearer idea than pictures or\\nmodels. In fact nearly all the internal organs of the\\nhog are similar in size and appearance to those of the\\nhuman being. The heart, lungs and stomach, even, of\\na hog may be exhibited to illustrate these parts in the\\nhuman body. Bones of animals may be procured and\\nsawn across, to show the structure. Five cents worth\\nof sulphuric acid, to be had at any drug store, will, if\\ndiluted, dissolve the earthy parts of bone, leaving the\\nanimal parts intact. A bone may be burned in the", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0179.jp2"}, "180": {"fulltext": "1 68 BEST METHODS OF TEACHING\\nStove, destroying the animal part and leaving the earthy\\npart.\\nALGEBRA\\nAND THE HIGHER MATHEMATICS\\nThe science of algebra is taught regularly in many\\nof our country schools; and some portions of the higher\\nmathematics, as geometry, trigonometry, astronomy,\\netc., should be taught incidentally in connection with\\nother branches and occasionally by regular lessons,\\nalthough without using a regular text book.\\nAlgebra is a method of solving mathematical prob-\\nlems and representing quantities by means of symbols.\\nIt is an indispensable aid in all the higher mathematical\\nbranches. It is sometimes called General Arithmetic,\\nand as an aid to arithmetic it is of great value. It\\nshould be studied before arithmetic is finished. It\\nfrequently happens that the teacher finds an example\\nin arithmetic which will at first puzzle him and very\\noften a knowledge of algebra will help him out of the\\ndifficulty. He may solve the example by algebra, and\\nfrom this get an arithmetical solution. As merely an\\naid to the teacher, even if he is never required to teach\\nit, it is valuable.\\nIt will appear evident that algebra should be taught\\nin very much the same manner as arithmetic. I will\\ntherefore only offer a few suggestions\\nThere are a certain number of definitions which must\\nbe learned before much progress can be made, but I\\nwould not advise a study of them alone. The teacher", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0180.jp2"}, "181": {"fulltext": "IN COUNTRY SCHOOLS 169\\nshould first develop the algebraic idea of representing\\nquantities by symbols. Take, for example, the sum of\\n24 and 32. Instead of adding the numbers, as in\\narithmetic, you will say: We will represent the num-\\nber 24 by a, and the number 32 by b, and the operation\\nwill then stand a+br Some of the simple examples\\nin arithmetic should be presented and solved algebra-\\nically. For instance, such problems as the followino--\\nA travels a certain distance one day and twice as\\nfar the next. In the two days he travels 36 miles; how\\nfar does he travel each day.?\\nA number of such examples should be solved by the\\npupils, before definitions should be learned. A few\\ndefinitions only are necessary at first; the others are to\\nbe learned as the necessity arises for their use.\\nNumerous examples, like the following, may be given\\nwhile the pupil is learning the necessary definitions:\\nWhat is the value of c d\u00e2\u0080\u0094b, c being equal to 5, d\\nto 10 and b to 3?\\nAs soon as the pupil is somewhat familiar with\\nalgebraic forms of expression, the operations of addi-\\ntion, subtraction, multiplication and division of alge-\\nbraic quantities should be taught, giving numerous\\nexamples for practice, and requiring pupils to be par-\\nticular in the use of signs.\\nBe sure that all pupils have the proper conception of\\nadding and subtracting algebraic quantities, and of the\\nidea that letters may represent any quantity. With\\nthese facts well impressed and clearly understood,\\nthere will be no difficulty in conducting a class success-", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0181.jp2"}, "182": {"fulltext": "lyO BEST METHODS OF TEACHING\\nfully through any text book on the science, if the\\nteacher has profited by the hints on teaching arithmetic.\\nI have already spoken of some of the applications of\\nthe higher mathematics, in the chapter on Arithmetic.\\nWith advanced pupils in algebra or arithmetic, a slight\\nknowledge of geometry and trigonometry may also be\\ntaught, if the teacher has prepared himself by the study\\nof these branches. For example, even very young\\npupils can be taught the meaning of many geometrical\\nterms, as angle, plane, the different kinds of triangles,\\nperpendicular, diagonal, parallel lines, parts of a circle,\\nchords, polygons, prisms, etc. and advanced pupils in\\ncountry schools should certainly be made familiar with\\nthese terms. Some of the simpler propositions may be\\ndemonstrated, or at least taught as facts. The blocks\\nbefore spoken of (see p. 45), and which should be in\\nevery school room, will aid in familiarizing pupils with\\ngeometrical terms. The process of finding distances\\nby similar triangles, and some other parts of trigo-\\nnometry, may be taught. Schoolboys are sometimes\\ncurious to know how astronomers can tell the distance\\nof the sun from the earth. This may be made plain to\\nthem by a simple calculation. Many of the facts of\\nmathematical geography may also be made plainer by a\\nknowledge of geometrical forms and principles.\\nTeachers should not be bound within the narrow\\nlimits of the text book which the class is using; but\\nwherever they can fix a fact or draw out a demonstration\\nin any useful line of investigation, they should do so,\\nnot wasting time in trying to demonstrate what the", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0182.jp2"}, "183": {"fulltext": "IN COUNTRY SCHOOLS I7I\\npupils are not old enough, or have not the intellectual\\npower to understand and above all things they should\\nnot try to demonstrate anything they do not under-\\nstand. If asked a question, or to explain something of\\nwhich they are ignorant, they should not pretend to\\nknow nor put off with an excuse, but frankly ac-\\nknowledge ignorance; then study on that point until\\nit is mastered, if it is possible.\\nTHE NATURAL SCIENCES\\nUnder this head I wish to discuss the teaching of\\nbotany, geology, natural philosophy, chemistry and\\nzoology in country schools. I think I hear someone\\nsaying: What! do you propose that all these branches\\nbe taught in our common country schools.? I answer:\\nYes; not regularly, not necessarily with text books;\\nbut incidentally and occasionally, as a means of culture,\\nand for the purpose of keeping up interest, enthusiasm,\\nassisting in governing, and with the hope that some\\ngood seeds may be sown which will find proper soil and\\nreceive a start which may culminate in a future Agassiz\\nor Linnaeus.\\nBut teachers are not generally prepared to teach\\nsuch subjects. They have no knowledge of them them-\\nselves.\\nThen they should inform themselves.\\nChildren will often take a deep interest in collecting\\nspecimens and exhibit a strong desire to know some-\\nthing about them. There is much difference in neigh-", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0183.jp2"}, "184": {"fulltext": "172 BEST METHODS OF TEACHING\\nborhoods in this respect. There are some suburban\\ncommunities where anything of the kind would be\\nlooked upon as the utmost degree of foolishness, and\\nthe people would be ready to call the teacher who\\nwould attempt anything of the kind a lunatic. The\\nteacher, then, must feel the public pulse, and beware\\nhow he carries innovations into the school room.\\nWherever anything of the kind is entirely new, the\\nteacher must proceed with caution and make gradual\\nadvances, until he captures the fort.\\nI. Let us see what the teacher may do in the line of\\nbotanical teaching. In the spring, summer or fall, he\\nmay procure a few leaves of different kinds, and either\\nat general exercises, or during the five-minute intervals\\nof rest, call the attention of the school to them. He\\nmay show that in one sense they are all alike, and in\\nanother all different; that is, they all have a midrib\\nand branching veins. He may draw this fact out by\\nasking questions. He may ask them in what respect\\nthey are all alike. They will probably say they are all\\ngreen. Then he may ask them if any of them ever\\nsaw a leaf that was not green. They will probably\\nanswer, no. He may tell them that nearly all leaves\\nare green, but that there are some leaves otherwise\\ncolored, or partly so. Tell them to ask their parents if\\nthey ever saw a leaf that was not green when young\\nand growing. He may call for a report the next day.\\nHe may ask them in what respect the leaves are dif-\\nferent. They will answer at once that they are of\\ndifferent shapes. He may now close the exercise for", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0184.jp2"}, "185": {"fulltext": "IN COUNTRY SCHOOLS I 73\\nthis time by telling them that to-morrow he wants to\\nsee how many different shaped leaves each one can\\nbring. He may make a collection of leaves, and dry\\nthem by laying between folds of paper. If pupils take\\nan interest in making a collection (which I am sure\\nthey will, many of them, at least) he may give a num-\\nber of lessons on leaves, classifying them according to\\ntheir shape. An outline may be written on the black-\\nboard; and though it will bring in some new words\\nwith which the pupils are not familiar, they are not\\ndifificult of comprehension when explained; besides,\\nteachers need not use the technical term when a com-\\nmon word will answer. The words of the outline can\\nbe used as a spelling lesson for the next day. I give\\nbelow a specimen of an outline which may be made out\\non the subject of leaves\\nves.\\nI. Parts.\\nI. Blade.\\nI.\\nMidrib.\\n2.\\nVeins.\\n2. Foot stalk or leaf stalk.\\n2. Forms.\\nI. As\\nto general outline.\\nI.\\nLinear.\\n2.\\nLance-shaped.\\n3-\\n4.\\n5-\\nOblong.\\nElliptical.\\nOval.\\n6.\\nOvate.\\n7-\\nOrbicular or rotund.\\n8.\\nOblanceolate.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0185.jp2"}, "186": {"fulltext": "174 BEST\\nr METHODS OF TEACHING\\n9-\\nWedge-shaped.\\n10.\\nSpoon-shaped.\\nII.\\nObovate.\\n2. As to\\nbase.\\nI.\\nHeart-shaped.\\n2.\\nKidney-shaped.\\n3-\\nEared.\\n4.\\nArrow-shaped.\\n5-\\nHalberd-shaped.\\n6.\\nShield-shaped.\\n3. As to\\nApex.\\nI.\\nPointed.\\n2.\\nAcute.\\n3-\\nObtuse.\\n4.\\nTruncate.\\n5-\\nRetuse.\\n6.\\nNotched.\\n7.\\nObcordate.\\n8.\\nTooth-shaped.\\n9.\\nMucronate.\\n10.\\nBristle-pointed.\\n4. As to\\nparticular outline.\\nI.\\nEntire,\\n2.\\nSaw-toothed.\\n3.\\nToothed.\\n4.\\nScalloped.\\n5-\\nWavy.\\n6.\\nSinuate.\\n7.\\nCut or jagged.\\n8.\\nLobed.\\n9.\\nCleft.\\n10.\\nParted.\\nII.\\nDivided.\\n12.\\nSimple.\\n13.\\nCompound.\\nI. Pinnate.\\n2. Palmate.\\nTwo weeks may be profitably and pleasantly spent", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0186.jp2"}, "187": {"fulltext": "IN COUNTRY SCHOOLS 1 75\\nstudying the subject of leaves in this way, using no\\nmore than five minutes each day. It will be easy\\nenough to collect specimens to represent nearly all the\\nabove forms of leaves; and as the pupils do this work\\nat noons, recesses, mornings and evenings, but little\\ntime is consumed, much interest can be awakened,\\nsome knowledge imparted, and, without doubt, some\\ndormant mind will be aroused and the perceptive fac-\\nulties cultivated.\\nIn winter, a collection of the different kinds of wood\\nmay be made by the pupils. This may be made very\\ninteresting. The teacher should specify the size and\\nshape of the blocks. They should be cut so as to\\nshow the grain of the wood, both longitudinally and\\ntransversely, with one side and one end planed or\\npolished. They should then be correctly and plainly\\nlabeled and kept as a part of the property of the\\nschool. Those kinds which are natives of the county\\nshould be so designated, and those which are foreign.\\nIn this way a complete collection of all the native\\nwoods of the locality and many foreign species may be\\nmade, and will be a collection of value when complete.\\nThe teacher may give some very interesting lectures\\non the uses, strength, etc., of woods. The pupils may\\nbe asked to name some of the uses of wood, what kinds\\nof wood are valuable for certain purposes, etc. The\\nteacher may procure specimens of foreign woods, as\\nlignum-vitae, logwood, ebony, etc., and speak of their\\nuses in the arts and their value in a commercial sense.\\nThere is not a locality in the United States where", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0187.jp2"}, "188": {"fulltext": "176 BEST METHODS OF TEACHIN G\\nsuch exercises as the above can not be made practical,\\na statement which can not be made in regard to all\\nsubjects. The live teacher may find other practical\\nand profitable exercises touching the science of botany,\\nbut these are sufficient as hints.\\n2. In many localities geology may be made a prof-\\nitable study, and a collection of specimens of fossils\\nand minerals be made. There are localities where\\nfossils are numerous, and there are but few places\\nwhere there are not different kinds of rocks. A col-\\nlection may be commenced and extended as far as\\npossible, even if the locality is poor in specimens. The\\nteacher should endeavor to inform himself on the sub-\\nject of geology, that he may be able to answer the\\nnumerous queries which may be put to him in regard\\nto rocks, minerals and fossils. Interesting short lec-\\ntures may be given upon rocks, ores, fossils, etc. Let\\nthe teacher prepare himself by reading and study for a\\nshort talk about some of these subjects. I have not\\nspace to suggest what he may say, but can only, in a\\no:eneral wav, hint that he should endeavor to make\\nthese talks interesting, by talking about that in which\\nthe pupils seem to take an interest. The grand object\\nis to wake up mind. When a thirst for knowledge is\\nonce induced, it is easy to supply the demand. By a\\nfew judicious questions and statements, the teacher will\\nfind out what he can talk about with the greatest\\ndegree of success. He should, if possible, procure\\nspecimens of the different kinds of coal, of iron, lead,\\nzinc and copper ores, of gold and silver-bearing quartz,", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0188.jp2"}, "189": {"fulltext": "IX COUNTRY SCHOOLS I 77\\nof granite, marble, sand-stone, chalk, slate, etc. In\\nlocalities where there are no such things, they will be\\na source of interest to the whole school and to geog-\\nraphy classes in particular. A geological collection of\\nsuch representative specimens should form a part of\\nthe teacher s stock in trade. He may procure them in\\nhis travels and through the medium of friends and by\\nexchange with others interested in the same subjects.\\n3. Some very interesting experiments in natural\\nphilosophy and chemistry may be performed by the\\nteacher, and the principles made plain to pupils. In\\nsearching a work on these subjects he will find many\\nexperiments described which, with a little modification,\\nhe may perform with little or no cost for apparatus\\nor material. Much of the apparatus for performing\\nexperiments in natural philosophy and chemistry may\\nbe de\\\\*ised by any teacher who has ordinary ingenuity.\\nThese subjects will not, perhaps, be so well adapted to\\nthe whole school as botany and geolog}-; but with\\nclasses in physiology and advanced geography, many\\nexperiments may be performed and principles illus-\\ntrated which will prove of great use in widening their\\nfield of knowledge and stimulating them to independent\\ninvestigation and research. I remember, when quite a\\nsmall boy, I read Parker s Philosophy and performed\\nseveral of the experiments there described without ever\\nconsulting anyone. I found a crooked stem of a poke-\\nweed, and pushing out the pith, made a siphon, and got\\na scolding for running the water out of my mother s\\nrainwater barrel. Boys frequently exhibit such tenden-", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0189.jp2"}, "190": {"fulltext": "178 BEST METHODS OF TEACHING\\ncies at a very early age. A horse-shoe magnet may be\\npurchased for a few cents, and many wonderful ex-\\nperiments performed with it, illustrating the properties\\nof that mysterious agent, electricity.\\nIf some common bituminous coal is reduced to a\\npowder and heated in the bowl of a clay tobacco pipe,\\nby covering with moistened clay, the gas which is devel-\\noped may be burned at the end of the pipe stem. It is\\nthe common illuminating gas which lights our cities.\\nIf a little lump of green vitriol is dropped into a glass\\nof clear water it will dissolve, and the solution will be\\nclear.\\nNow, if a solution of tannic acid is made, either by\\ndropping a very small quantity into another glass of\\nwater, or a few drops of tea from oak bark are added\\nto the water, and the contents of one glass are mixed\\nwith the contents of the other, the two previously clear\\nsolutions will turn instantly black as ink. Here is an\\nillustration of a chemical change. I will give another\\njust as simple: A small particle of starch may be\\ndropped in a glass of hot water. Into another glass, a\\ndrop of tincture of iodine may be put. The clear\\nliquids, when mixed, will assume a beautiful blue color.\\nHere is one of a different character: A teaspoonful of\\nchlorate of potash may be mixed with a similar\\nquantity of sugar; it may be laid on a board and a\\nsingle drop of sulphuric acid (oil of vitriol) let fall upon\\nit. The mass will take fire and burn with a beautiful\\nwhite flame and with great rapidity. A volcano may\\nbe illustrated with this material: A pile of earth may", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0190.jp2"}, "191": {"fulltext": "IN COUNTRY SCHOOLS 1 79\\nbe raised on a wide board, and in the center a little of\\nthis material may be placed in paper, arranging a paper\\ntube so as to reach the apex of the volcano and com-\\nmunicate with the material inside. A drop of the acid\\nmay now fall through this tube, and instantly the\\nvolcano will have an eruption, belching forth fire and\\nsmoke. Although the teacher may not be able to\\nexplain the exact nature of these chemical changes, the\\npurpose is served as well. It is only necessary to\\nshow that a new and different substance is produced\\nby a chemical reaction. The pupil may be referred to\\nthe process of making soap from fats and alkalies, as an\\nillustration of a chemical change producing a new sub-\\nstance.\\n4. A few words in regard to the teaching of natural\\nhistory in the country school. Here is a wide field for\\nyouth to investigate; but the country teacher may not\\nfind it so available as the foregoing sciences. Speci-\\nmens can not always be collected, except in the depart-\\nment of insects. If any teacher s taste inclines in that\\ndirection, perhaps he may make this branch a profit-\\nable one. Children love to hear and read about animals.\\nStories of animal sagacity may be related, and questions\\nasked about the animals of different countries, their\\nhabits, uses, etc. Pupils may be told, for example, of\\nthe reindeer, an animal which furnishes food, drink,\\nclothing, shelter and implements for a certain class of\\npeople; of some of the articles of commerce which are\\nproduced from animals, as ivory, bone, whalebone, oil,\\nleather, horn, glue, furs, wool, feathers, etc. of the", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0191.jp2"}, "192": {"fulltext": "I So BEST METHODS OF TEACHING\\nanimals peculiar to different parts of the world, etc.\\nSome of these points belong to geography, but may be\\ntaught to the whole school as general exercises.\\nMANUAL, OR CONSTRUCTIVE WORK\\nIndustrial training has a much larger place in the\\ncurriculum of to-day than even its most enthusiastic\\nteachers and other friends dared to hope for it a decade\\nsince. In New York, and most of the larger cities,\\ncooking and sewing for the girls, and knife work, iron,\\nwood and similar work for the boys, are taught as a part\\nof the regular course; and teachers have to fit them-\\nselves to the new demands of the situation.\\nIn country districts, all of this is not practicable; but\\nsome parts of the work that is done in the cities may\\nbe well done by the country teacher. Even if he has\\nlittle or no knowledge of drawing, brush work, etc., as\\nsuch, he may at least allow the brighter children to\\ntake them up for busy work when the lessons for\\nthat day and the next are all prepared and he will find\\nthem good aids in the question of discipline.\\nWater color paints, a few camel s hair brushes, some\\nof the colored inks mentioned in the chapter on pen-\\nmanship, will be a source of grateful amusement and\\nintelligent occupation to the younger ones, and of inspi-\\nration to the older ones.\\nThe teacher may bring, or ask those who wish to un-\\ndertake the work, such plants, vegetables, or other\\nthings as can be boldly outlined with the brush; and", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0192.jp2"}, "193": {"fulltext": "IN COUNTRY SCHOOLS l8l\\nit will be no small surprise as to what even the very\\nyoungest can accomplish by allowing this freedom of\\nthe hand.\\nAfter a fair degree of resemblance to potatoes,\\nbananas, apples, grapes, small squashes, leaves, flowers\\nof a simple kind, etc., are completed, he may encourage\\nthe copying, with a brush, of a simple landscape, show-\\ning how the tones are obtained by the number of\\ntimes that the work is washed with the ink or paint.\\nVery pretty black and white effects are so brought out,\\nand by very young children.\\nThey may outline the school building, each other, in\\ndifferent poses, a bit of scenery that illustrates some-\\nthing they have read, or a story that has been told\\nthem. They may sometimes select their own subjects,\\nand sometimes be given one in which a little competi-\\ntion will add to the interest. Anything, so that they\\nmay be encouraged to find out what their hands hold in\\nstore for them.\\nLittle ones, and some of the larger ones, will find\\nboth pleasure and profit in cutting figures from paper;\\nand the skill developed by some will equal that of a fairly\\ngood artist with crayon or pencil. Pictures for a school\\nscrap book may be carefully cut and pasted, after a\\nlittle practice and it will be of great value in much of\\nthe class work. All will take hold of this.\\nThe teacher may show how to make conventional\\ndesigns with both the cutting and drawing, and acci-\\ndentals with the ink. The latter is done by putting a\\nmore or less liberal supply of ink on a sheet of drawing", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0193.jp2"}, "194": {"fulltext": "l82 BEST METHODS OF TEACHING\\npaper (or common butchers paper), and folding the\\npaper at once, so as to produce a blot, which, repeated\\nat regular intervals, makes an odd and often pretty\\nfigure, that could be obtained in no other way. A bit\\nof tracing paper, placed over it, allows the child to get\\nthe outline, which is then cut out; and it is laid on his\\npaper, at sections of regularly crossed lines, forming a\\npattern. I have seen leaves, butterflies, etc., developed\\nin this way, that were afterwards used for group work,\\nand were more than merely creditable, although done\\nby children who had been in school less than one term.\\nOnce the possibilities of constructive work are appre-\\nciated, the teacher has opened a big door for many a\\nchild; and yet all this must be done discreetly, and not\\nin a way to excite prejudice against the paper tom-\\nfoolery, as one irate man designated it. Broad princi-\\nples are below it all; but it takes a broad mind to\\ncomprehend broad principles; and the way-wise teacher\\nwill strengthen his own hands by the judicious use of\\nall ways and means with which to reach parents as well\\nas pupils.\\nMORALS AND MANNERS\\nA GRAVE responsibility rests upon the teacher. He\\nshould do vastly more than the law requires of him or\\nthan his employers expect of him. Instructing children\\nin the branches treated of in text books is not the only\\nteaching that he should do. There is something higher\\nand nobler for him to do. He must teach lessons in", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0194.jp2"}, "195": {"fulltext": "IN COUNTRY SCHOOLS 1 83\\nmorals and manners, the substratum on which a free\\ngovernment rests. Let me here make an extract from\\nProf. Huxley s address before the Johns Hopkins Uni-\\nversity\\nSize is not grandeur, and territory does not make a\\nnation. The great issue about which hangs a true\\nsublimity, and the terror of overhanging fate is What\\nare you going to do with these things.? What is to be\\nthe end to which these are to be the means You are\\nmaking a novel experiment in politics on the greatest\\nscale which the world has yet seen. Forty millions at\\nyour first centenary! It is reasonably to be expected\\nthat at the second, these States will be occupied by two\\nhundred millions of English speaking people, spread over\\nan area as large as that of Europe, and with climates and\\ninterests as diverse as those of Spain and Scandinavia,\\nEngland and Russia. You and your descendants have\\nto ascertain whether this great mass will hold together\\nunder the form of a republic and the despotic reality\\nof universal suffrage; whether state rights will hold out\\nagainst centralization without separation; whether cen-\\ntralization will get the better without actual or disguised\\nmonarchy; whether shifting corruption is better than a\\npermanent bureaucracy; and as population thickens in\\nyour cities and the pressure of want is felt, the gaunt\\nspecter of pauperism will stalk among you and com-\\nmunism and socialism will claim to be heard. Truly,\\nAmerica has a great future before her; great in toil, in\\ncare and in responsibility great in true glory, if she be\\nguided in wisdom and righteousness; great in shame if", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0195.jp2"}, "196": {"fulltext": "184 BEST METHODS OF TEACHING\\nshe fail. I can not understand why other nations should\\nenvy you, or be blind to the fact that it is for the\\nhighest interest of mankind that you should succeed; but\\nthe one condition of success^ your sole safeguard^ is the\\nmoral worth and intellectual clearness of tJie individ-\\nual citizen. Education cannot give these, but it may\\ncherish them and bring them to the front in whatever\\nstation of society they are to be found and the uni-\\nversities ought to be and may be the fortresses of the\\nhigher life of the nation.\\nI would agree with Huxley in all but the last sen-\\ntence. Education caji give moral worth and intellec-\\ntual clearness and the common schools, and especially\\nthe country district schools, ought to be and may be\\nthe fortresses of the higher life of the nation. How\\nmany of our great men were educated in our country\\nschools. Many received their first impulses in some\\nlog schoolhouse in the backwoods. The country school\\nteacher has given an impetus to the intellectual devel-\\nopment of many a statesman and man of worth to the\\nnation. He has made many a man capable of casting\\nan intelligent ballot; and has he not increased the moral\\nworth of many a citizen of this great republic.-* Much\\nmore can he do, if guided by right motives and prompted\\nto greater zeal by a true understanding of the responsi-\\nbility of his position and a real love for the profession.\\nHear what one of our greatest statesmen, Daniel Web-\\nster, said about the common school Many moral tales\\nand instructive and well contrived fables, always so\\nalluring to children, learned by heart in these schools,", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0196.jp2"}, "197": {"fulltext": "IN COUNTRY SCHOOLS 185\\nare still perfectly preserved in my memory. In\\nmy opinion, the instruction communicated in the free\\nschools of New England has a direct effect for good on\\nthe morals of youth. It represses vicious inclinations,\\nit inspires love of character and it awakens honorable\\naspirations.\\nThe teacher should endeavor by every means in his\\npower to instill into his pupils habits which will make\\nthem good citizens of a free republic. The following\\noutline will indicate the order in which I propose a\\nvery brief notice of some of the points which teachers\\nshould take pains to teach, both by precept and\\nexample\\n1. Morals.\\n1. Veracity.\\nI. Avoid Deception.\\n2. Honesty.\\nI. Avoid Cheating.\\n3. Industry.\\n1. At- Study.\\n2. At Work.\\n4. Economy.\\n1. Save Property.\\n2. Save Time.\\n5. Promptness and Regularity.\\n1. Regular in Attendance.\\n2. Prompt at Recitations.\\n3. Prompt in the Affairs of Life.\\n2. Manners.\\nI. Politeness at Home and Abroad.\\n1. To Strangers.\\n2. To Teacher.\\n3. To Companions.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0197.jp2"}, "198": {"fulltext": "1 86 BEST METHODS OF TEACHING\\n2. Respect.\\n1. For Self.\\n2. For Rights, Property and Persons of Others.\\n3. Kindness.\\n1. To Human Beings.\\n2. To Animals.\\n4. Generosity.\\n1. In Yielding Rights and Privileges.\\n2. In Giving and Sharing Property.\\n5. Reverence.\\n1. For God.\\n2. For Parents.\\n3. For Teachers.\\n4. For Age.\\n6. Purity of Speech,\\n1. Avoid Profanity.\\n2. Avoid Impure Language.\\nI. MORALS.\\nI Veracity. I need not enlarge on the necessity\\nof inculcating in the young a sincere love of truth.\\nWhenever possible, the teacher should point out the\\nevil effects of lying and deception. Gossiping and tale-\\nbearing are very nearly akin to lying. Children should\\nbe taught this, and discouraged in any tendency ex-\\nhibited in this direction. Something has happened on\\nthe play-ground, and some one comes and tells the\\nteacher. Here is an opportunity to speak about this\\nmatter. Children should be taught that when they are\\ncalled upon individually for evidence in regard to\\noffenses committed, they should respond with the\\ntruth, the whole truth, and nothing but the truth,\\nbut that a spirit of tattling and meddling should always", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0198.jp2"}, "199": {"fulltext": "IN COUNTRY SCHOOLS iSj\\nbe avoided. They should be taught that a person can\\nact a He as well as speak it, and that all double dealing\\nand deception should be abhorred. The teacher can\\nteach much more by example. He should always be\\njust what he appears to be, and make no promises\\nwhich he does not intend to perform. Many teach\\ndeception by not performing what they promise. If it\\nhappens that he has made a promise which he is unable\\nto redeem he should be quick to state his reasons, and\\nfrankly acknowledge an error if he makes one.\\n2. Honesty. I fear that in this free republic few\\nmen and women are strictly honest. I do not mean\\nthat they all steal; but humbugging and cheating are\\nsuch commoji things that few are entirely innocent.\\nI have, however, taught school where it was not safe\\nto leave a pencil or knife on the table and leave the\\nroom; but because there was one thief in the school,\\nI could not accuse the school of being dishonest. But\\nchildren need cautioning about taking little things which\\nthey might not regard as stealing. They should be\\nshown how taking an apple may lead to taking a knife,\\nand this to something of more value, and so on until\\nthey may land in the penitentiary. I would not, how-\\never, speak very often about stealing, certainly not at\\nall unless something occurred to give occasion to speak\\nabout it, for it is never good to anticipate the commis-\\nsion of a crime by making mention of it. I say an-\\nticipate it, for I believe that often the mere calling of a\\ncrime to mind will prompt its commission. I have not\\nspace here to discuss this fact, but it is a fact in human", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0199.jp2"}, "200": {"fulltext": "l88 BEST METHODS OF TEACHING\\nnature. Cheating is sometimes practiced in games of\\nchildhood. The teacher should take pains to check the\\ntendency at once, for a child who will cheat in a game\\nis likely to cheat in business when a man. Honesty\\nshould be taught, not simply because it is the best\\npolicy, but because it is one of the noblest traits of\\nhuman character.\\n3. Industry. I have classed industry as a moral\\ntrait, for no man can be a moral man and at the same\\ntime an idler. Industry lies at the foundation of individual\\nand national life, co-ordinate with honesty and veracity.\\nHabits of industry must be taught in school as well as\\nin the family. The teacher can do much towards\\nfostering this trait, by furnishing all with employment\\nin the school room and by occasionally prompting the\\nidly-inclined pupils. This prompting must not be done\\nin a scolding manner, but pleasantly, by directing them\\ntowards an example to be solved, a point to be noticed\\nin the lesson, a paragraph to be read over, a written\\nexercise to be attended to, etc. Occasion should be\\ntaken to point out the benefits of industry in the world.\\nIn geography classes, when lessons are had on the pro-\\nductions of various countries, attention may be called to\\nthe fact that the wealth and beauty of a country depend\\non the industry of its inhabitants; the fine cities, build-\\nings, works of art, etc., are the results of industry. In\\ngeneral exercises in natural science, the uses of certain\\narticles, as iron, wood, etc., should be shown to be the\\nresult of the industry of man. The teacher should\\nshow that these substances in a state of nature would", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0200.jp2"}, "201": {"fulltext": "IN COUNTRY SCHOOLS 189\\nbe of little or no use to man; he may call attention to\\nthe fact that the farmers who are the most wealthy are\\ngenerally so from industry and economy. These two\\ntraits can not, indeed, be separated.\\n4. Economy. I come, naturally, to speak of this\\nalso as a moral trait. From the days when the prodi-\\ngal son wasted his substance in riotous living, and was\\nat last obliged to return to an economical parent for\\nsupport, to the present day, those individuals who have\\npracticed economy have stood foremost in the world s\\nhistory as the wise ones who provide for the future by\\ntaking care of the present, and to whom the prodigal\\nand wasteful must come at last begging. It is to be\\nhoped that the financial depressions through which this\\ncountry has passed will teach lessons of economy that\\nwill benefit the adults of the present generation at least.\\nBut the youth of our schools should receive instruction\\nin this branch, that they may not have to learn by dear\\nexperience in the future what many of us are learning\\ntoday. About every fifteen years there is a financial\\ncrash in this country, and it is caused mainly by the\\nextravagance and wastefulness of the inhabitants.\\nPupils should be taught economy in the use of prop-\\nerty and in the use of time. When books are heed-\\nlessly torn or soiled, or school property destroyed, the\\nteacher will have occasion to give a lesson of economy\\nin the use of property. A program of study and\\nrecitation economizes time, and the pupils should be\\nmade to see this and be prompted to systematize their\\nstudy that they may save time. Habits of economy", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0201.jp2"}, "202": {"fulltext": "190 BEST METHODS OF TEACHING\\nthus impressed in youth will often have great effect on\\ncharacter in after life. Pupils trained to study by plan\\nwill be apt. to work and study by system when they\\nenter the active arena of life.\\n5. Promptness and Regularity. Another moral\\ntrait which should be instilled into youth at an early\\nage. Regular attendance at school should be shown as\\nhighly necessary to secure the benefits of school. The\\nteacher should talk to parents on this subject, and show\\nthem that it would be to their own interest to send\\ntheir children regularly to school. If they are to keep\\nthe children at home half the time, that time should\\nbe consecutively and not a day now and then. Train\\npupils to be prompt to come in when the bell rings,\\nprompt to come to the recitation, prompt to answer\\nwhen called upon to recite. Pupils who are in the\\nhabit of straggling when the bell rings should be re-\\nminded of the fact, by being detained a few minutes\\nafter the others are dismissed. They can see the\\njustice of this punishment, for if they persist in dis-\\nturbing the order of the school by coming in late, and\\ntry to gain a few moments for play at the expense of\\nthe rest of the school, they should be compelled to\\nmake up this time while those who have been prompt\\nare permitted to play.\\nII. MANNERS\\nIt is often remarked that the youth of the present\\nday are not so polite and do not show that respect for\\nsuperiors which characterized the youth of the preceding", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0202.jp2"}, "203": {"fulltext": "IN COUNTRY SCHOOLS I9I\\ngeneration. It was not so when I was young, is an\\nexpression often upon the Ups of elderly persons. It is\\ntrue, also, that the American people are lacking in these\\nqualities more than the Old World inhabitants. This\\nfact is owing to our free self-government, which fosters\\nan independent spirit, the opposite of a fawning, cring-\\ning servility. While this independent spirit should not\\nbe crushed out, but rather encouraged, the youth should\\nbe taught good manners, which consist in treating fel-\\nlow beings as having equal rights to life, liberty and\\nthe pursuit of happiness. (See p. 48.)\\n1. Politeness. The teacher will find frequent\\nopportunity to give instruction on the duty of being\\npolite to strangers, to teachers, and to companions.\\nSchool children frequently insult, or in various ways\\nact impudently towards, strangers who may happen to\\npass the schoolhouse during play hours. The teacher\\nshould try to check any such conduct at once, and take\\nthe opportunity to give a lecture on politeness. Pupils\\nfail sometimes to speak in a respectful manner to the\\nteacher or to each other. The teacher should call atten-\\ntion to these points, and remind the pupil of his want\\nof politeness. The teacher should always speak and\\nact politely toward pupils wherever he may meet them,\\nthus teaching by example.\\n2. Respect. He who has no respect for himself\\nwill have none for others. There is a kind of pride\\nwhich everyone should possess. It is that pride which\\nleads us to do unto others as we would have them do\\nunto us. We should take pride in doing right, and have", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0203.jp2"}, "204": {"fulltext": "192 BEST METHODS OF TEACHING\\nrespect for ourselves by so conducting our manners as\\nto give no offense to others. A respect for the rights,\\nproperty and person of others is but obeying the Golden\\nRule, as well as obeying the laws of our land. Children\\nshould be taught by example and precept that others\\nhave rights which they should be bound to respect.\\nSchool and other public property is too frequently the\\nobject of wanton destruction, or the subject for deface-\\nment with knives, pencils, etc. Will you find a school-\\nhouse that has been built one year in all this country\\nthat does not bear the marks of a pencil or pocketknife\\nto a greater or less extent.? Children should be taught\\nthat the property belongs to their parents, to everyone\\nin the district, and that they have no more right to de-\\nface or destroy it than if it were their neighbor s.\\nThey should be made acquainted with the laws of the\\nstate in regard to such defilement. Something must\\nbe done to check this spirit of vandalism, which seems\\nto be gaining ground in this country; and I know\\nof no better place to begin educating the people to\\nbetter respect public property than in the district\\nschool.\\n3. Kindness. Boys are sometimes cruel to their\\nplaymates, especially to those younger and weaker than\\nthemselves. The teacher should not only see that no\\none under his charge is imposed upon, but he should\\ntake such opportunities to inculcate a spirit of kindness\\ntowards humanity and towards the brute creation as\\nwell. He must teach that kindness is a wonderful\\npower that it will conquer where fear will not and", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0204.jp2"}, "205": {"fulltext": "IN COUNTRY SCHOOLS I93\\nshow what influence may be gained over others, and\\nover animals, by being kind to them.\\n4. Generosity. It is unnecessary to enlarge upon\\nthis head. Examples will be easily found upon which\\nto teach a lesson of generosity. A number of individuals\\ncan not be placed together without its being necessary,\\nfor the general welfare, that certain rights, privileges,\\nand property, be yielded from one person to others.\\nThis is absolutely necessary to the existence of the\\nsocial state. Even animals which are in the habit of\\nliving together yield to each other certain privileges and\\nshare each other s food.\\n5. Reverejice. This is closely allied to respect.\\nIn fact, all the points in the outline are mutually depend-\\nent and blend into each other. But we should teach\\nthat there is a kind and benevolent Father who watches\\nover us, and has the universe in charge, and who rules\\nwith justice and equity, but whose ways are sometimes\\nto us mysterious; and that we. His children and subjects\\nof His sovereign will, should reverence and obey Him.\\nThis is a quality of true manners, to reverence an\\naknowledged superior power. Our earthly parents also\\nclaim our reverence. They who have watched over us\\nfrom infancy, and provided for our future welfare, cer-\\ntainly can claim a respect which amounts to reverence.\\nThe commandment, Honor thy father and mother, if\\nuniversally obeyed, would be a mighty factor in reform-\\ning the human race. As the teacher stands in loco\\nparentis for the time being, he also demands a respect\\nwhich may be called reverence. While the teacher", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0205.jp2"}, "206": {"fulltext": "194 BEST METHODS OF TEACHING\\nshould be on familiar terms with his pupils, he should\\never maintain his dignity, and teach pupils that on ac-\\ncount of his position he demands a certain degree of\\nreverence. A teacher will have but little control over\\npupils who have not this respect, and a respect which\\nmay be called reverence, unless he has it by fear; and\\nhe can teach but little who governs by fear. Age de-\\nmands a sort of reverence from youth, so long, at least,\\nas age is respectful.\\n6. Pui^ity of Speech. A gentleman may be known\\nby his speech. The young of our day are, in many\\nlocalities, very much addicted to the use of profanity.\\nIt is not strange, however; when they have examples\\non every hand, when the parents and companions of the\\nchild constantly use profane language, it is not strange\\nthat the child learns it. It is the teacher s duty to show\\nhim that it is wrong, that it is a violation of the moral\\ncode, as well as a gross violation of etiquette. The\\ncountry is also full of slang; and our youth, from infancy,\\nalmost, speak in the language of slang. While it is\\ntrue that there are some expressions, generally called\\nslang, which are very forcible, and might be used\\noccasionally to afford variety and emphasis to our\\nlanguage, the constant use of such expressions is but a\\nsign of weakness; and they lose their force by being\\nwrongly applied and too frequently used.\\nIt is of little use to punish pupils for swearing. In\\nnine cases out of ten, the offender is only confirmed in\\nhis habit. As soon as he gets out of hearing of the\\nteacher he will very likely swear for having been", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0206.jp2"}, "207": {"fulltext": "IN COUNTRY SCHOOLS 195\\npunished. His only care will thenceforth be, not to\\nkeep from swearing, but to swear when the teacher\\ndoes not hear it. The better way is to talk to the\\nschool about the habit and try to persuade them to\\nabandon it. The teacher may take five minutes some\\nday, and when he has the attention of the whole school,\\ntalk to them in this manner: Boys, I have noticed you\\noften when playing; and sometimes I have heard some\\nof you swear and use language which, it seems to me,\\nyou would not like to repeat now if I were to ask you.\\nI have no doubt that you hear somebody swear almost\\nevery day of your lives, and you have learned when you\\nhardly knew you were learning it; and perhaps some of\\nyou may think it is not wrong because many men swear.\\nDid you never think that men do wrong as well as boys,\\nand if we would try to do what is right in the world it\\nwill not do to copy after men and do everything they\\ndo Some men will steal horses and commit murder.\\nDo you think it would be right for you to do so, because\\nthese men do It is very likely that these men learned\\nto swear when they were small boys like some of you,\\nand it became such a habit that it was almost impossible\\nto break it off. Let me ask you to try and not be a\\nslave to any habit. It is not hard to form habits now\\nwhen you are young, and not very hard to break off bad\\nhabits, not half as hard as when you get older. Let me\\nask you to quit this habit just as soon as you can. You\\nwill forget and say bad words before you think but you\\nmust think and be on your guard. How many will try\\nto keep from swearing or using bad language.? I mean", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0207.jp2"}, "208": {"fulltext": "196 BEST METHODS OF TEACHING\\nthose who have not done so as well as those who have.\\nHold up your hands, as many of you as will try to avoid\\nit. Now that you have promised to try, I hope you will\\ntry; and I do not expect to hear very much bad\\nlanguage again.\\nThis kind of moral suasion will have a much more\\nsalutary effect than any kind of punishment could have.\\nIn concluding this chapter, let me say with Milton:\\nKeep your pupils stirred up with high hopes of living\\nto be brave men and worthy patriots, dear to God and\\nfamous through all ages.\\nMODEL RECITATIONS\\nADVANCED GEOGRAPHY\\nNote. In the following model recitations in this book It is under-\\nstood that the teacher has called upon the pupil whose name precedes\\nthe answer. The pupils raise their hands when wishing to criticise\\nor report additional matter and when a question is put to the class as\\na whole. The teacher selects the pupil whom he wishes shall answer\\nthe question and calls him by name. Snapping fingers to attract the\\nteacher s attention should not be allowed. The most backward pupils\\nshould be most frequently called upon. The brighter ones will raise\\ntheir hands the most frequently and get the benefit of the recitation\\nwithout special effort on the part of the teacher.\\nSubject of the lesson State of Iowa.\\n[Pupils take their places at the recitation seats at call\\nof teacher or tap of bell.]\\nTeacher John, can you step to the blackboard and\\ndraw an outline map of Iowa, marking the principal\\npoints of interest.?\\nNote. Each pupil has a copy of the outline on p. 154.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0208.jp2"}, "209": {"fulltext": "IN COUNTRY SCHOOLS 197\\nJohn I will try, sir.\\nTeacher Henry, you may tell us what you can\\nabout the position of Iowa.\\nHenry It lies between Latitude 40%\u00c2\u00b0 and 43%\\nnorth and Longitude, 13\u00c2\u00b0 and 20\u00c2\u00b0 west from Washing-\\nton. It is bounded on the north by Minnesota, on the\\neast by Illinois, on the south by Missouri, and on the\\nwest by Nebraska.\\n[Several hands raised.]\\nTeacher Robert.\\nRobert It is bounded on the west by South Da-\\nkota also.\\nTeacher Very good. Are there any other criti-\\ncisms or additions to what has been said on this point\\n[Mary s hand is raised.] What is it, Mary.?\\nMary It lies between the great rivers, the Missis-\\nsippi and Missouri.\\nTeacher Very good. That fact, however, will\\ncome out under the topic, rivers. Katy, you may tell\\nus something about its size.\\nKaty Its area is 55,045 square miles.\\nTeacher That is correct, but you could not prob-\\nably remember that number very long. Try and re-\\nmember the round number, 55,000. But let us com-\\npare it with other states and countries. [Hands raised.]\\nGeorge.\\nGeorge Georgia, Florida and Michigan are each a\\nlittle larger. It is larger than either New York or\\nPennsylvania.\\n[Teacher calls on William, whose hand is raised.]", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0209.jp2"}, "210": {"fulltext": "198 BEST METHODS OF TEACHING\\nWilliam It is very nearly the size of Illinois, and\\nmore than forty times as large as Rhode Island, the\\nsmallest state, and one fifth as large as Texas, the\\nlargest state.\\n[Henry is called upon.] Henry It is larger than\\neither Ireland or Scotland and somewhat near the size\\nof England.\\nTeacher Carrie, describe the surface of Iowa.\\nCarrie There are no mountains or very high hills.\\nThere are bluffs along the streams. It is called a\\nPrairie State, but there is a considerable amount of tim-\\nber on the banks of the streams. It has a general\\nslope to the south.\\nTeacher Anything further under this head.?\\nJohn There are two minor drainage slopes, one\\nsoutheastward to the Mississippi, the other southwest-\\nward to the Missouri.\\nTeacher Class, how can you tell by looking at a\\nmap in what direction the land slopes.?\\nMary By the way the rivers run. They always\\nrun down hill.\\nTeacher What is the ridge of land from which the\\nwater flows in opposite directions called\\nMany voices A water shed.\\nTeacher James, what do you Know of the rivers\\nof Iowa.?\\nJames The Mississippi River forms its eastern\\nboundary and the Missouri its western. The principal\\nrivers in the interior of the State are the Des Moines,\\nSkunk, Iowa and Cedar Rivers, which run towards the", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0210.jp2"}, "211": {"fulltext": "IN COUNTRY SCHOOLS I99\\nsoutheast and empty into the Mississippi. The Little\\nSioux and Nishnabotany run southwest and empty into\\nthe Missouri.\\nTeacher Albert, what of the lakes.?\\nAlbert There are no large lakes, but numerous\\nsmall ones in the northern part. The largest is Spirit\\nLake, containing about twelve square miles.\\nHenry The Walled Lakes are great curiosities.\\nThere is an embankment of earth all around them as\\nthough thrown up by men.\\nTeacher Can anyone explain this phenomenon.?\\n[No answer.] I will leave this point until to-morrow.\\nI want each one to try and find an explanation. Ask\\nyour parents, or, perhaps, some of you have a large atlas\\nof Iowa, which will explain it. There is a natural cause\\nfor this singular phenomenon and I want you to find it\\nout. We will pass to the next topic.\\nThis is sufficient to illustrate the manner of conduct-\\ning a recitation in advanced geography. The teacher\\nwho cannot get up enthusiasm in his class in this way\\nmust try some other. The remainder of the recitation\\nwill be similar to the foregoing. If the time will not\\npermit the full discussion of one state, make two or\\nmore lessons of it. The map drawn by the pupil sent\\nto the board should be criticised before the close of the\\nrecitation and the necessary talk about the next lesson\\nshould not be neglected. The teacher may impart some\\ninformation not found in the text books concerning\\nthe next lesson, give instructions as to the manner of\\nstudy, etc., etc. When the next recitation is called,", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0211.jp2"}, "212": {"fulltext": "200 BEST METHODS OF TEACHING\\nthe first step should be a review of the last lesson and\\nto call up any points left over for investigation.\\nPRIMARY GEOGRAPHY\\nI here give a report of a lesson to a class just begin-\\nning the study. The teacher steps to the board and\\ndraws a straight line, saying: Children, we are now go-\\ning to commence the study of geography. The word\\nmeans a description of the surface of the earth. We live\\non the earth, and geography describes what we may see\\non its surface or outside. We are going to begin right\\nat home. Suppose I should want to write to one of\\nmy friends in Ohio and tell him that I was teaching\\nschool and wanted to describe to him just what kind of\\na school room I had and how everything was arranged\\nin it. How could I best make it plain to him.^ Hands\\nup, now, all who can answer.\\nJohn You could make a picture of the schoolhouse\\nand send it to him.\\nTeacher Yes, that would show it plainly but I\\ncan not draw well enough to make a picture; and if I\\ncould, it would take a good deal of time. Can you\\nthink of no other way.? I will tell you. I can draw a\\nmap of this school room, so that our friend in Ohio can\\nsee exactly how we are situated here. First, we must\\nknow something about direction. Who can tell me in\\nwhat direction I am pointing (pointing to the north).\\nSeveral voices North. How do you know that is\\nnorth. (No answer). Well, where does the sun rise.?\\nMary.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0212.jp2"}, "213": {"fulltext": "IN COUNTRY SCHOOLS 20I\\nMary In the east.\\nTeacher And where does the sun set?\\nMary In the west.\\nTeacher Very well. If you stand with your right\\nhand pointing to the east and your left hand pointing\\nto the west, your face will be to the north and your\\nback, where, class.\\nSeveral voices To the south.\\nTeacher Well, now you know the directions. On\\na map we always represent the top part as north and\\nthe bottom will be what, of course, then, class.? South.\\nTeacher And the right hand will be where t East.\\nAnd the left.-* West. This line, I have drawn on the\\nboard will represent the north and this (drawing\\nanother line parallel to it), the south, and these lines\\n(connecting the two) will represent east and west.\\nNow we have shown the north, south, east and west\\nsides of our school room by straight lines. Who will\\nstep to the board and make a dot to represent the right\\nplace for the stove. (A pupil steps up and makes a\\nmark). Is that right, class. (Hands go up). John.\\nJohn I think it should be nearer the south.\\nTeacher Yes (pupil changes it), now it is about\\nright.\\nIn this manner give each one of the class an oppor-\\ntunity to mark some point on the map.\\nTeacher Now, children, we have a map of the\\nschool room. It is much easier m?.de than a picture\\nand it shows where everything is placed. We could\\ndraw a map of the schoolhouse yard in the same way", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0213.jp2"}, "214": {"fulltext": "202 BEST METHODS OF TEACHING\\nand tomorrow we will do so. We could also draw the\\nmap of a man s farm, or of the school district which is\\nmade up of a number of farms, or of the township\\nwhich is made up of a number of districts, and so on\\nto the county and state. Here we have maps in our\\nbooks of the states. These crooked lines represent\\nrivers, or creeks, these dots, towns and cities. The\\nstates are colored differently, so as to make them ap-\\npear plainer on paper. We could not make a picture\\nof anything so large as a county or state. We can\\nonly draw a picture of what we can see with the eye\\nby standing in one place. But by traveling we know\\nthat this is a very large earth on which we live. We\\ncan see only a small part at one time. Now, no one\\nman has traveled enough to see everything; but many\\ndifferent men have traveled, many different ones have\\nwritten about what they have seen, and drawn maps\\nof small portions and measured distances; and by\\nputting all these together we get a complete description\\nof the earth and are able to represent it on papjer by\\nlines and dots and colors. These representations we\\ncall maps, and the description of places and of things\\non the surface of the earth is called geography. Now,\\nhow many think they can tell me to-morrow what\\ngeography is and what a map is. (Hands go up).\\nVery well, I will ask you tomorrow. But I must now\\ngive you something for tomorrow s lesson. I will\\nwrite some words on the board and I want you to go\\nto your books and find the words and find out what\\nthey mean. The books will tell you. You will find", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0214.jp2"}, "215": {"fulltext": "IN COUNTRY SCHOOLS 203\\nthem on page (here shows them the place) and I want\\nyou all to be able to tell me what these words mean.\\nThese words are\\n1 Continent.\\n2. Island.\\n3. Peninsula.\\n4. Cape.\\n5. Isthmus.\\nThis will do for your lesson. Write these words on\\nyour slates as soon as you take your seats. If any do\\nnot understand what I mean, speak and I will explain\\nfurther.\\nU. S. HISTORY\\nThe first day the teacher has explained to the class\\nhis mode of teaching, and by reading with the class\\nthe first few pages of some school history, he has\\ndeveloped the following outline, and it is now on the\\nblackboard.\\nDiscovery of America.\\n1. Alleged Discovery by Northmen.\\n2. Circumstances which led to the Discovery by\\nColumbus.\\n3. Nativity and Character of Columbus.\\n4. Difficulties in the way.\\n5. Ferdinand and Isabella.\\n6. The Voyage.\\n7. Land Discovered and Date.\\n8. Other Voyages of Columbus.\\nQ. Death of Columbus.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0215.jp2"}, "216": {"fulltext": "204 BEST METHODS OF TEACHING\\nTeacher Henry, what can you tell us about the\\nfirst discovery of America?\\nHenry I could not find anything about the North-\\nmen in my book. It commences with Columbus.\\n(Hands up).\\nTeacher Philip.\\nPhilip The Northmen claimed to have discovered\\nthis country about the year looi.\\nTeacher Who were the Northmen\\nPhilip They were the people who lived in Norway,\\nSweden and Iceland.\\nTeacher This question is not of great importance.\\nIt is very probable that these northern sea kings, as\\nthey were called, sailed westward and landed on the\\ncoast of North America but they made no permanent\\nsettlements, and the route was lost and the existence of\\nthis Continent forgotten. David, you may tell us what\\nyou can in regard to the second topic.\\nDavid Men had come to believe that the earth\\nwas a sphere and supposed that Asia extended east\\nuntil it nearly reached the western extremities of\\nEurope. The mariner s compass had been invented\\nand men were enabled to make voyages out of the sight\\nof land. Men had a great desire to find a nearer route\\nto Asia, as India and China were celebrated for their\\ngreat riches and trade had been carried on with them\\nfor many years.\\nTeacher Very good, David. Has anyone anything\\nfurther to say on this point?\\nGeorge I read somewhere that pieces of carved", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0216.jp2"}, "217": {"fulltext": "IN COUNTRY SCHOOLS 205\\nwood and some strange plants had been washed on the\\nshores of Portugal, which led Columbus to think there\\nwas land beyond the waters.\\nJoseph And a canoe and the bodies of two men\\ndifferent from the people of Europe were washed on\\nshore.\\nTeacher Yes, these are some of the principal cir-\\ncumstances which led Columbus to attempt this won-\\nderful work. James, you may take the next topic.\\nJames Columbus was born in Genoa, Italy, in the\\nyear 1435. I cannot tell anything about his character.\\nI suppose he must have been a great man.\\nTeacher Yes, Columbus was indeed a great man,\\nfor he accomplished a great work but what is necessary\\nto make a man great.-* Suppose Columbus had said:\\n**Well, I suppose there is a new route to the Indies to\\nbe discovered by sailing west, and it would be a great\\nthing to accomplish; but I have no means, I can do\\nnothing. Do you think this Continent would have ever\\nbeen discovered by him It was energy and persever-\\nance which made Columbus a great man. He was not\\ndisheartened by difficulties, but worked away until his\\nobject was accomplished. But this brings us to the\\nnext topic, The Difficulties in the Way. Charles, you\\nmay enlighten us upon this point.\\nCharles Columbus was poor and had no means of\\nhis own. He applied to his own government and then\\nto the King of Portugal and then to Spain but was met\\nwith a refusal each time.\\nI will not carry this any further. The reader has", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0217.jp2"}, "218": {"fulltext": "206 BEST METHODS OF TEACHING\\nsome idea now of my manner of conducting a recitation.\\nIt is not to be supposed, of course, that the pupils will\\nall answer so well as here represented and it must be\\nheld in mind that much is omitted. The remarks made\\nby the teacher and the questions asked to draw out\\nbackward pupils, if all given here, would occupy too\\nmuch space. When the teacher has thus gone through\\nwith the topic outline he should recapitulate the main\\npoints in concert or otherwise, and write on the black-\\nboard the principal date or dates. In this lesson there\\nshould be but one date used, 1492.\\nEncourage pupils to tell what they know, in their\\nown language. You can always tell when they are\\nquoting the language of the text book. It is far better\\nthat they use their own language, though it be ungram-\\nmatical, hesitating and crude. You have the opportu-\\nnity then to criticise and correct their language and\\nthus incidentally cultivate their powers of expression.\\nThe story of Columbus is a most interesting one. It\\nis much more important that the class spend consider-\\nable time getting the interesting details of this subject,\\nin order to fix the main facts and date, than to commit\\nto memory the names and dates of all the discoverers\\nand explorers from that time down to the settlement at\\nJamestown. Several lessons may be made on the out-\\nline above, giving different pupils different topics each\\ntime to report upon. The next lesson to be outlined\\nmay be, Other Discoveries. Under this may be brought\\nout the principal voyages and discoveries only, and will\\nbring the subject down to the period of settlement. The", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0218.jp2"}, "219": {"fulltext": "IN COUNTRY SCHOOLS 207\\npupils should write these topics on their slates or it\\nwould be well to have them write on paper, or in a\\nblank book and preserve them for future use.\\nENGLISH GRAMMAR\\nThe outline on page 131 being on the board, the\\nteacher and class discuss it somewhat as follows:\\nTeacher Mary, can you tell me what a noun is?\\nMary A noun is a name.\\nTeacher Yes. Every noun is a name, and every\\nname is a noun. All those words which are the names\\nof objects which you can see, hear, feel, taste or smell,\\nand all words which are names of qualities of objects,\\nas goodness, sweetness, all names of anything you can\\nthink of, as peace, purity, love, joy, etc. Mary, what\\nnouns in this sentence Riches take to themselves\\nwings and fly away.\\nMary Riches and wings.\\nTeacher Why\\nMary Because they are the names of something.\\nTeacher Now we have different kinds of nouns, and\\nI have here arranged the different kinds in an outline\\nthat I may better fix them in your minds. I have made\\ntwo classes, general and special; that is, all nouns are\\neither common or proper, but then we sometimes have\\nthem arranged in special classes as abstract, verbal,\\ncollective and class nouns. You have studied your les-\\nsons in the book as I wished you do, and now who can\\ntell me what a common noun is Carrie.\\nCarrie A common noun is a common name or a", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0219.jp2"}, "220": {"fulltext": "208 BEST METHODS OF TEACHING\\nname common to a class of objects, as book, tree,\\nhouse, etc.\\nTeacher Yes. When we say book, we do not\\nmean any particular book, but the name applies to\\nbooks as a class of objects. Class, is a horse a common\\nnoun.-* Yes. Why? Because it is a name common to\\na class of animals.\\nThe teacher will multiply such examples as these, as\\nhe thinks necessary.\\nTeacher James, what is a proper noun.-*\\nJames A proper noun is the name of a particular\\nindividual or object, as John, New York, etc.\\nTeacher Yes. When I say John, I do not mean\\nany boy or man, but one particular boy or man whose\\nname is John. So, when I say New York, I do not mean\\nany city, but that particular city which is named New\\nYork. I think you now understand the distinction be-\\ntween common and proper nouns. But here is a point I\\nwish you to bear in mind, that proper nouns are always\\nwritten with a capital letter, and never in any other way.\\nIf you see the name of a town or person spelled with-\\nout a capital, anywhere, you may know it is a mistake,\\nit makes no difference who wrote it. I want you to re-\\nmember this. Thousands of people make such mis-\\ntakes every day. Never make this mistake. If you\\nlearn nothing else here to-day, remember this; and if\\nyou put it into practice always, it may be worth hun-\\ndreds of dollars to you. You seem surprised, but let\\nme explain. Suppose I had charge of a large school\\nwhere there were several teachers employed and I", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0220.jp2"}, "221": {"fulltext": "IN COUNTRY SCHOOLS 209\\nwanted to hire a man to teach in my school. Suppose\\nI should get a letter from a man making application for\\na school and he should address the envelope in the way\\nI here write it on the board: danville^ Indiana. Do\\nyou suppose I would read the letter any further? He\\nmay be an intelligent man and a good teacher in many\\nrespects, but I would not think so from the letter, and I\\nwould not waste further time trying to find out. In\\nninety-nine cases out of a hundred I would save time, by\\nnot even opening his letter. So in all kinds of business\\nsuch little matters as these go a great way. Let me\\nurge you to take particular pains to spell and capitalize\\nproperly, if you do not make such great advances in\\nother things. There are other rules for the use of capi-\\ntals, but this is one of great importance, and I wish to\\nimpress it on your minds.\\nIn a similar manner let the remainder of the outline\\nbe discussed. The teacher need not talk so much as\\nhere represented but the pupils should be encouraged\\nto criticise, ask questions, and give definitions. I have\\nhere given a rather lengthy talk for the teacher in order\\nto illustrate the manner in which it is necessary, some-\\ntimes, to talk to a class.\\nADVANCED ARITHMETIC\\nThe class is using Arithmetic. Each pupil is\\ngoing as fast as he can. It is impossible to keep a class\\ntogether in a country school at times, owing to ir-\\nregularity of attendance. The pupils are working in\\nvarious parts of Profit and Loss.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0221.jp2"}, "222": {"fulltext": "2IO BEST METHODS OF TEACHING\\nTeacher On page 248, the 8th example, Charles;\\nthe 7th, James. On page 249, the 7th, Mary; the 8th,\\nWilliam; the 9th, Lucy. On page 250, Henry, the\\nloth. Place your examples on the board as rapidly as\\npossible. Let us see how neat you can make your\\nwork.\\nWhile this section is at the blackboard the teacher\\ngives the remainder of the class to whom he has not\\nassigned examples, an oral drill, askmg questions on the\\nprinciples involved and making inquiries of each pupil\\nas to progress, or explaining some point left over from\\nlast lesson.\\nBy this time James is ready to explain his example.\\nJames Example 8, p. 248. **A bought 40 bales of\\ncotton, at ^40 each, and sold it at a profit of ^704;\\nwhat per cent, did he make.\\nOperation\\n$^0 704 176 44\\n40 =r .44 44 per cent.\\n1600 400 100\\n$1600\\nExplanation If one bale of cotton cost $40, 40 bales\\nwill cost 40 times ^40 which are $1600. He sold it for\\n1^704 more than it cost him. $704 of $1600; there-\\nfore he gained of what it cost. Wo iVo 44\\nper cent.\\nTeacher What other way could this have been\\nsolved, class.\\nHenry Divide ^704 by ^1600 and express the\\nquotient in decimal hundredths.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0222.jp2"}, "223": {"fulltext": "IN COUNTRY SCHOOLS 2 I I\\nTeacher The principle is just the same, but James\\nmethod is much plainer. He has given an analysis of\\nthe example. Lucy may explain next.\\nLucy Example 9th, p. 249. By selling tea at\\n$1.19 per pound, I lost 15 per cent.; what was the cost\\nprice per K)\\nOperation\\n1. 00 85 I 1. 1900 I 1.40\\n\u00e2\u0080\u00a215 85\\n5 340\\n340\\nExplajtatioii Here 1 5 per cent, is 1 5 cents on the\\ndollar, so what cost me ^i.oo if I lose 15 cts., I must\\nsell for ^1.00 ^.15 which is ^.85, and as often as ^.85\\nis contained in the selling price $1.19, so many times is\\n$1.00 contained in the cost price. $1.19-^.85 1.40\\n=^1.40.\\nWhen mistakes are made either in tHe expression on\\nthe board or in the explanation, the teacher should call\\nout criticisms from the class and make such comments\\nhimself as he may deem necessary.\\nTeacher Observe, class, that the per cent, of gain\\nor loss is always estimated on the cost and never on the\\nselling price. This is a very simple principle, if you will\\njust think that you can not tell whether you are going\\nto gain or lose on any article which you are going to sell\\nunless you know what it cost you. If you sell for less", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0223.jp2"}, "224": {"fulltext": "2 12 BEST METHODS OF TEACHING\\nthan cost, you lose; if for more than cost, you gain.\\nAlthough it is very simple, here is just where a great\\nmany fail in solving these examples.\\nREMARKS\\nI have given a few model lessons in this chapter, or\\npartial lessons, sufficient, I think, to illustrate the man-\\nner of teaching these branches. It is not necessary to\\ngive a model lesson in each study, as the idea may be\\neasily grasped from these here given, when taken in\\nconnection with the chapters on the respective topics.\\nIt would be impossible to represent on paper the actual\\nwork of a recitation conducted by a live teacher; but it\\nis hoped that these few examples will prove suggestive\\nand awaken the true spirit in the teacher who begins as\\na tyro in the work.\\nMISCELLANEOUS\\nUnder this head I will make a few suggestions which\\ncould not well be classified under any of the foregoing\\nchapters, and perhaps recapitulate and add something\\nto what has already been said.\\nI. Uiiconscioiis TeacJiing. In the opening chapter\\nI have hinted at the fact that a man teaches when he\\nleast seems to be teaching. All that a man does and\\nthinks goes to make up his character; and a man s char-\\nacter impresses itself upon all who come in contact with\\nhim. If his life has been filled with good deeds and\\nthoughts, a certain good influence will flow from him\\nand exert itself upon all with whom he deals, even upon", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0224.jp2"}, "225": {"fulltext": "IN COUNTRY SCHOOLS 213\\nthose who know nothing of his former life. On the\\ncontrary, if he has been a bad man, has committed\\ncrimes, or indulged to a great extent in wicked thoughts,\\na bad influence will emanate from him, and influence\\nall upon whom it falls. We are all, to a certain extent,\\ncharacter readers. We read persons by their manner,\\nby their conversation, by their looks. Small children,\\neven, are good readers of character, although they could\\nnot tell you by what rules they judge. We like or dis-\\nlike persons, and we cannot tell why.\\nI do not love you, Dr. Fell,\\nThe reason why I can not tell\\nBut this alone I know full well,\\nI do not love you, Dr. Fell.\\nBut this much is true, that a good man will be gener-\\nally liked by everybody, that is, they will like him per-\\nsonally, though they may hate his actions, or his princi-\\nples, because not in accordance with their own notions\\nand a hypocrite will be generally despised, however well\\nhe may play his part.\\nEvery thought and action of life, from infancy to\\nmanhood, has a bearing more or less direct on the work\\nof a teacher. In other words, the teacher commences to\\ndevelop in influence and constantly adds to his character\\nthat which will make him either a good teacher, or an\\ninferior one.\\nRemember, then, teacher, that you are always teaching\\nwhen in contact with others. You should be in every\\nsense a man. Strive to cultivate that true manhood.\\nKeep a watch upon your thoughts and actions, and daily", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0225.jp2"}, "226": {"fulltext": "2 14 ^EST METHODS OF TEACHING\\nand hourly build a character that will constantly teach\\nthe good, and the good only.\\nBut there are some men that are not very good nor\\nvery bad, sort of wooden men, mere automata or pup-\\npets, who can tell what they have learned, as a parrot\\nsays its phrase or an inferior stage actor his piece. You\\nsometimes find them in the school room. Such men have\\nso little character that they do very little unconscious\\nteaching. Their presence teaches but little, because\\nthey have so little character to exert an influence.\\nFor all the good their presence does, the knowledge\\nmight as well be sent into the school room through a\\ntelephone.\\nAgain there are men whose very looks and manners\\nteach lessons. You feel their magnetic force when you\\ntake them by the hand, and gather inspiration from their\\neyes. The successful teacher, as well as the men who\\nmove the world, belong to this class.\\n2. Have SympatJiy for Pitpils. The true method of\\nteaching is drawn from Nature. If we observe how a\\nchild acquires new ideas when left to himself, we may\\nlearn how to teach him. When a child makes a new dis-\\ncovery, or gets a new idea, the first thing he does is to\\nmake some one else acquainted with the fact. How\\neager the child is to show his mother any new object he\\nfinds, or to tell about any novelty he has seen. Observe\\nhow a boy will act after he has been to a circus. Even\\nthe infant will hold up his toys for you to look at and\\nadmire. We should infer from this, that children need\\nencouragement in all their studies by a kind of attentive", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0226.jp2"}, "227": {"fulltext": "IN COUNTRY SCHOOLS 215\\nsympathy with all their efforts to acquire knowledge.\\nWhen a child has drawn a picture, or formed a letter on\\nthe slate, and holds it up for you to look at, you ignore\\none of the first principles of teaching if you fail to notice\\nthe child s effort. This principle should be carried out\\nwith all grades of pupils. Take special pains to notice\\ntheir efforts and give kind words of encouragement.\\nNever make discouraging remarks about pupils work.\\nIf they have through carelessness failed to do as well\\nas you think they are capable of doing, never make sport\\nof their work nor scold, but say That does pretty well,\\nbut I think you caji do better if you try. Always make\\nfavorable comments whenever you can conscientiously,\\nbut never compare one pupil s work with another s. In\\nthe work of the best pupils you can point out some\\ndefects; and in the work of the poorest pupils, you may\\nfind something upon which you can favorably comment.\\nBy thus taking an interest in, and showing a sympathy\\nfor their efforts you will encourage greater effort and\\nsecure the good will of all your pupils.\\n3. Ride No Hobbies. The true teacher has no single\\npet theory nor patent method of teaching. He is ready\\nat any time to abandon a plan as soon as he finds some-\\nthing better. He is always open to conviction. He is\\nprogressive, and agressive, radical and even fanatical in\\nthe search for truth, yet conservative and cautious about\\nadopting new methods until he has given them thorough\\nstudy. He has a variety of plans, and uses different ones\\nfor different circumstances. He will not try to make a\\nsquare block fill a round hole. He will find objections", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0227.jp2"}, "228": {"fulltext": "2l6 BEST METHODS OF TEACHING\\nto all methods and adopt that which, after mature de-\\nliberation, he finds to be the least objectionable.\\n4. Study Yoiu Own Failures. The burnt child\\ndreads the fire. Here again we have Nature s method\\nof teaching. He makes greatest advances who is able\\nto see his own mistakes. He who is bigoted and self-\\nconceited, and never sees his own errors, will make but\\nlittle progress in anything he undertakes. The teacher\\nshould observe closely the results of his plans and note\\nwhere they are successful, and where a failure, and\\nshould govern his future accordingly. Let him review\\neach evening the work of the day and try and find a\\nmistake he has made, and resolve to do better the next\\nday. A man should criticise himself severely, sparing\\nno self-scrutiny with regard to his own actions.\\n5. Make the School Room Attractive. The teacher\\ncan do something towards relieving the monotony of\\nbare walls, plain desks and uncarpeted floor. In the\\nfirst place, he should keep the school room clean, and\\nin order; and next by use of pictures, mottoes, wreaths\\nand flowers make it as attractive a place as possible.\\nThe school room should be as attractive in appearance\\nas the average homes of the pupils. The nature of\\nour daily surroundings has much to do in forming our\\ncharacters. I might enlarge upon this point, but will\\nnot occupy the space, as the fact will be granted by the\\nintelligent reader. You need not go to any considerable\\nexpense. Get a few pictures framed, and buy half a\\ndozen mottoes. Keep them as a part of your stock in\\ntrade. Your pictures may be chromos, lithographs, or", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0228.jp2"}, "229": {"fulltext": "IN COUNTRY SCHOOLS 217\\nsteel engravings, which will not cost much when neatly\\nframed, but will, if selected with taste, form very\\nattractive adornments for the walls. Let the subjects\\nbe animals, flowers, landscapes, or portraits of distin-\\nguished men. Anything in the style appropriate to a\\nbar-room or saloon will, of course, be out of place in the\\nschool room. If framed pictures can not be procured,\\nthe engravings from illustrated papers pasted on the\\nwalls with wreaths of evergreens around them, will form\\nvery attractive objects, for a time at least. A card motto\\nsurrounded with a wreath of evergreens, makes a very\\nneat appearance on the wall. Winter bouquets may be\\nmade of everlasting flowers, ornamental grasses, etc.\\nIf the school room can be kept warm enough, a few\\nhouse plants might be kept through the winter, and will\\nadd much to the cheerfulness of the place. During\\nspring and fall terms, plants and flowers can be had in\\nabundance, and they should form a part of the school\\nroom decorations.\\nI need not suggest any further to the teacher who has\\na love for the beautiful. If you love the school room\\nand school work, and are a true man or woman, you will\\nprofit by these suggestions.\\n6. TJie TeacJier s Library. Books are to the teacher\\nwhat tools are to the mechanic. As a mechanic can get\\nalong with a limited number of tools, so a teacher can\\nget along with a limited number of books; but as cer-\\ntain tools are essential to a mechanic, so certain books\\nare essential to the teacher. T would not advise the\\nyoung teacher to spend a great part of his earnings for", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0229.jp2"}, "230": {"fulltext": "2l8 BEST METHODS OF TEACHING\\nbooks, nor to go in debt for them but there are a few-\\nbooks which he ought to have, at almost any sacrifice,\\nif he would be a good teacher. Let him go without\\npaper collars, without tea or coffee, without anything\\nfiner than jean pants, rather than without an unabridged\\ndictionary. Let him board himself and live on ten cents\\na day, rather than do without certain necessary books.\\nI do not hesitate to say that any teacher can so econo-\\nmize his means, and by cutting off an expense here and\\ndenying himself there, save money enough during one\\nor two terms of school to procure the essentials of a\\nteacher s library.\\nAn unabridged dictionary (either Webster s, Century,\\nFunk Wagnall s, or Worcester s) is an indispensable\\npart of a teacher s outfit. The unabridged is a whole\\nlibrary in itself. There are few subjects upon which valu-\\nable information can not be had by consulting its pages.\\nThere are many men who own dictionaries who know\\nbut little of what they contain. I would not only advise\\nthe purchase of an unabridged, but insist on its constant\\nuse. If you are not already pretty thoroughly read, you\\nwill find use for the dictionary in reading almost any\\nspecies of composition you may take up. You should\\nlook up the meaning of every word about which you\\nhave the slightest doubt.\\nYou should look up the meaning of many simple\\nwords, the Anglo-Saxon monosyllables which you have\\nused from infancy, words which you hear in daily con-\\nversation, and meet with in your daily reading. You\\nwill find the dictionary valuable reading, notwithstand-", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0230.jp2"}, "231": {"fulltext": "IN COUNTRY SCHOOLS 219\\ning, as the old lady said, the subject changes frequently.\\nStudy the etymology of words. It will help you greatly\\nin retaining their meaning in your memory.\\nThere are many books designed to help teachers, but\\nfrom which the country teacher can obtain but little\\npractical knowledge. I can call to mind about twenty\\ndifferent works on teaching and school management,\\nwhich I have read or examined, and among the number\\nI could recommend but two or three which would be of\\ngreat benefit to a country teacher. Of course, there is\\nmuch in them that is valuable, but scattered through so\\nmuch that is merely theoretical and impracticable that\\nit would not pay the outlay. I would advise, of course,\\nthat you purchase works on education and read them\\nbut beware of buying too many books at one time. It\\nwould be a good rule never to buy a new book until\\nyou have read the last one thoroughly. There is one\\nbook, however, I must recommend to every teacher.\\nThough old and though written for students, yet as the\\ntruth it contains will never grow old, and as the teacher\\nshould be always a student, I can recommend it as next\\nin importance to the unabridged dictionary. It is the\\nStudent s Manual, by Rev. John Todd, D. D., a work\\nthough small, containing more sensible advise than any\\nwork I can call to mind.\\nOne text book, at least, on each of the following\\nsciences will gradually find its way into your library:\\nphysics, chemistry, botany, zoology, physiology, and\\ngeology. The ordinary text books designed for schools,\\nwill answer your purpose at first. If you have a class", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0231.jp2"}, "232": {"fulltext": "220 BEST METHODS OF TEACHING\\nin physiology it will be of advantage to you to procure\\nsome larger treatise than the ordinary text book. A\\ngood work on composition and rhetoric will be valuable.\\nA history of the United States, larger than those de-\\nsigned for schools, and an outline of universal history,\\nwill be valuable aids in teaching this branch and for\\nself -improvement.\\nThere are three books I would like to name here\\nwhich the teacher may procure when he gets able, and\\nwhich he will find valuable as bearing more or less\\ndirectly upon his profession. I will name them in the\\norder in which he should obtain and read them Herbert\\nSpencer s Essay on Education; Quick s Educational Re-\\nformers; Page s Theory and Practice of Teaching. These\\nthree volumes will give him a pretty thorough knowledge\\nof the science of education, and they are standard and\\nvaluable works, deserving a place in every scholar s\\nlibrary, whatever profession he may follow. They are\\nto be studied, not merely read and laid aside.\\nIf the teacher wishes to dip into science, he will find\\na mine of treasures in the International Series of Scien-\\ntific books, published by D. Appleton Co., New York.\\nI would advise the teacher to procure the catalogues of\\nthe leading publishing houses and read the notices of\\nnew books, which are continually appearing. By keep-\\ning posted as to what the world of authors is doing, he\\nwill be able to select good books only, and buying them\\nas he is able, he will, in time, build up a library of\\ngreat value to him in whatever profession he may\\nfinally choose.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0232.jp2"}, "233": {"fulltext": "IN COUNTRY SCHOOLS 22 1\\nI would just say here that there are several books\\npublished annually by the United States Government,\\nand designed for the improvement of those who are inter-\\nested in the respective subjects. Among those I would\\nrecommend to teachers, are the Reports of the Smithson-\\nian Institute, to be obtained of the Secretary of the In-\\nstitution; the Reports of the Commissioner of Education,\\nto be obtained of the Commissioner of Education. If\\nthese parties are addressed at Washington, D. C, by\\nletter, stating plainly the book wanted and the year\\nissued, they will be sent gratis. These works are fre-\\nquently distributed by members of Congress to particular\\nfriends, often for political purposes, and thus do not\\nreach the parties who would make good use of them.\\nThe teacher needs these works, and the Government\\ndesigns that such persons should have them. It should\\nbe remembered that they are always issued a year or\\nmore after the year for which they are the report. For\\nexample, the report for 1 897 will be had sometime during\\nthe first of the year 1 899, or latter part of 1 898.\\nBy economy, by abstaining from habits such as chew-\\ning and smoking, any young man, can, in a few years,\\nsave enough to procure a good library. If all the money\\nwhich is spent by young men from the time they are\\nsixteen years of age until they are twenty -five, to gratify\\ntheir appetites and morbid tastes, was saved and in-\\nvested in good books, they would have a library, of\\nwhich any man of intellectual taste might well be proud.\\nNo one should say, then, that he is too poor to buy\\nbooks so long as he indulges in expensive habits,", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0233.jp2"}, "234": {"fulltext": "222 BEST METHODS OF TEACHING\\nA good book is a treasure and does not even get old.\\nSays Milton A good book is the precious life-blood of\\na master spirit, embalmed and treasured up for a life to\\ncome. Commence then, young teacher, to build a li-\\nbrary. Commence with one book and add to it as your\\nmeans will allow; and you will, in a few years, be sur-\\nprised at the result. If you make judicious selections\\nand good use of your books, you will also have a library\\nin your head.\\nBorrow all the books you can, if they are such as you\\nthink will profit you to read. If you take good care of\\nbooks, and are prompt to return them, you can always\\nborrow.\\n7. Exercise Your Pen. Lord Bacon said Reading\\nmaketh a full man, writing an exact man. If you\\nwould profit by what you read and think, write your\\nthoughts. It is a good habit always to read with a pen\\nor pencil in hand. Many an idea is lost because not\\nwritten. The mind receives ideas one after another\\nand cannot retain them all, although each makes its im-\\npression. They will make a double impression by the\\nact of writing them, and at the same time be preserved\\nfor future rehearsal when the mind has forgotten the\\nform in which they came. Besides, by writing you are\\nimproving yourself in the power of expression, you are\\ncultivating language. Take notes of your reading and\\nwrite any ideas which your reading may suggest.\\nWrite essays on easy subjects, even though no one\\nelse ever sees them. Your first efforts will be of little\\nbenefit to anyone but yourself; but they will be of great", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0234.jp2"}, "235": {"fulltext": "IN COUNTRY SCHOOLS 223\\nhelp to you. Lay them aside for a year and then take\\nthem up and read them critically. You will find many\\nerrors, and see where you could make great improve-\\nments. Be the local reporter of your neighborhood.\\nWrite for your county paper. Local editors are always\\nanxious to have a correspondent in each village or town-\\nship. The teacher is eminently fitted to fill that posi-\\ntion, and the exercise will be of great benefit to him.\\nBy thus commencing on a small scale, he will, by and\\nby, be able to write for educational journals, for maga-\\nzines, etc. I advise teachers thus to exercise their pens\\ncontinually for their own improvement and when they\\nhave improved to a certain extent, their pens will en-\\nlighten others, and thus they will become educators as\\nwell as learners. Who knows what future Greeleys\\nmay come from among the country school teachers?\\n8. Recipe for Blackboard. The teacher may find\\nschool rooms as I have found them, without sufficient\\nblackboard. A good blackboard may be made for about\\nfifty cents not more than that. I cannot tell where\\nthis recipe came from, but I have used it in several\\nschool houses:\\nTake equal parts of lamp-black and flour of emery,\\nand thin with a mixture of equal parts of benzine and\\nJapan varnish. Apply two coats to any smooth plas-\\ntered wall.\\nWhere Boards of Education will not furnish plenty of\\nblackboard, the teacher may make them ashamed of\\nthemselves for half a dollar.\\n9. TJie TeacJier s HigJiest Reivard. The compen-", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0235.jp2"}, "236": {"fulltext": "224 BEST METHODS OF TEACHING\\nsation paid teachers for their services is small in com-\\nparison with the rewards of those who follow other pro-\\nfessions. The wages of the best paid teachers are\\nextremely low, compared with the income of a first\\nclass lawyer or physician. Some preachers also get\\nlarge salaries. But professional men generally do not\\nmake fortunes. The great fortunes are nearly always\\nmade by merchants, or what are called business men.\\nIf your highest aim, young man, is to get rich, to\\namass a colossal fortune, do not enter a profession.\\nBut professional men see pleasure in the pursuit of\\nsomething beside wealth. The highest pleasures flow\\nfrom the action of the intellect. An Agassiz, who said\\nhe had no time to make money, enjoyed existence, I\\nventure to assert, much more than a Vanderbilt or an\\nAstor.\\nThe teacher who finds no pleasure in the pursuit of\\nhis profession, or in the action of his intellect, would\\nbetter quit the profession at once, and engage in some\\nother pursuit. But there are times when the best of\\nteachers feel discouraged. There are times when their\\nlabors seem in vain. They have labored patiently, day\\nin and day out; and their work seems like the labors of\\nSisyphus, who was doomed to roll a stone to the top of\\na hill, and in spite of all his efforts it continually\\nreturned upon him. But remember, teacher, that your\\nwork is sometimes like bread cast upon the waters, to\\nreturn after many days. When such thoughts come\\nover you, read the following poem which is such an\\nexcellent piece of composition, and so aptly hits the", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0236.jp2"}, "237": {"fulltext": "IN COUNTRY SCHOOLS 225\\npoint, that I cannot refrain from quoting it entire. It\\nis from the pen of W. H. Venable, distinguished ahke\\nas an educator, author, and poet\\nTHE TEACHER S DREAM\\nThe weary teacher sat alone\\nWhile twilight gathered on;\\nAnd not a sound was heard around.\\nThe boys and girls were gone.\\nThe weary teacher sat alone;\\nUnnerved and pale was he;\\nBowed neath a yoke of care, he spoke\\nIn sad soliloquy:\\nAnother round, another round\\nOf labor thrown away,\\nAnother chain of toil and pain\\nDragged through a tedious day.\\nOf no avail is constant zeal,\\nLove s sacrifice is loss.\\nThe hopes of morn, so golden, turn,\\nEach evening, into dross.\\nI squander on a barren field.\\nMy strength, my life, my all;\\nThe seeds I sow will never grow.\\nThey perish where they fall.\\nHe sighed, and low upon his hands\\nHis aching brow he prest;\\nAnd o er his frame, erelong, there came\\nA soothing sense of rest.\\nAnd then he lifted up his face.\\nBut started back aghast,\\nThe room by strange and sudden change\\nAssumed proportions vast.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0237.jp2"}, "238": {"fulltext": "226 BEST METHODS OF TEACHING\\nIt seemed a Senate Hall, and one\\nAddressed a listening throng.\\nEach burning word all bosoms stirred\\nApplause rose loud and long.\\nThe wildered teacher tliought he knew\\nThe speaker s voice and look.\\nAnd for his name, said he, the same\\nIs in my record book.\\nThe stately Senate Hall dissolved.\\nA church rose in its place,\\nWherein there stood a man of God,\\nDispensing words of grace.\\nAnd though he spoke in solemn tone,\\nAnd though his hair was gray,\\nThe teacher s thought was strangely wrought;\\nI whipped that boy to-day.\\nThe church, a phantom, vanished soon;\\nWhat saw the teacher then?\\nIn classic gloom of alcoved room,\\nAn author plied his pen.\\nMy idlest lad! the teacher said.\\nFilled with new surprise\\nShall I behold Jiis name enrolled\\nAmong the great and wise?\\nThe vision of a cottage home\\nThe teacher now descried.\\nA mother s face illumed the place\\nHer influence sanctified.\\nA miracle! a miracle!\\nThis matron, well I know.\\nWas but a wild and careless child,\\nNot half an hour ago.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0238.jp2"}, "239": {"fulltext": "IN COUNTRY SCHOOLS 227\\nAnd when she to her children speaks\\nOf duty s golden rule,\\nHer lips repeat, in accents sweet,\\nMy words to her at school.\\nThe scene was changed again, and lo,\\nThe schoolhouse rude and old.\\nUpon the wall did darkness fall\\nThe evening air was cold.\\nA dream! the sleeper, waking, said,\\nThen paced along the floor,\\nAnd, whistling slow and soft and low,\\nHe locked the schoolhouse door.\\nAnd walking home, his heart was full\\nOf peace and trust and love and praise;\\nAnd singing slow and soft and low.\\nHe murmured After many days.\\nHINTS AND HELPS FOR THE TEACHER\\nGen. Sheridan wrote to Gen. Grant, Things are in\\na shape to push. Grant repHed, Push things. Let\\nme say to you, teacher, country teacher though you\\nare, PiisJi things. Though you may have the dingiest\\nlog schoolhouse, among the rudest of backwoods men,\\nfor your theater of operations, let me repeat to you,\\nPiisJi tilings. If things are not in a shape to push, put\\nthem in a shape to push, and then push. You must\\nhave push, vim, energy, call it what you will, j/ on ninst\\nhave that which will 7nake things go if you would\\nsucceed.\\nRead the following extracts from some of the leading", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0239.jp2"}, "240": {"fulltext": "228 BEST METHODS OF TEACHING\\nthinkers and educators of the world. You may gather\\ninspiration from them and be prompted to take re-\\nnewed interest in your work:\\nIdeas make their way in silence like the waters that,\\nfiltering behind the rocks of the Alps, loosen them\\nfrom the mountains on which they rest. D Aubigne,\\nIn the end, thought rules the world. There are\\ntimes when impulses and passions are more powerful,\\nbut they soon expend themselves; while mind, acting\\nconstantly, is ever ready to drive them back and work\\nwhen their energy is exhausted. McCosh.\\nI do not think that it is the mission of this age, or of\\nany other age, to lay down a system of education\\nwhich shall hold good for all ages. Let us never\\nforget that the present century has just as good a right\\nto its forms of thought and methods of culture as any\\nformer centuries had to theirs, and that the same re-\\nsources of power are open to us to-day as were ever\\nopen to humanity in any age of the world. Tyndall.\\nThe profession of the teacher can not be too highly\\nestimated. It demands, for its highest success and\\nusefulness, a special knowledge and training beyond\\nthe scope of the common learning and methodical dis-\\ncipline which it labors to impart. The teacher should\\nknow the human mind, and the bodily conditions upon\\nwhich mind depends. Hecker.\\nPeople do not understand childhood. With the false\\nnotions we have of it, the further we go the more we\\nblunder. The wisest apply themselves to what it is\\nimportant to men to know, without considering what", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0240.jp2"}, "241": {"fulltext": "IN COUNTRY SCHOOLS 229\\nchildren are in a condition to learn. They are always\\nseeking the man in the child, without reflecting what\\nhe is before he can be a man. This is the study to\\nwhich I have applied myself most; so that, should my\\npractical scheme be found useless and chimerical^ my\\nobservation will always turn to account. I may\\npossibly have taken a very bad view of what ought to\\nbe done, but I conceive I have taken a good one of the\\nsubject to be wrought upon. Begin, then, by studying\\nyour pupils better; for most assuredly you do not at\\npresent understand them. Rousseau.\\nThe object of education is to promote the normal\\ngrowth of a human being, developing all his powers\\nsystematically and symmetrically, so as to give the\\ngreatest possible capability in thought and action.\\nProf. James Johonnot.\\nEducation must put the child to work; for by work\\nman is perfected. And what he does not achieve, he\\nnever comprehends; and, hence, the barrenness of the\\nword learning of the schools. It profits but little the\\nindividual, and none at all the race or nation. Samuel\\nRoyce.\\nI discard, as selfish in the extreme, that narrow\\nprinciple, which would look down upon any branch of\\nhuman knowledge as useless or improper, however\\nwidely they may differ in relative value. Some topics\\nof study seem to have no object but the occupation and\\nexercise, whether salutary or not, of the mental\\nfaculties; while others do not assert a principle, or\\nmove a step without contributing to the welfare and", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0241.jp2"}, "242": {"fulltext": "230 BEST METHODS OF TEACHING\\nimprovement of the human family. E, D. Mans-\\nfield.\\nThe schoolmaster is one of the chief workmen, I\\nmay almost say the principal, in preparing for the\\ngenius of America, in the bright years of that futurity,\\nthe most magnificent edifice that the mind of a nation\\never inhabited. Thomas Smith Grimke.\\nThe greatest thing a human soul ever does in this\\nworld is to see something, and tell what it saw in a\\nplain way. Hundreds of people can talk for one who\\ncan think; but thousands can think for one who can\\nsee. To see clearly, is poetry, prophecy and religion,\\nall in one. Rtiskm.\\nMan s actions here are of infinite moment to him, and\\nnever die or end at all. Man, with his little life, reaches\\nupward high as heaven downward low as hell and in\\nhis three-score-years of time holds an eternity fearfully\\nand wonderfully hidden. Thomas Carlyle.\\nOh, how hard it is to die, and not be able to leave the\\nworld any better for one s little life in it! Abraham\\nLincoln.\\nThe great secret of success in life is for a man to be\\nready when his opportunity comes. Disraeli.\\nThere is no credit in knowing how to spell, but posi-\\ntive disgrace in being ignorant on that point. So there\\ncan be no credit in doing right, while it is infamous to\\ndo wrong. George Francis Train.\\nCensure and criticism never hurt anybody. If false,\\nthey can t hurt you unless you are wanting in manly", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0242.jp2"}, "243": {"fulltext": "IN COUNTRY SCHOOLS 23 1\\ncharacter; and if true, they show a man his weak points\\nand forewarn him against faihire and trouble. Glad-\\nstone.\\nThe child, through stumbling, learns to walk erect.\\nEvery fall is upward. Theodore Parker.\\nOld truths are always new to us if they come with\\nthe smell of heaven upon them. JoJin Bimya^t.\\nBe a bold, brave, true, honest man. If you know a\\nthing is right, do it. If you have a solemn conviction,\\ndare to utter it in the fear of God, regardless of the\\nwrath of man. -JoJin B. Gough.\\nThere is no temptation so great as not to be tempted\\nat all. Hannah More.\\nIt is a principle of war, that when you can use the\\nthunder-bolt you must prefer it to the cannon. Earnest-\\nness is the thunder-bolt. Napoleon.\\nIf I take care of my character my reputation will take\\ncare of itself. Moody.\\nI would rather be right than be President. Henry\\nClay.\\nAn instructed democracy is the surest foundation of\\nGovernment; and education and freedom are the only\\nsources of true greatness and true happiness among any\\npeople. John Bright.\\nThe doorstep to the temple of wisdom is a knowledge\\nof our own ignorance. Spiirgeon.\\nLet the soldier be abroad if he will, he can do noth-\\ning in this age. There is another personage, a person-\\nage less imposing in the eyes of some, perhaps insignifi-", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0243.jp2"}, "244": {"fulltext": "232 BEST METHODS OF TEACHING\\ncant. The school-master is abroad, and I trust to him,\\narmed with his primer, against the soldier in full mili-\\ntary array. Lord Brougham.\\nLet every man be occupied, and occupied in the\\nhighest employment of which his nature is capable, and\\ndie with the consciousness that he has done his best.\\nSydney Smith.\\nBut under whose care soever a child is put to be\\ntaught, during the tender and flexible years of his life,\\nthis is certain it should be one who thinks Latin and\\nlanguage the least part of education; one, who knowing\\nhow much virtue, and a well tempered soul, is to be\\npreferred to any sort of learning or language, makes it\\nhis chief business to form the mind of his scholars, and\\ngive that a right disposition; which, if once got, though\\nall the rest should be neglected, would, in due time, pro-\\nduce all the rest; and which if it be not got, and settled,\\nso as to keep out ill and vicious habits languages and\\nsciences, and all other accomplishments of education,\\nwill be to no purpose, but to make the worse a more\\ndangerous man. John Locke. l6go.\\nIn our country and in our times, no man is worthy\\nthe honored name of a statesman who does not include\\nthe highest practicable education of the people in all\\nhis plans of administration. Horace Mann.\\nThe teacher should permit his pupil himself to taste\\nand relish things, and of himself to choose and discern\\nthem, sometimes opening the way to him, and some-\\ntimes making him break the ice himself; that is, I\\nwould not have the teacher alone to invent and speak,", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0244.jp2"}, "245": {"fulltext": "IN COUNTRY SCHOOLS 233\\nbut that he should also hear his pupils speak. Socrates,\\nand since him Arcesilaus, made first their scholars\\nspeak, and then spoke to them. Montaigne. Written\\nin the age of Queen Elizabeth.\\nThere is a most remarkable reciprocal action between\\nthe interest which the teacher takes and that which he\\ncommunicates to his pupils. If he is not with his whole\\nmind present at the subject, if he does not care whether\\nhe is understood or not, whether his manner is liked or\\nnot, he will alienate the affections of his pupils, and\\nrender them indifferent to what he says. But real in-\\nterest taken in the task of instruction^ kind words and\\nkinder feelings the very expression of the features,\\nand the glance of the eye, are never lost upon children.\\nPestalozzi.\\nIntelligence and virtue are the foundation and the\\ncornerstone of the American Republic. Hence, it fol-\\nlows that ignorance and wrong are its most formidable\\nfoes. Its theory is that every citizen must be intelli-\\ngent enough clearly to comprehend, and virtuous enough\\nfaithfully to discharge his duties. Prof. Wm. F.\\nPhelps.\\nAll who consider the subject must admit that the\\nteacher is called to labor in a field of vast influence.\\nThis the teacher should understand, and, though he\\nmay at times feel almost crushed by the weight of his\\nresponsibilities, and be induced to exclaim: Who is\\nsufficient for these things.!^ yet let him persevere,\\ntrusting in Him from whom cometh all needed assist-\\nance, ever aiming at a nearer approximation to the", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0245.jp2"}, "246": {"fulltext": "234 BEST METHODS OF TEACHING\\nmark of perfection, ever striving to remove defects and\\ncultivate excellences. NortJiend.\\nIn the .name of the living God it must be proclaimed,\\nthat licentiousness shall be the liberty violence and\\nchicanery shall be the law superstition and craft shall\\nbe the religion and the self-destructive indulgence of\\nall sensual and unhallowed passions, shall be the only\\nhappiness of that people who neglect the education of\\ntheir children. Hon. Newton Bate man.\\nTo teach, whether by word or action, is the greatest\\nfunction on earth. Chaiming.\\nWe want men of original perception and original ac-\\ntion, who can open their eyes wider than to a nation-\\nality namely, to considerations of benefit to the\\nhuman race can act in the interest of civilization;\\nmen of classic, men of moral mind, who can live in\\nthe moment and take a step forward. Columbus was\\nno backward creeping crab, nor was Martin Luther, nor\\nJohn Adams, nor Patrick Henry, nor Thomas Jefferson;\\nand the Genius or Destiny of America is no lag or\\nsluggard, but a man incessantly advancing, as the shadow\\non the dial s face, or the heavenly body by whose light\\nit is marked. Ralph Waldo Emerson.\\nSome teachers have learned how to read mind, to\\nunderstand a class of pupils in a single day s observa-\\ntion. Some have learned how to encourage one and\\nguide another, how to control each one according to\\nhis peculiarities. The teacher who knows this, as the\\nmusician knows how to bring out harmonies from the\\ninstrument, is the one who can teach easily and success-", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0246.jp2"}, "247": {"fulltext": "IN COUNTRY SCHOOLS 235\\nfully, and proves to be the true teacher. Teachers\\nshould learn, then, how to read character, how to read\\nthe disposition of each pupil, and how, therefore, to\\nmanipulate each one in the best manner to secure the\\nhighest success. Nelson Sizer.\\nIf we work upon marble, it will perish. If we work\\nupon brass, time will efface it. If we rear temples, they\\nwill crumble into dust. But if we work upon immortal\\nminds if we imbue them with high principles with\\nthe just fear of God and of their fellow men, we\\nengrave upon those tablets something which no time\\ncan efface, but which will brighten to all eternity.\\nDaniel Webster.\\nIt requires more care and attention, more experience\\nand sagacity, and a more intimate acquaintance with\\nthe principles of human nature, to direct the opening\\nintellect in its first excursions in the path of knowledge,\\nthan to impart to it instructions respecting any particu-\\nlar science in after life. Thomas Dick.\\nBefore the earnestness of truth and sincerity, the\\nglittering charms of wordy eloquence, or the seductive\\nimagery of unhallowed genius, sink into insignificance.\\nMrs. L incoln Phelps.\\nThe end of education is the power or art of thinking.\\nThis power is acquired, but never inborn. It is always\\nthe price of long-continued and patient study. Talents\\nthough angel bright, and even genius, need culture\\nto be educated, as really as the most ordinary intellects.\\nThe mere absorption of knowledge, as the sponge absorbs\\nwater, gives no discipline; and hence the acquiring of", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0247.jp2"}, "248": {"fulltext": "236 BEST METHODS OF TEACHING\\nknowledge is not the object to be gained, but the develop-\\nment of mental power. Oi ctitt.\\nA believer in the doctrine the physician born not\\nmade, (a motto on a par with the teacher born, not\\nmade), once said to a distinguished oculist, who was\\nadvocating the necessity of thorough training in his pro-\\nfession: Why, doctor, you have attained the highest\\nskill without such aid. The oculist replied: But I\\nspoiled a bushel of eyes in acquiring the art, and now\\nI can teach others to avoid my blunders. Contrasts\\nmost marked I often witness in schools similar in other\\nconditions, except that an expert teaches the one, and a\\nnovice experiments in the other. In the one you see\\norder, interest, activity, cheerfulness, and joy of con-\\nscious progress in the other, confusion, whispering and\\nmischief, or listlessness, indolence, and dislike of study.\\nB. G. Noi^thi^op.\\nWisdom is the principal thing; therefore get wisdom;\\nand with all thy getting get understanding. Solomon.\\nEducation is intended to enlighten the intellect, to\\ntrain it and the moral sentiments to vigor, and to repress\\nthe too great activity of the selfish feelings. But how\\ncan this be successfully accomplished, when the facul-\\nties and sentiments themselves, the laws to which they\\nare subjected, and their relations to external objects, are\\nunascertained.? Accordingly, the theories and practices\\nobserved in education are innumerable and contradict-\\nory; which could not happen if men knew the consti-\\ntution of the object which they were training. Geo.\\nCombe.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0248.jp2"}, "249": {"fulltext": "IN COUNTRY SCHOOLS 237\\nNothing is comprehended so fully and distinctly,\\nnothing retained so firmly, as that which we find our-\\nselves. Kant.\\nEach one of us has in himself his ideal prize man\\nthat is, the harmonious maximum of all his individual\\npredispositions; and it is the business of education to\\ndevelop him into full growth. Richte7\\\\\\nThe educator must adapt himself to the pupil, but not\\nto such a degree as to imply that the pupil is incapable\\nof change, and he must also be sure that the pupil shall\\nlearn through his experience the independence of the\\nobject studied, which remains uninfluenced by his vari-\\nable personal moods; and the adaptation on the teacher s\\npart must never compromise this independence.\\nRosefikranz.\\nThe profession of pedagogy is the latest comer among\\nthe liberal professions of this country. The law, theol-\\nogy, and medicine, are already crowded so with partially\\nand well-educated candidates, that the people are able\\nto select the wheat from the chaff. No community of\\nany considerable pretension is now compelled to take\\nup with a pettifogger for its lawyer, a quack for its\\ndoctor, or an ignorant gospel ranter for its minister.\\nThe objective point of our system of normal education\\nis to stimulate the preparation of teachers, by agencies,\\npublic and private, popular and collegiate, till the same\\nglut in the market, enables the school committees to\\ngo into the field and choosethe best the money supplied\\nby the people will command. Rev. A. D. Mayo.\\nThe faithful and competent teacher never fails to", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0249.jp2"}, "250": {"fulltext": "238 BEST METHODS OF TEACHING\\nsecure the confidence, respect, and even affection of his\\npupils. He is, as he ought to be, esteemed in place\\nof a parent. He is thought to be infallible. He ought\\ntherefore, to be correct. He is esteemed as possessing\\nthe whole cyclopaedia of knowledge. He ought, there-\\nfore, to be a man of extensive acquaintance with the\\nprinciples of science. He is thought by the confiding\\npupil to be incapable of any measure, or even intention\\nat variance with honest views of promoting the best\\ninterests of those entrusted to his care. And he ought\\naccordingly, to enlist all his energies in promoting the\\nsolid improvement and moral growth of every mind\\nsubmitted to his influence. Wm. H. McGiijfey.\\nFor precept must be upon precept, precept upon\\nprecept; line upon line, line upon line; here a little,\\nand there a little. Isaiah.\\nLearning is but an adjunct to ourself. Shakespeare.\\nA mother tells her infant that two and two make\\nfour; the child is able to count four for all the purposes\\nof life, till the course of his education brings him among\\nphilosophers, who fright him from his former knowledge\\nby telling him that four is a certain aggregate of units.\\nSamuel Johnson.\\nBooks, schools, education, are the scaffolding by means\\nof which God builds up the human soul. Humboldt.\\nDelightful task to rear the tender thought,\\nTo teach the young idea how to shoot. Thomson.\\nWhat is defeat Nothing but education nothing but\\nthe first step to something better. Wendell Phillips.\\nCountry schools need the very best teachers, men and", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0250.jp2"}, "251": {"fulltext": "IN COUNTRY SCHOOLS 239\\nwomen of broad views and culture, of experience and\\nknowledge of human nature, men and women fitted to\\nbe leaders in these little communities. I know of no\\nposition of more influence than that of a teacher in a\\ncountry district where a healthy public sentiment pre-\\nvails. If possessed of any qualifications for leadership,\\nthe teacher becomes almost inevitably a leader of\\nthought and opinion. His influence is not bounded by\\nthe school room walls, but extends to every home in the\\ndistrict. If this teacher be vain, frivolous, silly, if im-\\nmoral or the slave of filthy habits, from that school will\\nproceed influences that will curse every home in the\\ndistrict; if that teacher be pure, noble-minded, strong-\\nsouled, as a teacher ought to be, the streams flowing\\nfrom that school will be streams of blessing, like those\\nwhich make glad the city of God. Mary Allen West.\\nNow, I believe that a school, in order to be a good\\none, should be one that will fit men and women, in the\\nbest way, for the humble positions that the great mass\\nof them must necessarily occupy in life. It is not nec-\\nessary that boys and girls be taught any less than they\\nare taught now. They should receive more practical\\nknowledge than they do now, without a doubt, and less\\nof that which is simply ornamental; bivt they cannot\\nknow too much. I do not care how much knowledge\\na man may have acquired in school, that school has\\nbeen a curse to him if its influence has been to make\\nhim unhappy in his place, and to fill him with futile\\nambitions. J. G. Holland.\\nKnowledge which costs nothing, which is not born of", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0251.jp2"}, "252": {"fulltext": "240 BEST METHODS OF TEACHING\\nthe travail of the soul, is fleeting and unprofitable.\\nExplain a point to a class, be it never so clearly; impart\\ninformation even of the most interesting and valuable\\ncharacter; and, if it be not fastened in the mind of the\\npupil, be not digested and assimilated by a subsequent\\nmental operation, it will soon pass away. Gradgrind\\nmay fill the little pitchers ranged before him to over-\\nflowing, but they will not hold water. Here is the great\\nbenefit of class-drill and reviews. They force the mind\\nto appropriate knowledge, and so retain what else would\\nbe suffered to escape. J. Dorman Steele.\\nDo not seek happiness in what is misnamed pleasure.\\nSeek it rather in what is termed study. Learn\\nto make a right use of your eyes; the commonest things\\nare worth looking at, even stones and weeds, and the\\nmost familiar animals. Read good books, not forgetting\\nthe best of all; there is more true philosophy in the\\nBible than in every work of every skeptic that ever\\nwrote; and we would all be miserable creatures without\\nit. Hugh Miller.\\nHe who would teach well and to advantage, must not\\nonly understand the subjects which he is to teach; he\\nmust know how to grasp the mental food offered; and\\nhe must be able to put that food into such a shape that\\nit may be grasped by the learner. Anna C. Brackett.\\nBeyond his judicious preference for his own well-ap-\\nproved, though unpretending weapons; beyond his\\nmodest, but self-respectful reliance upon his own self-\\ndeveloped powers; beyond his prompt, but unostenta-\\ntious acceptance of the duty and the trial providentially", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0252.jp2"}, "253": {"fulltext": "IN COUNTRY SCHOOLS 24I\\nimposed upon him beyond that imperturbable coolness\\nand calmness which stamped him every inch a man, as\\nwell as a hero beyond all this, let the true teacher\\ndiscover and ponder well, that lesson of simple, unwa-\\nvering faith in a divine guidance and support, which he,\\nin his conflicts with ignorance and insubordination,\\nneeds not less than did David in his memorable combat\\nwith the giant of Gath; and may he, in his time of\\nneed, both seek and find that guidance and support,\\nand through them, come off conqueror indeed. Jewell.\\nThe human mind is the brightest display of the power\\nand skill of the Infinite Mind with which we are ac-\\nquainted. It is created and placed in this world to be\\neducated for a higher state of existence. Here its fac-\\nulties begin to unfold, and those mighty energies, which\\nare to bear it forward to unending ages, begin to dis-\\ncover themselves. The object of training such a mind\\nshould be, to enable the soul to fulfil her duties well\\nhere, to stand on high vantage-ground when she leaves\\nthis cradle of her being, for an eternal existence beyond\\nthe grave. Rev. John Todd.\\nMen have tried many things, but still they ask for\\nstimulant the stimulant in use requires the use of\\nmore. Men try to drown the floating dead of their own\\nsouls in the wine-cup, but the corpses will rise. We\\nsee their faces in the bubbles. The intoxication of\\ndrink sets the world whirling again, and the pulses play-\\ning music, and the thoughts galloping but the fast clock\\nruns down sooner, and the unnatural stimulation only\\nleaves the house it fills with the wildest revelry more", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0253.jp2"}, "254": {"fulltext": "242 BEST METHODS OF TEACHING\\nsilent, more sad, more deserted, more dead. There is\\nonly one stimulant that never fails, and yet never intoxi-\\ncates Duty. Duty puts a blue sky over every man\\nup in his heart may be into which the sky-lark,\\nHappiness, always goes singing. Geo. D. Prentice,", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0254.jp2"}, "255": {"fulltext": "INDEX\\nAbbreviations, 91-92.\\nAccent in Reading, 76.\\nAcoustics, 166.\\nAddition, iii.\\nAddressing Letters, 98.\\nAdvanced Arithmetic, 110-209.\\nAdvanced Geography, 154-196.\\nAdvanced Reading, 75.\\nAdvanced Spelling, 91.\\nAgreeableness, 5-22.\\nAlgebra, 168.\\nAlphabet, 68.\\nAlphabet Blocks, 68.\\nAlphabetic Method, 65.\\nAnalysis, 67-124.\\nAnatomy, Physiology and Hy-\\ngiene, 162.\\nAnimal Food, 9.\\nApparatus, 56.\\nAppetite for Fiction, 14.\\nApplication for School, 23.\\nArchitecture, School, 49.\\nArithmetic, 110-209.\\nArticulation, 63-69.\\nAssociations, Teacher s, 24.\\nAstronomy, 168.\\nAttendance, Irregular, 123.\\nAttention, Habits of, T^y.\\nAttractive, Make the School\\nRoom, 216.\\nAuthors, 13.\\nAutocrat of the School Room, 40\\nAutomatons, Teachers as, 213.\\nBargains with Directors, 23.\\nBathing, 9.\\nBeginners, Teaching to Read, 64.\\nBeginning, Make a Good, 28.\\nBenevolence, 3.\\nBig Head, 22.\\nBigoted Teachers, 5.\\nBills, Merchant s, 118.\\nBlack-board, Necessity of, 55.\\nBlack-board, Recipe for Making,\\n56-223.\\nBlocks, 45.\\nBiography, Works of, 14.\\nBoarding, 8.\\nBoards of Education, Secure Aid\\nof, 27.\\nBoards of Education, Teachers\\nInstruct, 51.\\nBones, 163.\\nBooks for the Teacher, 219.\\nBorrow Books, 222.\\nBotany, 15-172.\\nBrain, Well-balanced, 6.\\nBright Pupils, 44.\\nBuildings, 50.\\nBusiness, Show That You Mean, 32.\\n243", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0255.jp2"}, "256": {"fulltext": "2 44\\nINDEX\\nCalibre, Mental, 6.\\nCalisthenic Exercises, 46.\\nCancellation, i 20.\\nCapital Letters, Use of, 72.\\nCarbonic Acid, 58.\\nCharacter, i.\\nCharts for Penmanship, 223.\\nCharts for Reading, 68.\\nCheating, 188.\\nCheerfulness, 3.\\nChemistry, 15.\\nChewing and Smoking, 18.\\nChild, Mind of, 39.\\nCirculation, 165.\\nClasses, 28.\\nCleanliness, 9.\\nCoercive Measures, 43.\\nCoffee, 10.\\nColds, 61.\\nCollect Specimens, 1 5-1 71.\\nCollege Discipline, 12.\\nCollege Education, 12.\\nComing Man, 40.\\nCommissioner of Education, Re-\\nports of, 221.\\nCompanions, Politeness to, 191.\\nCompass of the Voice, 76.\\nCompositions, 134.\\nCompound Numbers, 116.\\nConducting Recitations, 23-\\nConscientiousness, 4.\\nConstitution of U. S. Should be\\nRead in Classes, 8r.\\nConstruction of School-houses,\\n49-55-\\nContract with School Boards, 23.\\nConvection, 60.\\nConversation, 22.\\nCostume, 18.\\nCounty Papers, 81.\\nCrime and Education, 50.\\nCriticisms, ^y.\\nCultivation, ;^2.\\nCulture, 1 1.\\nDates in History, 145.\\nDeception, 187.\\nDecimal Fractions, 120.\\nDeclaration of Independence Read\\nin Classes, 81.\\nDefining, 90.\\nDelivery, 70.\\nDemocratic Form of Government,\\n41.\\nDenominate Numbers, 116.\\nDespotism, 41.\\nDetective, Teacher as a, 3.\\nDickens, 12.\\nDictation Exercises, 93.\\nDiet, 9.\\nDifficult Words, 98.\\nDigestion, 165.\\nDignity, 194.\\nDirection, Idea of, 200.\\nDirectors, 21.\\nDiscipline, 38.\\nDismissal, 47.\\nDisposition, Cheerful, 3.\\nDivision, 1 13.\\nDo Right, the Only Rule Neces-\\nsary, 42.\\nDraughts, 59.\\nDrawing, 45.\\nDrawing Maps, 200.\\nDress, 18.\\nDrills, Oral, 113.\\nEasy Accounts, 125.\\nEclectic Method, 67.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0256.jp2"}, "257": {"fulltext": "INDEX\\n245\\nEconomy, 189.\\nElocution, 63.\\nEmphasis in Reading, 72.\\nEmployment, 43.\\nEncouragement, Give Words of,\\n215.\\nEncyclopaedias, 56.\\nEnrolling Names, 32.\\nEnthusiasm, 38.\\nEssays, 222.\\nEtymology, 219.\\nExamination,\\nExcitation, 23-\\nExercise, 8.\\nExhibitions, 58.\\nExperiments, 177.\\nExpression, 2-37.\\nEyes, 166.\\nFactoring, 119,\\nFailures, Study Your Own, 216.\\nFarmer, 22.\\nFeuds Among Families, 22.\\nFiction, 13.\\nFinger Nails, Attention to, 19.\\nFirmness, 5.\\nFirst Day of School, 32.\\nFirst Reader, 69.\\nFlowers, 217,\\nFoppishness, 18.\\nForce in Reading, 76.\\nForce in School Room, 43.\\nFortunes Not Made by Teaching,\\n224.\\nFoul Air, 58.\\nFourth Reader, 74.\\nFractions, 120.\\nFrankness, 3.\\nFree School System, 58.\\nFruits, 9.\\nFurniture, 56.\\nGames, 9.\\nGeneral Exercises, 47.\\nGeneral Knowledge, 15.\\nGeneral Reading, 13.\\nGenerosity, 193.\\nGeography, 148.\\nGeography, Advanced, 196.\\nGeography, Primary, 200.\\nGeology, 15-176.\\nGerman Boy, 48.\\nGlobes, 56.\\nGovernment, 38.\\nGrades, 28,\\nGrammar, 127-207.\\nGrasping Thought, 77.\\nGreek and Latin, 10.\\nGroup Method, 82.\\nGrube Method, 122\\nHabits of the Teacher, 18.\\nHealth, 8.\\nHerbarium, 15.\\nHigher Mathematics, 168.\\nHighest Reward, The Teacher s,\\n223.\\nHistory, U. S., 142-203.\\nHobby-riding, 215.\\nHonesty, 187.\\nHonor, 3.\\nHorseback Riding, 9.\\nHygiene, 8.\\nHypocrite, 2-213..\\nIlliteracy IxN Proportion to\\nExpenditure, 50.\\nImpression, Make a Good, 23-32,\\nImpure Language, 194.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0257.jp2"}, "258": {"fulltext": "246\\nINDEX\\nIndependent Spirit, 49?\\nIndustry, 188.\\nInflection in Reading, 72-76.\\nInfluence of the Teacher, 20.\\nInstitute, Smithsonian, 221.\\nInstitutes, Teacher s, 25.\\nInstruction, 33.\\nInterest, 121.\\nInvestigation, 38.\\nIrregular Attendance, 123.\\nKindness, 3-192.\\nKnowledge, General, 15.\\nKnow Thyself, 6.\\nLabor, Manual, 8.\\nLanguage, 71.\\nLanguage Lessons, 128.\\nLatin and Greek, 10.\\nLatitude and Longitude, How\\nTaught, 1 55-161.\\nLeaves, Collection of, 172.\\nLeaves, Outline of, 173.\\nLectures, 36.\\nLetters, 136.\\nLibrary for Schools, 57.\\nLibrary for Teachers, 217.\\nListener, Teacher Should be a\\nGood, 22.\\nLiterature, 85.\\nLoafing, 13.\\nLocal Reporter, 223.\\nLocation of School-houses, 52.\\nLove for Study, How to Incite,\\n38.\\nLove of the Work, 3.\\nLying, 187.\\nMagazines, 13.\\nMagnetic Force, 214.\\nManual or Constructive Work,\\n180.\\nManual Labor, 8.\\nMajority, Voice of, 41.\\nMap Drawing, 200.\\nMap Drills, 151.\\nMaterial for School-houses, 55.\\nMathematics, 168.\\nMeddling Spirit, 22,\\nMensuration, 122.\\nMental Qualifications, 3.\\nMerchant s Bills, 117.\\nMind of the Child, 39.\\nMischief, 40.\\nMisdirected Funds, 51.\\nModel Recitations, 196.\\nModel SpelUng Lesson, 91.\\nModels for Parsing, 141.\\nMorals and Manners, 182.\\nMoral Qualifications, i.\\nMoroseness, 3.\\nMottoes, 216.\\nMultiplication, 112.\\nMuscles, 164.\\nMusic, 15.\\nNames, write on Black-board,\\n43-\\nNatural Sciences, 171.\\nNatural Tone in Reading, 70.\\nNeatness, 18.\\nNervous System, 166.\\nNewspaper, 80-96.\\nNoise, 42-55-\\nNormal Schools, 12.\\nNotation and Numeration, ii.\\nNovels, 14.\\nNumber, Idea of, no.\\nNumeral Frame, 56.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0258.jp2"}, "259": {"fulltext": "INDEX\\n247\\nObject Method, 84.\\nObstinacy, 5.\\nOdd Moments, 12.\\nOptics, 166.\\nOral Arithmetic, iii.\\nOral Drills, in.\\nOrder, 4.\\nOrganizing, 31,\\nOrthography, 90.\\nPage, David P., Quotation from,\\n16.\\nPainting, 15.\\nPapers, Reading in School Hours,\\n44-\\nParents, 20.\\nPastry, 9.\\nPatrons, 20.\\nPause in Reading, 77.\\nPenmanship, loi.\\nPercentage, 121.\\nPerception Cultivated, 71,\\nPersonal Habits, 18.\\nPestalozzi, Quotation from, 39.\\nPhiloprogenitiveness, 4.\\nPhonic Method, 66.\\nPhysical Qualifications, 7.\\nPhysics, 177.\\nPhysiology, 162.\\nPictures in the School Room, 216.\\nPitch in Reading, 76.\\nPlan of School-house, 53.\\nPlay-grounds, 52.\\nPoetic Feet, 75.\\nPoetic License, 75.\\nPoliteness, 19-191.\\nPolitical, 25.\\nPollard Method, 83.\\nPosition in Reading, 71.\\nPreliminary Work, 27.\\nPreparation for Work, 11.\\nPrimary Geography, 200.\\nPrinting Press, 100.\\nProcesses before Rules, 114.\\nProfanity, 194.\\nProgram, 30.\\nProfession of Teaching, 25.\\nPromptness, 190.\\nPronunciation, 96.\\nProperty, Protection of, 192.\\nPunctuality, 19,\\nPunctuation, 62.\\nPurity of Speech, 194.\\nQualifications Mental, 3.\\nMoral, I.\\nPhysical, 7.\\nScientific and Literary, ro.\\nQuality in Reading, 76.\\nQuantity in Reading, 76.\\nQuestions, 34.\\nQuiet School, 42,\\nRadiation of Heat, 60.\\nRate in Reading, 77.\\nReading, 12-62.\\nRecesses, 31.\\nRecipe for Black-board, 223.\\nRecitations, Manner of Conduc-\\nting, 33.\\nRecitations, Model, 196.\\nRecreation, 8.\\nRegular Meals, 9.\\nRelation of Teacher to Parents,\\n20.\\nRelation of Teacher to Profes-\\nsion, 25.\\nRelation of Teacher to Society,\\n24.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0259.jp2"}, "260": {"fulltext": "248\\nINDEX\\nReligious Creed, 25.\\nReligious Man, 3.\\nReports by the Government, 221.\\nRespect, 191.\\nRespiration, 165.\\nResponsibility, 20.\\nRest, 46.\\nReviews, 34.\\nReward, Teacher s Highest, 223.\\nRhetoric, 129.\\nRide No Hobbies, 215.\\nRules, 42.\\nScientific and Literary Qual-\\nifications, 10.\\nSchool Boards, 21.\\nSchool-houses, Construction of,\\n49-55-\\nSchool-houses, Location of, 52.\\nSchool-houses, Plan of, 53.\\nSchool-houses, Size of, 52.\\nSchool-houses, Surroundings of,\\n52.\\nSchool Room, 216.\\nScrap-book, 36.\\nSecond Reader, 71.\\nSelf-government, 49.\\nSelf-reliance, 5.\\nSentence Method, 82.\\nSentence Writing, 134.\\nSeparatrix, Importance of, 11 0.\\nShrubbery, 52.\\nSkin, Health of, 9.\\nSlates, 44.\\nSlur in Reading, 90.\\nSmall Pupils, 47.\\nSocial Qualities, 5.\\nSociety, Teacher in Relation to,\\nSpecial Senses, 166.\\nSpecimens, Make Collection of,\\n171.\\nSpecimens to Illustrate Physi-\\nology and Anatomy, 167.\\nSpeech, Purity of, 194.\\nSpelling and Defining, 90.\\nSpelling Matches, 93.\\nSpencer, Herbert, Quotations\\nfrom, 48.\\nSpirit of the Teacher, 16.\\nStatistics, 50.\\nStepping-stone, Teaching a, 17.\\nStories, 47-80.\\nStoves, 60-137.\\nStrangers, Politeness to, 191.\\nStress in Reading, 90.\\nStudent s Manual, 219.\\nStudiousness, 20.\\nStudy, Time for, 29.\\nStudy Your Own Failures, 216.\\nSubmissiveness, 48.\\nSubtraction, 1 12.\\nSunday School, 24.\\nSwearing, 194.\\nSympathy for Pupils, 4-214.\\nSyntax, 133.\\nSystem and Regularity, 19.\\nTables, 118.\\nTact, 22-23.\\nTalking Too Much, 36.\\nTattling, 186.\\nTaxation for Schools, 50.\\nTea, 10.\\nTeacher, Habits of, 18.\\nTeacher, Health of, 7.\\nTeacher, In Relation to Patrons,\\n20.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0260.jp2"}, "261": {"fulltext": "INDEX\\n249\\nTeacher, In Relation to Profes-\\nsion, 25.\\nTeacher, In Relation to Society, 24.\\nTeacher, Library of, 217.\\nTeacher, Responsibilities of, 20.\\nTeacher, Spirit of, 16.\\nTeacher, Qualifications of, 3.\\nTeaching Power, 37.\\nTeaching, Unconscious, 212.\\nTechnical Grammar, 128.\\nTeeth, Care of, 18.\\nTelephone, 214.\\nTemperance, 9.\\nThird Reader, 72.\\nTobacco, 10-19.\\nTodd s Student s Manual, 219.\\nTopic List for Study of Geog-\\nraphy, 154.\\nTopics, 34.\\nTownship Institutes, 26.\\nTyrants, 5.\\nUnconscious Teaching, 212.\\nUniversities, 184.\\nU. S. Money, 116.\\nUnsuspicious, 3.\\nVariety in the School Room,\\n47.\\nVegetables, 9.\\nVenable s Poem, Teacher s Dream,\\n225.\\nVentilation, 58.\\nVeracity, 186.\\nVisitors, 47.\\nVisit Parents, 21.\\nVital Processes, 165.\\nWages, 21-24.\\nWall Maps, 56.\\nWard Method, 83.\\nWarming, 60.\\nWebb Method, 65.\\nWeights and Measures, 118.\\nWhispering, 42.\\nWindows, 55.\\nWoods, Collection of, 175.\\nWord Method, 65,\\nWords, Etymology of, 219.\\nWork, Preliminary, 27.\\nWreaths as Decorations, 217.\\nWrite Essays, 222.\\nWrite for County Papers, etc.,\\n223.\\nWriting Spelling, 92.\\nWritten Contract, 24.\\nWritten Exercise, 62-90-1 10-128.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0261.jp2"}, "262": {"fulltext": "SCHOOL BOOKS\\nof all publishers^ new and second-hand. Send\\nfor Catalogue.\\nDICTIONARIES\\nFrench, German, Latin, Greek, Italian, and\\nSpanish. Prices, $1.00 to $2.00.\\nEXAMINATION QUESTIONS WITH\\nANSWERS\\nRecent College Entrance Examination Questions\\nwith Answers (in press), $J.50. A Question\\nBook on Common School and High School\\nSubjects with Answers, $1.50. J 00 J Questions\\nand Answers (U kinds), 50c. Recent Civil\\nService Examination Questions with Answers,\\n$2.00. A Book Containing Original Valedictories,\\nSaltitatories, Orations, Essays, Compositions, etc.^\\n$J.50.\\nTRANSLATIONS\\nLiteral and Interlinear, 144 Volumes. Prices,\\n50 cents and $1.50.\\nHELPS FOR TEACHERS\\nMistakes in Teaching How to Correct Them,\\nby Miss Preston s Assistant, $1.00. Composition\\nWriting Made Easy, 75c. New Dialogues and\\nPlays, $1.50. A New Speller, 25c. Page s\\nTheory and Practice of Teaching with Questions\\nand Answers, 50c. German Texts with Vocabu-\\nlaries, 50c. Completely Parsed Caesar, Book L\\n(in press), $1.50. How to Become Quick at\\nFigures, 1 .00. Gordy s New Psychology, 1 .25.\\nA Text Book on Letter Writing, 75c. How to\\nPunctuate Correctly, 25c. A Book of Synonyms\\nand Antonyms, 50c. Debates (Both Sides of\\nLive Questions Fully Discussed), $1.50. A New\\nSpeaker, $1.00. Teachers Class Register, 50c.\\nHINDS NOBLE, Publishers\\nNe ver too busy to ans wer questions\\n4-5-13-14 Cooper Institute New York CUv", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0262.jp2"}, "263": {"fulltext": "Hinds Noble s\\nPublications\\nCooper Institute\\nNew York", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0263.jp2"}, "264": {"fulltext": "Songs of All the Colleges. Illuminated cloth cover. $1.50.\\nCommencement Parts. Efforts for all occasions. Orations,\\naddresses, valedictories, salutatories, class poems, class mottoes,\\nafter-dinner speeches, flag days national\\nholidays, class-day exercises. Models for\\nevery possible occasion in high-school and\\ncollege career, every one of the efforts\\nbeing what some fellow^ has stood on his\\nfeet and actually delivered on a similar\\noccasion not what the compiler ze/o?//rf say\\nMhe should happen to be called on for an\\nivy song or a response to a toast, or what\\nnot but what the fellow himself, when his\\nturn came, did say $1.50.\\nNew Dialogues and Plays. Life-like\\nepisodes from popular authors like Steven-\\nson, Crawford, Mark Twain, Dickens,\\nScott, in the form of simple plays, with\\nevery detail explained as to dress, make-\\nup, utensils, furniture, etc., for school-room\\nor parlor. $1.50.\\nCollege Men s 3-Minute Declamations.\\nUp-to-date selections from live men like Chauncey Depew, Hewitt,\\nGladstone, Cleveland, President Eliot (Harvard) and Carter\\n(Williams) and others. New material with vitality in it for prize\\nspeaking. Very popular. $1.00.\\nCollege Maids 3-Minute Readings. Up-to-date recitations\\nfrom living men and women. On the plan of the popular College\\nMen s Declamations, and on the same high plane. $1.00.\\nPieces for Prize Speaking Contests. $1.25.\\nAcme Declamation Book. Single pieces and dialogues. For\\nboys and girls of all ages; all occasions. Paper, 30 cts.; cloth, 50 cts.\\nHandy Pieces to Speak. Single pieces and dialogues. Primary,\\n20 cts.; Intermediate, 20 cts.; Advanced, 20 cts. All three for sects.\\nPros and Cons. Complete debates of the affirmative and nega-\\ntive of the stirring questions of the day. A de-\\ncided hit. This is another book invaluable not\\nonly to high-school and college students, but\\nalso to every other person who aspires to con-\\nverse engagingly on the topics of the day. Our\\nforeign policy, the currency, the tariff, immi-\\ngration, high license, woman suffrage, penny\\npostage, transportation, trusts, department\\nstores, municipal ownership of franchises,\\ngovernment control of telegraph. Both sides ot\\nthese and many other questions completely de-\\nbated. Directions for organizing and conduct-\\ning a debating society, with by-laws and par-\\nliamentary rules. $1.50.\\nNew Parliamentary Manual. By\\nH. C. Davis, compiler of Commencement\\nParts. 75 cents. Nearly Ready.\\nTen Weeks Course in Elocution. With\\nnumerous selections for illustration and practice. $1.25.\\nFenno s Science and Art of Elocution. $1.25.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0264.jp2"}, "265": {"fulltext": "What Shall I Do 50 profitable occupations. $1.00.\\nSongs of All th 3 Colleges. Illuminated cloth cover. $1.50.\\nCharacter Building. Inspiring suggestions. $i.oo.\\nMistakes of Teachers corrected by common sense (the famous\\nPreston Papers). Solves difficulties not explained in text-books\\nwhich daily perplex the conscientious teacher. $1.00.\\nBest Methods of Teaching in Country Schools (Lind s). $1,25.\\nPage s Theory and Practice of Teaching. With Questions\\nand Answers. Paper, 50 Cts. Cloth, $1.00.\\nPsychology Simplified for Teachers. Gordy s M^ell-known\\nNew Psychology. Familiar talks to teachers and parents on\\nthe successful teaching: and rearing of the young. With Ques-\\ntions on each L,esson. $1.25. I we nty-ninth thousand\\n200 Lessons Outlined in Arithmetic, Geography, Grammar,\\nU. S. History, Physiology. $1.25.\\nThe Perceptionalist. Hamilton s Mental Science, rev. ed. $2.\\nSmith s New Class Register. The best of record books. 50 cts.\\nLikes and Opposites. Synonyms and their Opposites. 50 cts.\\nLetter Writing. Newhandy rules forcorrectcorrespondence. 75c.\\nPunctuation. Hinds Noble s new Manual. Paper, 25 cts.\\nNew Speller. Hinds Noble s new graded listsof 5000 words\\nwhich one must know how to spell. 25 CtS.\\nCraig s COMMON SCHOOL Questions zvith Answers. $1.50.\\nHenry s HIGH SCHOOL (^Mt^XiQn^ zuith Answers. $1.50.\\nSherrill s New Normal Questions zvith Answers. $1.50.\\nQuizzism and its Key (Southwick). $i.oo.\\nMoritz 1000 Questions. For Entrance Examinations N. Y.\\nHigh Schools, Normal Coll., Cell, of City of N. Y., St. Francis\\nXavier Coll., West Point, Annapolis, and Civil Service. 30 Cts.\\nAnswers to same. 50 cents.\\nRecent Entrance Examination Questions. For the New York\\nNormal College, the College of the City of New York, St. Francis\\nXavier s College, Columbia College, the High Schools, Regents\\nExam s. West Point, Annapolis, and the Civil Service. 30 cents.\\nAnswers to same. 50 cents.\\nHow to Prepare for a Civil Service Examination, with recent\\nExamitiation Qu Sliotis atid the Answers. 560 pages, $2.00.\\nAbridged Edition, without questions and answers. 50 cents.\\nHow to Become Quick at Figures. Enlarged Edition, ^i.oo.\\nBad English. Humiliating Breaks corrected. 30 cts.\\nCommon Errors in writing and speaking. 50 cents.\\nComposition Writing Made Easy. Very successful. Five\\nGrades, viz.: A, B, C. D, E. 20 cts. each. Alt Jive/or js cts.\\n1000 Composition Subjects. 25 cents.\\nU. S. Constitution in German, French, and English, parallel\\ncolumns, with explanatory marginal Notes. Cloth, 50c paper, 25c.\\nBookkeeping Blanks at 30 cts. per set. Five Blank-Books to\\nthe set. Adapted for use with any text-book\u00e2\u0080\u0094 Elementary, Prac-\\ntical, or Common School. Used everywhere.\u00e2\u0080\u0094 ^vic 2,0 cis, per set.\\nLessons on Morals (Dewey). 75 cents.\\nLessons on Manners (Dewey). 75 cents.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0265.jp2"}, "266": {"fulltext": "Dictionaries The Classic Series. Half morocco, $2.00 each.\\nEspecially planned for students and teachers in colleges, and\\nhigh schools. Up to the times in point of contents, authoritative\\nwhile modern as regards scholarship, instantly accessible in re-\\nspect to arrangement, of best quality as to typography and paper,\\nand in a binding at once elegant and durable. Size 8x5^ inches.\\nFrench-English and English-French Dictionary, 1122 pages.\\nGerman-English and Eng.-Ger. Dictionary, 1112 pages.\\nItalian-English and English-Italian Diet., 1187 pages.\\nLatin-English and English-Latin Dictionary, 941 pages.\\nGreek-English and English-Greek Diet., 1056 pages.\\nEnglish-Greek Dictionary. Price $1.00.\\nDictionaries: The Handy Series. Scholarship modern and\\naccurate; and really beautiful print. Pocket edition.\\nSpanish-English and English-Spanish, 474 pages, $1.00.\\nItalian- English and English-Italian, 428 pages, $1.00.\\nNew-Testament Lexicon. Entirely new, and up-to-date. $1.00.\\nContains a fine presetitation of the Synonyms of the Greek\\nTestament, with hints on discriminating usage.\\nLiddell Scott s Abridged Greek Lexicon, $1.20.\\nWhite s Latin-English Dictionary, $1.20.\\nWhite s English-Latin Dictionary, $1.20.\\nWhite s Latin-English and Eng.-Lat. Diet., $2.25.\\nCompletely Parsed Caesar, Book I. Each page bears inter-\\nlinear translation, literal translation, parsing, grammatical refer-\\nences. All at a glance without turjiing a leaf. .50.\\nCaesar s Idioms. Complete, with English equivalents. 25 cts.\\nCicero s Idioms. As found in Cicero s Orations. 25 cents.\\nShortest Road to Caesar. Successful elem. Latin method. 75 cts.\\nHossfeld Methods: Spanish, Italian, German, French, ^i.oo\\neach. Keys for each, 35 cts. Letter Writer for each, $1.00 ^acA.\\nGerman Texts, With Footnotes and Vocabulary Wilhelm\\nTell, Jungfrau von Orleans, Maria Stuart, Neffe als Onkel, Minna\\nV. Barnhelm, Nathan der Weise, Emilia Galotti, Hermann and\\nDorothea. Eight volumes, 50 CtS. each.\\nBrooks Historia Sacra, with ist Latin Lessons. Revised,\\nwith Vocabulary. Price 50 cents. This justly popular volume,\\nbesides the Epitome Historiae Sacras, the Notes, and the Vocabu-\\nlary, contains 100 pages of elementary Latin Lessons, making it\\npracticable for the teacher, without recourse to any other book,\\nto carry the pupil quickly and in easy steps over the ground pre-\\nparatory to a profitable reading of the Epitome Historiae Sacrse.\\nBrooks* First Lessons in Greek, with Lexicon. Revised\\nEdition. Covering sufficient ground to enable the student to\\nread the New Testament in the Greek. Price 50 Cts.\\nBrooks New Virgil s.^neid, ivith Lexicon. Revised Edition.\\nNotes, Metrical Index, Map, Questions for Examinations, $1.50.\\nBrooks New Ovid s Metamorphoses, lijith Lexicon. Expur-\\ngated and adapted for mixed classes. With Questions. $1.50.\\nHinds Noble s Hebrew Grammar, $i.oo.\\nSongs of All the Colleges. Illuminated cloth cover. $1.50.\\nWho s Who in Mythology? looo mythological characters\\nbriefly described. 75 cents.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0266.jp2"}, "267": {"fulltext": "$l)erriir$\\nnew nortnal Oue$tlon Book\\nRevised and Enlarged\\n5i2 Pages Price, $t*50\\nThe chief purpose of the New Normal Question Book\\nis that of preparing teachers for examinations. The\\nquestions are so arranged as to bring out the vital and\\ndifficult points of each subject. New Questions and\\nAnswers on Psychology and Pedagogy, also some Test\\nProblems in Arithmetic, have been added.\\nThe Questions and Answers are by no means the all-\\nimportant features of the book. The Appendix of Out-\\nlines on Map Drawing, Percentage, Analysis in Grammar,\\nTheory and Practice of Teaching, Topic Lists and hints\\nand suggestions on various other subjects, such as the\\npreparation of manuscripts and rules and regulations to\\nbe observed during examinations, must prove a mine\\nof treasure to the teacher.\\nThe book contains Questions and Answers on the fol\\nlowing subjects:\\nArithmetic Civil Government\\nGrammar English and American Literature\\nReading Psychology and Pedagogy\\nUnited States History Theory and Practice of Teaching\\nPhysiology Orthography\\nPhysical Geography Test Problems\\nMathematical Geography Penmanship\\nPolitical Geography Parliamentary Rules\\nIn order that the New Normal Question Book may\\nfind its way into the hands of every teacher and every\\nschool, we offer these special Club rates for introduction:\\nSingle copies, $1.50; two copies, $2.50; three copies,\\n$3.50; four copies, $4.25; six copies, $6.00. Transpor-\\ntation at our expense. Cash must accompany the order.\\nWe want one good agent in every county in the United\\nStates to sell these books. Write for our special terms to\\nagents. Mention this advertisement.\\nNearly one hundred thousand copies have been sold\\nHINDS NOBLE, Publishers\\n4-5- J 3- J 4 Cooper Institute New York City\\nSchool Books of All Publishers at One Store", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0267.jp2"}, "268": {"fulltext": "c\\nIII.\\nPage on Teaching\\nMore copies _ of Page s Theory and\\nPractice of Teaching have been sold than\\nany other work on Teaching. It is one\\n\u00c2\u00a9f the best of all books for teachers. Per-\\nhaps no higher evidence of its value has\\never been given than its recent recommenda-\\ntion by the Department of Public Instruc-\\ntion of New York State as one of the books\\nwhich teachers must study in order to pre-\\npare for the Uniform Examinations and\\nproperly fit themselves for their work. The\\nbook has recently been adopted by many\\nTeachers Reading Circles. Among the\\nsubjects discussed are, Right Modes of\\nTeaching, Exciting an Interest In tudy.\\nSchool Amusements, Conducting Recita-\\ntions, School Government, Teacher s Rela-\\ntion to Parents of Pupils, etc.\\nA very valuable feature has been added\\nto the book, viz., a set of test questions\\nand answers on Theory and Practice of\\nTeaching. Price, cloth, $1.00 postpaid\\npaper (strong and attractively bound),\\nfeOcts. Our price for quantities of the\\npaper edition is as follows: Two copies,\\n90 cts. three copies, $1.20 four copies,\\n$L50 five ijopies, $1.75 ten copies, $3.00.\\n(Cash with order.)\\nHINDS NOBLE,\\nPublfshers of Gordy s Nev) Psychology^\\n4-5-13-14 Cooper Inst., New York City.\\nFor Reading Circles.\\nII II II", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0268.jp2"}, "269": {"fulltext": "CRAIQ S COMMON SCHOOL QUESTION BOOK\\n{Over igj^ooo copies sold)\\nOver 10,000 teachers have secured their certificate\\nwith its aid. County examiners use it because it is so\\nauthoritative. Students find it of great assistance in pre-\\nparing for their Entrance Examinations to the High\\nSchools. Teachers use it for review work. The \\\\ook\\ncontains over 8,500 questions and answers on\\nU\u00c2\u00bb S. History Geography\\nReading Pedagogy\\nGrammar Algebra\\nPhysiology Civil Government\\nArithmetic Orthography\\nIn order that this book may find its way into the\\nhands of every hard-working Teacher, we offer the\\nfollowing special club rates Price for single copies,\\n$1.50; two copies, $1.20; three copies, $1.15; four\\ncopies, $1.10 five copies, $1.00. Transportation prepaid.\\nHENRY S HIGH SCHOOL QUESTION BOOK\\n(Over 60,000 copies sold)\\nThis book is the most up-to-date praetical aid I have\\never seen. The questions on Mathematics, History, and\\nthe Sciences are full of helpful suggestions. Every pro-\\ngressive teacher should possess a copy. It contains\\nquestions and answers on the following subjects\\nGeneral History Chemistry\\nEnglish Literature Zoology\\nPhilosophy Astronomy\\nRhetoric Geometry\\nPolitical Economy Physics\\nThis is one of the most lielpful books for High School\\nteachers that has ever been published. It has helped\\nmany a student to successfully pass his College Entrance\\nExamination. Price, $1.50.\\nHINDS NOBLE\\n4-5-J3-J4 Cooper Institute New York City\\nSchool Books 0/ A II Publishers at One Store", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0269.jp2"}, "270": {"fulltext": "Specimen page from Likes and Opposites. Price $.50*\\n80 L/ATES AND OPPOSTTES,\\nAirr. aid, befriend, cover, defend,\\nprotect, resist, shelter, shield, sup-\\nport, sustain, uphold, withstand.\\nattack, n, SYN. aggression,\\nassault, encroachment, in-\\ncursion, infringement, intru-\\nsion, invasion, onset, on-\\nslaught, trespass.\\nANT. defense, repulsion, resistance,\\nretreat, submission, surrender.\\nattain. syn. accomplish,\\nachieve, acquire, arrive at,\\ncompass, earn, gain, get,\\ngrasp, master, obtain, pro-\\ncure, reach, secure, Vi \\\\w.\\nANT. abandon, fail, forfeit, give up,\\nlet go, lose, miss.\\nattainment. syn. accom-\\nplishments,acquirements, in-\\nformation, progress, wisdom.\\nANT. genius, inspiration, intuition.\\nattempt, v.y see endeavor, v.\\nattempt, w., see endeavory n.\\nattend. syn. accompany,\\ncare, consort, follow, heed,\\nimply, involve, listen, mind,\\nnotice, observe, serve, wait\\non.\\nANT. abandon, desert, disregard, ex-\\nclude, forsake, leave, neutralize,\\ntrander.\\nattendant, see accessory.\\nattention, syn. care, circum-\\nspection,consideration,heed,\\nindustry, notice,observation,\\nregard, study, vigilance,\\nwatchfulness.\\nANT.: absence, abstraction, careless-\\nness, disregard, distraction, inad-\\nvertence, indifference, remission.\\nattestation, see testimony,\\nattire, see dress.\\nattitude, syn. pose, position,\\nposture,\\nattract* syn. allure, charm,\\ndispose, draw, entice, fasci-\\nnate, incline, induce, influ-\\nence, invite, prompt, tempt.\\nANT.: alienate, deter, disincline, es-\\ntrange, indispose, repel.\\nattraction, see love.\\nattractive, syn. alluring,\\nagreeable, amiable, beauti-\\nful, captivating, charming,\\nengaging, enticing, fasci-\\nnating, interesting, inviting,\\npleasant, tempting, winning.\\nANT. deformed, deterring, disagree-\\nable, forbidding, loathsome, re-\\npugnant, repulsive, ugly, unattract-\\nive, uninteresting.\\nattribute, v. syn.: ascribe,\\nassign, associate, charge,\\nconnect, impute, refer.\\nANT. deny, disconnect, dissociatfl^\\nseparate, sever, sunder.\\nattribute, n. syn. property,\\nquality.\\nANT. being, essence, nature, sub-\\nstance.\\naudacity, syn.: boldness, ef-\\nfrontery, hardihood, rash-\\nness, r\u00c2\u00bbecklessness, temerity.\\nANT.: calculation, caution, diffidence,\\nforesight, forethought, inadventur-\\nousness, self-preservation, timidity.\\naugment, syn.: add, amplify,\\nbroaden, dilate, enlarge, ex-\\npand,extend,increase,stretch\\nout, swell.\\nANT.: contract, curtail, diminish,\\nlessen, narrow, reduce, restrict.\\naugur. SYN. betoken, bode,\\ndivine, forebode, foretell,\\nportend, predict, presage\\nprognosticate, prophesy.\\nANT. assure, calculate, demonstrate,\\ndetermine, establish, insure, make\\nsure, prove, settle, warrant.\\naugust. SYN.; awful, dignified.\\nSample copy will be sent for inspection if desired*", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0270.jp2"}, "271": {"fulltext": "A New Speller\\n5,000 COMMON WORDS\\nONE SHOULD KNOW HOW TO SPELL\\nPricCy 2^ Cents\\nContents\\nWords Met in General Reading and Used in Ordinary\\nConversation\\nWords of Similar Pronunciation, but of Different Spell-\\ning and Meaning\\nWords often Confounded cither in Spelling, Pronuncia-\\ntion or Meaning\\nWords Spelled the Same, but Differently Accented\\nTerminations often Confounded\\nRules for Correct Spelling\\nRules for Capitalization\\nRules for Punctuation\\nWords used in Business\\nGeneral Abbreviations\\nProper Names\\nTable of Diacritical Marks, etc.\\nIn cases o^ introduction we will deliver this book\\nat 20 discount =20 cents net per copy and will take\\nin exchange Spellers in use and make reasonable allow-\\nance for them. Ask us questions.\\nHINDS k NOBLE, Publishers\\n4-5-1 3-14 Cooper Institute New York City\\nSample copy will be sent for inspection if desired.", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0271.jp2"}, "272": {"fulltext": "Ce$$on$ on manners\\nAdapted to\\nGrammar Schools^ High Schools\\nand Academies\\nAuthor of How to Teach Manners and Ethics for\\nHome and School.\\nBy Julia M. Dewey\\nlow TO Teach Manners an(\\nHome and School.\\nCloth, i6o pages. Price, y^ cents.\\nList of Contents\\nLesson I Manners in General,\\nLesson II Manners at Home.\\nLesson III Manners at School.\\nLesson IV Manners on the Street.\\nLesson V Manners at the Table,\\nLesson VI Manners in Society.\\nLesson VII Manners at Church.\\nLesson VIII- -Manners Toward the Aged.\\nLesson IX Manners at Places of Amusement.\\nLesson X Manners in Traveling.\\nLesson XI Manners in Places of Business.\\nLesson XII Manners in Making and Receiving\\nGifts.\\nLesson XIII Manners in Borrowing.\\nLesson XIV Manners in Correspondence.\\nPrice yor introduction, bo cents. Will take other luorks on\\nManners in excha^tge, and make a generous ailowunce yor\\nthem.\\nHinds Noble, Publishers\\n4^-6-J2-J3-J4 Coopef Institute New York City", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0272.jp2"}, "273": {"fulltext": "Ce$$on$ on IDorals\\nAdapted to\\nGrammar Schools, High Schools\\nand Academies\\nBy Julia M, Dewey\\nAuthor of How to Teach Manners and Ethics for\\nHome and School.\\nCloth, J04 pages.\\nPrice, ys\\nList of Contents\\nLesson I The Study of\\nMorals.\\nLesson II Duties to\\nthe Body.\\nLesson III Cleanli-\\nness.\\nLesson IV Dress and\\nSurroundings.\\nLesson V E x e r c i s e,\\nRecreation, etc.\\nLesson VI Industry.\\nLesson VII Economy.\\nLesson VIII Honesty.\\nLesson IX Truthful-\\nness.\\nLesson X Time.\\nLesson XI Order.\\nLesson XII Courage.\\nLesson XIII Love.\\nLesson XIV Benevo-\\nlence.\\nLesson XV F o r g i v e-\\nn e s s.\\nLesson XVI Kindness.\\nLesson XVII Kind-\\nness to Animals.\\nLesson XVIII\u00e2\u0080\u0094 Friends\\nLesson XIX The\\nHome.\\nLesson XX The School\\nLesson XXI\u00e2\u0080\u0094 The Com-\\nmunity.\\nLesson XXII \u00e2\u0080\u0094The\\nState.\\nLesson XXIII \u00e2\u0080\u0094Self\\nCulture.\\nLesson XXIV\u00e2\u0080\u0094 Nature.\\nLesson XXV\u00e2\u0080\u0094 Art\\nLesson XXVI\u00e2\u0080\u0094 Reading\\nP7 ice for i 7itroduction, bo ctmts. Will take other works on\\nMorals in exchange, ajtd make a generous allowance for them.\\nHinds Noble, Publishers\\n4-5-6-J2-J3-J4 Cooper Institute New York City", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0273.jp2"}, "274": {"fulltext": "Who s Who in Mythology?\\nEmbarrassing, isn t it, when we run across iht\\nname of some god or goddess, in the daily paper, or\\nin a poem, ttof to know? Or perhaps one just fails to\\nenjoy perfectly a beautiful painting or engraving or\\npiece of statuary, because ignorant of the wj//z implied.\\nAnd how one s memory is piqjied when one can t\\nrecall the story, though once familiar How the\\nmatter sticks in the mind, pestering us until it all\\ncomes back to us and then we re annoyed to think\\nwe couldn t recall the connection on the instant, and\\nwe wish there were some way to be saved all the\\npother.\\nWell, there is a way\\nJust have at hand a convenient little book that\\ngives the name of every god and goddess, or hero\\nwhose name is ever likely to be broached. Not a\\ntome, with encyclopaedic fullness of description No\\nBut just an alphabetical list, as it were, for ready\\nreference, enabling one to find and locate the person-\\nage instanter; and quite enough description to enable\\none to connect with the story just enough to rescue\\none from seeming so distressingly ignorant, as if one\\nhad never even heard of Pallas, or Aphrodite, or\\nThalia, or Ariadne. Can you tell as many, say, as\\nfour different but quite familiar names of Minerva?\\nJust such a book is published by the undersigned.\\nThe title of it is\\n1000 MYTHOLOGICAL CHARACTERS\\nBRIEFLY DESCRIBED\\nIt is neatly bound in cloth is smallish, and of\\nconvenient shape. And tis not so very high-priced\\nonly\\nSEVENTY-FIVE CENTS POSTPAID\\nHINDS NOBLE, Publishers of\\nCommencement Parts. $1.50\\nPros and Cons. Complete Debates. Both Sides. $1.50\\nPieces for Prize Speaking- Contests. $1.25\\n4-5-6-i2-lZ-l4 Cooper Institute New York City\\nSchoolbooks 0/ all j ublishers at one store", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0274.jp2"}, "275": {"fulltext": "WHAT\\nSHALL\\nI\\nDO\\nPRICE l.OO\\nFIFTY PROFITABLE OCCUPATiONS", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0275.jp2"}, "276": {"fulltext": "Character Building\\nBy C. S. Coler, M. S\u00c2\u00bb\\nCloth, Price, $i.oo\\nWhat we want to appear in character, we\\nmust put into our schools. If, as teachers and\\nparents, we permit selfishness, dishonesty, and\\nsham in children, we need not be surprised if we\\nsee these things in society and in the world,\\nFrom the Author s Preface.\\nContents\\nI, Aims in Character Building\\nIL Psychology of Character Building\\nIII. Ethics of Character Building\\nIV. Methods in Character Building\\nV. Growth in Character\\nVI, Habit, In Relation to Character Building\\nVII. Study, In Relation to Character Building\\nVIII. Education, In Relation to Character Building\\nIX. The Parent, In Relation to Character Building\\nX. Character and American Citizenship\\nXI. Inspiring Thoughts and Helps\\nThe following subjects have been carefully\\nconsidered by the author Discipline, Acquisi-\\ntion, Assimilation, Appreciation, Aspiration, Ex-\\npression, Consciousness, Will Power, Conscience,\\nDuty, Methods of Teaching, Habit, and Moral\\nInstruction.\\nSeveral teachers have ordered copies for their\\npupils others have used it as a text-book in the\\nclass-room. One teacher ordered twenty-four\\ncopies to present to her graduating class.\\nDr. W. H. Scott, Professor of Ethics and Psychology in\\nOhio State University, Cohimbtis, 0., in commenting tipon\\nthe merits of the book, writes: Your book on Character\\nBuilding^ is inspiring. I do not see how an ijitelligent young\\nperson can read it without being lifted into the realm of\\nhigher ideas and noble purposes. Every teacher will find it\\nfull of help:\\nHINDS NOBLE, Publishers\\n4-5-6-J2-J3-H Cooper Institute New York City\\nSchool Books of All Publishers at One Store", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0276.jp2"}, "277": {"fulltext": "BOTH SIDES OF\\nLIVE QUESTIONS\\nFULLY DISCUSSED\\nCloth, ^80 pages.\\nPrice, $1.30.\\nHINDS NOBLE, Publishers\\n4-5-J3-J4 Cooper Institute New York City", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0277.jp2"}, "278": {"fulltext": "Contents of Pros and Cons/*\\nSECTION\\nI.\\nII.\\nIII.\\nIV.\\nHow to Organize a Society,\\nRules Governing Debates,\\nIntroductory Observations,\\nPolitical Economy,\\nPAGR\\nI\\n12\\n15\\n24\\nQuestions Fully Discussed in the Affirmative and the Negative*\\nV. Resolved, That the Single Gold Standard Is for\\nthe Best Interests of the Country,\\nShould Cuba be Annexed to the United States?\\nResolved, That the Fear of Punishment Has a\\nGreater Influence on Human Conduct than\\nHope of Reward,\\nResolved, That the United States should Adopt\\nPenny Postage,\\nResolved, That High License Is the Best Means\\not Checking Intemperance,\\nShould the Government of the United States\\nOwn and Control the Railroads\\nShould Hawaii have been Annexed to the U. S.\\nResolved, That Woman Suffrage should Be\\nAdopted by an Amendment to the Constitu-\\ntion of the United States,\\nResolved, That the World Owes more to Navi-\\ngation than to Railroads,\\nResolved, That the United States should Build\\nand Control the Nicaragua Canal,\\nResolved, That Tariff for Revenue Only Is of\\nGreater Benefit to the People of the United\\nStates Than a Protective Tariff,\\nResolved, That the Expensive Social Entertain-\\nments of the Wealthy Are of More Benefit\\nthan Injury to the Country,\\nResolved, That the Hypocrite Is a More Des-\\npicable Character than the Liar,\\nResolved, That the Government of the United\\nStates should Own and Control the Tele-\\nphone and Telegraph Systems,\\nResolved, That the Average Young Man of\\nTo-day Has Greater Opportunities to make\\nLife a Success Financially than His Fore-\\nfathers,\\nIs Immigration Detrimental to the United States?\\nAre Large Dept. Stores an Injury to the Country?\\nVI.\\nVII.\\nVIII.\\nIX.\\nX.\\nXL\\nXII.\\nXIII.\\nXIV.\\nXV.\\nXVI.\\nXVII.\\nXVIII.\\nXIX\\nXX.\\nXXL\\n28\\n61\\n77\\nS6\\n94\\n106\\n122\\n127\\n135\\n148\\n160\\n172\\n179\\n185\\nK99\\n206\\n21.9", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0278.jp2"}, "279": {"fulltext": "Contents of *Pros and Cons/*\\nSSCTION PAGB\\nXXII. Should Greenbacks Be Retired and the Gov-\\nernment Go Out of Its Present System\\nof Banking? 232\\nXXIII. Resolved, That Our Present System of Tax-\\nation is the Best that Can Be Devised, 250\\nXXIV. Should the President and Senate of the U S. be\\nElected by Direct Vote of the People? 258\\nXXV. Resolved, That It Is Not Good Policy for\\nthe Government of the United States to\\nEstablish a System of Postal Savings, 286\\nQuestions Outlined*\\nXXVI. Resolved, That It is for the Best Interests\\nof All the People for the Government to\\nOwn and Control the Coal Mines, 318\\nXXVII. Resolved, That Trusts and Monopolies Are\\na Positive Injury to tiie People Finan-\\ncially, 327\\nXXVIII. Resolved, That Cities should Own and Con-\\ntrol All the Public Franchises Now\\nConferred upon Corporations, 337\\nXXIX. Resolved, That Education as It Is Now\\nThrust upon our Youth Is Dangerous to\\nHealth and Good Government, 35 1\\nXXX. Resolved, That National Banks should Be\\nAbolished, 358\\nXXXI. Resolved, That Bi-metallism and Not Pro-\\ntection is the Secret of Future Pros-\\nperity, 366\\nSubjects for Debate.\\nXXXII. Two Hundred and Fifty Selected Topics for\\nDiscussion, 376\\nAddresses for Salutatory, Valedictory,\\nand other occasions*\\nXXXIII.\\nOration Decoration Day,\\n401\\nXXXIV.\\nEssay February 22,\\n407\\nXXXV.\\nSalutatory Life,\\n420\\nXXXVI.\\nOration Fourth of July,\\n426\\nXXXVII.\\nValedictory,\\n434\\nXXXVIII.\\nAddress Christmas Eve,\\n440\\nXXXIX.\\nA Temperance Address The Nickel Behind\\nthe Bar,\\n444\\nXL.\\nEssay Coa.jt Pefenses,\\n450", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0279.jp2"}, "280": {"fulltext": "E Cen Weeks Course In elocution\\nBy J V. Coombs, formerly Professor of English Literature and\\nElocution in Eureka College, Eureka, 111. Assisted by Virgil A.\\nPiNKLEv, Principal of the Department of Elocution in School of Music,\\nCincinnati, Ohio. Revised and Enlarged by C. H. Harne, Professor\\nof Elocution and Reading in Salina Normal University, Salina, Kan-\\nsas. Cloth, 415 Pages. Price^ $i.2S-\\nMany good books on the Theory of Elocution have\\nbeen published choice selections are plentiful, but very\\nfew authors have combined, with the Essentials of Elocu-\\ntion, a good variety of proper exercises for practice. In\\nPart I, the author has briefly outlined the best way to teach\\na beginner to read. Part II contains a full discussion of\\nDictionary Work, the value of which cannot be over-\\nestimated. Part III contains helpful suggestions to\\nTeachers of Elocution. Part IV (the largest and most\\nimportant part) contains a thorough discussion of the\\nElements of Elocution, each principle being carefully\\nconsidered. Part V comprises a splendid collection of\\nHumorous, Dramatic and Oratorical selections for prac-\\ntice the whole being an ideal work for teachers to use\\nwith classes which have only a brief period of time to\\ndevote to the subject.\\nThe chapters devoted to Elocution have been so\\ndivided that they can be easily completed by a class in\\nten weeks time as follows\\n1st Week, Outline of Elocution\\n2d Week. Respiration and Breathing\\n3rd Week. Physical Culture (Calisthenics)\\n4th Week. Articulation\\n5th Week. Orthoepy (Pronunciation)\\n6th Week. Vocal Culture\\n7th Week. Qualities of the Voice\\n8th Week. The Art of Vocal Expression\\n9th Week. Gesture\\nJOth Week. Gesture\\nA great variety of selections, Humorous, Dramatic\\nand Oratorical, illustrating the various principles studied,\\nimmediately follow the Lessons. These are to be used to\\ntest the Avork that is done by the class from week to week.\\nSample copies will be furnished to Teachers 0/ Elocution and\\nclasses supplied at $1.00.\\nHINDS NOBLE, Publishers\\n4-5-6-12-S3-J4 Cooper Institute New York City\\nSchool Books 0/ All Publishers at One Store", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0280.jp2"}, "281": {"fulltext": "PIECES FOR\\nPRIZE-SPEAKING\\nCONTESTS I\\nA collection of over one hun-\\ndred pieces which have taken\\nprizes in prize-speaking contests.\\nCloth, 448 pages. Price, $1.25.\\nPUBLISHED BY\\nHINDS NOBLE\\n4-5-6-I2-I3-I4 Cooper Institute^ New York City", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0281.jp2"}, "282": {"fulltext": "Fenno s Science and Art of Elocution\\n1\\nl)OW to Read and Speak\\nTheory and Practice Combined\\nThe Science and Art of Elocution. Embracing\\na comprehensive and systematic series of exer-\\ncises for gesture, calisthenics and the cultivation\\nof the voice, together with a collection of nearly\\n150 Literary Gems for Reading and Speaking.\\nArranged in four parts and designed to be used as\\na text-book in the class room and for private study,\\nas v^^ell as for the use of Readers and Speakers\\ngenerally. By Frank S. Fenno, A.M., F.S.Sc,\\ngraduate of The National School of Elocution\\nand Oratory, compiler of Fenno s Favorites for\\nReading and Speaking, author of The Chart\\nof Elocution, Lectures on Elocution, etc., etc.\\nPrice, $1.25.\\nDesigned to be Used as a Text-book\\nand for Private Study\\nHINDS NOBLE, Publishers\\n4-5-6-J2-J3-H Cooper Institute New York Qty\\nSchool Books of AU Publishers at One Store", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0282.jp2"}, "283": {"fulltext": "Commencement Parts^\\nCLOTH Price $1.50 Postpaid twelvemo\\nHere is a book full of the real iJiingj and con-\\ntaining nothing but the real thing\\nThe models here every one a complete address\\nare not composed by the compiler to show what\\nhe would say if he should happen to be called on for\\na class poem, or an ivy song a valedictory, or an\\noration a response to a toast, an essay, a recitation, or\\nwhat-not. Not at all! But every one of the efforts\\nin this book is real in the sense that it is what some\\none did do on the particular occasion when he actu-\\nally had to stand up and speak. This entitles them\\nto be designated models in a genuine; sense.\\nIf you are called upon, for any occasion (no\\nmatter what) during your whole high-school or college\\ncareer, and wish a model to show how some one else\\nhas risen to a similar opportunity, we think you will\\ndiscover by a glance at the list of contents of Com-\\nmencement Parts some illustration of exactly what\\nyou require. Note also the lists of class mottoes,\\nsubjects for orations, essays, themes, toasts, etc.\\nBesides the above we publish also the following, of interest to\\ntliose who have to appear in public on the stage. And we can t\\nthink of any effort throughout one s whole career that is not\\nprovided for from the little tot s first curt sy, and along through\\nthe school and college years, to the debate of important civic\\nproblems by the adult before his fellow citizens\\nPros and Cons. Both sides of live questions. 81.5(X.\\nPlayable Plays. For school and parlor. $1.50.\\nCollege Men s Three-Minute Declamations. $1.00.\\nCollege Maids Three-Minute Readings. $1.00.\\nPieces for Prize-Speaking Contests. $1.00.\\nAcme Declamation Book. Paper, 30c. Cloth, 50c.\\nHandy Pieces to Speak, 108 on separate cards. 50c.\\nI-ist of VContents of any or all of above free on request if you mention\\nthis ad.\\nHINDS NCBLE, Publishers,\\n4^5-13-14 Cooper Institute, 3J. Y. Citj.\\nSchoolbooTis of all publishers at one store*", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0283.jp2"}, "284": {"fulltext": "Contents of Commencement Parts/\\nI. Introduction to Commencement Parts*\\n2* The Orator and the Oration*\\n(a) The Orator.\\n[d) The Oration.\\n{c) The Parts of the Oration.\\n3* Cormnencement Parts*\\nA Latin Salutatory. De Nostro Cum Aliis Civitatibus\\nAgendi Modo.\\nOrations.\\n{a) American Ideals.\\nd) Culture and Service.\\nc) Education as Related to Civic Prosperity,\\nd) Hebraism and Culture.\\ne) Marc Antony.\\nModern Knighthood.\\n[gS The Negro and the South.\\nA) The Decisive Battle of the Rebellion,\\nThe University and True Patriotism.\\n(j^ The Discipline of Life and Character.\\nThe Liberalistic Temper.\\nThe Spirit that Should Animate.\\nm) Reverence Due from the Old to the Youngs\\nfj*^ Appropriate Subjects for the Oration (1-136).\\nValedictories.\\nla) Perduretatque Valeat (Latin),\\n!d) Service.\\nc) For a Dental College.\\n[d) For a College.\\nf) For a School.\\nFor a College.\\nGood Day.\\nLIBERALISM.\\n(5*) Mixed Valedictory and Oration Catholicity.\\nClass Day Exercises.\\nIntroduction.\\nClass Poems.\\n(a) O Years You Have Vanished,\\n(d) The Breath of the Spirit.\\n(c) Home.\\n(d) A Vision.\\n(e) Alma Mater.\\nPresident s Address,\\nQ) Salutatory,", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0284.jp2"}, "285": {"fulltext": "4. Class Day Exercises {continued),\\n(5) Dux s Speech.\\n(6) Ivy Oration.\\n(7) Class Song.\\n\\\\8) Ivy Oration.\\n(9) Class Will.\\n(/o) Ivy Oration.\\nIvy Poem.\\n\\\\i2) Ivy Song.\\n(/j) Class Oration The Old and New.\\n\\\\i4) Washington s Birthday Oration.\\n(75) Presentation Oration.\\n(/6) Class Oration Abraham Lincoln.\\n(77) Class Mottoes (1-42).\\n5\u00c2\u00bb The Composition and Essay.\\nIntroductory Suggestions.\\n{a) Model Outline of Composition.\\n((5) Model Outline of Essay.\\n\\\\c) Brief Essay.\\n{2) Compositions,\\n(a) Autumn.\\n{b) What Makes the Sky Blue?\\n\\\\c) The Beauties of Nature.\\n{d) Winter Leaves.\\n(j) Essays.\\n{a) Beatrice. (Charac ^er Study.)\\n\\\\F) Independent Character. (Descriptive.)\\nU) Ruskin s Ethics of the Dust. (Critical.)\\n\\\\d) Edward Rowl and Sill. (Literary.)\\n\\\\e) Intellectual Improvement, an Aid to the Im-\\nagination. (Philosophical Disputation.)\\n(y) The Survival of the Fittest in Literature.\\n(Literary Discussion.)\\n{g) **Una. (Analytical.)\\n\\\\h) Thomas Chatterton. (Prize College Essay.)\\nKipling s Religion. (Literary.)\\n(y The Reaction Against the Classic?. (Colloquy.\\n\\\\k) Memory s Message. (Dedicatory.)\\nManual Training and Intellectual Develop-\\nment. (Normal School Prize Essay.)\\nijji) True Nobility. (A College Prize Essay.)\\n{^4) Subjects for Composition.\\nNarrative (1-35).\\n{b) Descriptive (1-55).\\n{j) Themes for Essays (1-S3).", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0285.jp2"}, "286": {"fulltext": "f\\nAfter-DSnner Spea^t^*\\n(i) Introductory Suggestiors.\\nAn Address of Welcome at an Alumni Dinner (In\\nHonor ^ji the College President).\\n^3) Response to a Toast, Yale and Princeton.\\nResponse to a Toast, The Puritan and the Dutcn-\\nman.\\n(5) Response to a Toast, The Plain People.\\n(6) Response to a Toast, Woman.\\n(7) Response to a Toast, A Business Man s Political\\nObligations.\\nResponse to a Toast, The Sovereignty of the United\\nStates.\\n(9) Response to a Toast, Recollection the Strongest In-\\nfluence.\\nfio) Response to a Toast, The Future of the Nation,\\nf An After-Dinner Story.\\n{i^) A List of Toasts (1-40).\\n7. Flag Day.\\nIntroduction.\\nRecitation for a Boy or Girl,\\n(j) Recitation Our Country.\\nI/) Recitation The Stars and StripeSi\\n(5) Address Old Glory.\\n(6) Address The Voice of the Flag,\\n8. Words of the National Airs.\\nColumbia, the Gem of the Ocean,\\nHail Columbia.\\n(j) America.\\nI he Star-Spangled Banner.\\n(j) Our Flag is There.\\n9. Speeches for National Holidays.\\nIndependence Day Address.\\n(2) Lift up Your Hearts, (Fourth of July.)\\n(j Lincoln the Immortal. (Lincoln s Birthday.)\\nWashington s Birthday Address.\\n(5) Washington s Birthday.\\n(6) Tree Planting. (A Poem for Arbor Day.)\\n(7) Decoration Day Address.\\n(S) Memorial Day Ode Our Honored Dead.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0286.jp2"}, "287": {"fulltext": "JO. Occasional Addresses,\\n(t Religious.\\n(a) Growth. An Address tefore a Christian\\nEndeavor Convention.\\n(3) To be Kings among Men. A Chapel Ad-\\ndress by a College President.\\nThe Culture of the Imagination. Address be-\\nfore a Young Men s Christian Association.\\nPolitical.\\n(aj The Cross of War. Delivered in the Con-\\ngress of the United States.\\nHeroes of the Maine Disaster. Delivered\\nto the National House of Representatives.\\nSocial.\\n(a) The Obligations of Wealth. A Washington s\\nBirthday Address.\\n(b) An Address to Northern and Southern Vet-\\nerans at Chickamauga.\\n((5) An Address before the Order of Elks.\\n{c) A Poem for a Silver Wedding.\\n(^d) An Address at the Dedication of a Memorial\\nTablet.\\n((f) Presentation of a Flag to a Regiment Depart-\\ning for War.\\n(y Presentation Address to a Foreman by a\\nW^orkman.\\nEducational.\\n(a) The Higher Education. An Address before\\na Body of Educators.\\n(3) Dedication of a School Building. An Address\\nof Welcome.\\n(^c) Wealth and Progress. An Address at the\\nDedication of a Public Building.\\n(d) An Address on Presenting the Keys of a New\\nSchool Building.\\nf) An Address to a School Graduating Class by\\na Teacher.\\nRemarks to a Graduating Class of Young\\nLadies by a Visitor.\\nAn Address to a Graduating Class of Nurses.\\n(/4) Address to a School Graduating Class by a\\nClergyman.\\nDedication of a Public Library.\\n(j) Address to a Graduating Class by a Financier.\\n(jk) Address before an Educational Convention.\\nForeign Influence upon American Urii.\\nversity Life,", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0287.jp2"}, "288": {"fulltext": "0. Occasional Addresses {continued).\\nSuccess in Life. An Address before a Busi-\\nness College.\\n(w) Address before a College Graduating Class.\\nInaugural Address of a President of a Uni-\\nversity.\\nAn Address on Receiving the Degree of\\nDoctor of Laws from a University.\\nThe I residing Officer s Address at a College\\nDebate.\\nThe Influence of the Great Teacher. An\\nAddress befo -e College Alumni.\\n(r) Response of a College Professor to a Compli-\\nmentary Resolution,\\n(f) Festival Days.\\n{a) A Thanksgiving Speech.\\n(5 A Thanksgiving Day Address.\\nr An Exercise Around the Christmas Tree,\\n{d) A Mock Menu for a March Banquet.\\nA Banquet Menu.\\n{f) A Thanksgiving Song.\\n(6) Miscellaneous Abstracts.\\nAt the Dedication of a Hall of Science and\\nArt.\\n(3) Response to a Toast, Noblesse Oblige.**\u00e2\u0080\u0094\\nPhi Beta Kappa Banquet.\\n(f Grand Army Speech.", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0288.jp2"}, "289": {"fulltext": "NEW DIALOGUES AND PLAYS\\nPRIMARY\u00e2\u0080\u0094 INTERMEDIATE\u00e2\u0080\u0094 ADVANCED\\nAdapted from the popular works of well-known authors by\\nBINNEY GUNNISON\\nInstructor in the School of Expression, Boston;\\nformerly Instyuctor in Elocution in Worcester Acad-\\nemy and in the Brooklyn Polytechnic Institute.\\nCloth, 650 Pages Price, $J.50\\nToo many books of dialogues have been published with-\\nout any particular reference to actual performance on plat-\\nform or stage. There are no suggestions of stage business\\nthe characters neither enter nor leave while the dialogue\\nprogresses, no one apparently moves or feels emotion. Noth-\\ning is said at the beginning of the dialogue to show the situa-\\ntion of the characters; no hints are given as to the part\\nabout to be played. In plays, as ordinarily printed, there is\\nvery little to show either character or situation all must be\\nfound out by a thorough study of the play. This may be\\nwell for the careful student, but the average amateur has no\\ntime, and often only little inclination, to peruse a whole play\\nor a whole novel in order to play a little part in an enter-\\ntainment.\\nPerhaps the strongest feature of our book is the carefull\\nprepared introduction to each dialogue. Not only are the\\ncharacters all named in order of importance, but the charac-\\nteristics, the costumes, the relation of one to another, age,\\nsize, etc., are all mentioned. Most important of all is what\\nis called the Situation. Here the facts necessary to a\\nclear comprehension of the dialogue following are given\\nvery concisely, very briefly, but, it is hoped, adequately for\\nthe purpose in hand. The story previous to the opening of\\nthe dialogue is related the condition of the characters at\\nthe beginning of the scene is stated the setting of the plat-\\nform is carefully described.\\nThere has been no book of dialogues published containing\\nso much of absolutely new material adapted from the best\\nliterature and gathered from the most recent sources\u00e2\u0080\u0094 this\\nfeature will be especially appreciated.\\nMay we send you a copy for inspection subject to your\\napproval\\nHINDS NOBLE\\nPublishers of 3-Minute Declamations for College Men\\n3-Minute Readings for College Girls, Handy Pieces to Speak\\nAcme Declaination Book, Pros Cons (Complete Debates)\\nCommencement Parts (Orations, Essays, Addresses), Pieces for Prize\\nSpeaking Contests (m press).\\n4-543-J4 Cooper Institute New York City", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0289.jp2"}, "290": {"fulltext": "LIST OF CONTENTS\\nPRIMARY DIALOGUES\\nHumorous\\nTraining the Ruggleses Kate Douglas Wiggin\\nPatsy s Visit -Kate Douglas Wiggin\\nAunt Ellen s Hatchet\\nThe New Baby Frances Hodgson Burnett\\nThe Unburied Woman\\nPlaying Hookey Sophie May\\nHearsay\\nTired of Church\\nThe Inkstand Sophie May\\nThe Sword Berquin\\nSerious\\nFauntleroy and the Earl Frances Hodgson Burnett\\nThe Reconciliation Louise M. Alcott\\nKeeping House Sophie May\\nAdopt My Baby Kate Douglas Wiggin\\nSelling the Image Mrs. C. V. Jamison\\nThe Sick Boy s Plan\\nA Child s Love\\nA Manly Boy\\nA Tiny Quarrel Sophie May\\nThe Mouse Mrs. C. V. Ja}?iison\\nNell s Christmas Stocking J. L. Harbour\\nFather Time s Granddaughters Nathaniel Hawthorne\\nINTERMEDIATE DIALOGUES\\nHumorous\\nThe Schoolmaster W. T. Adams\\nA Confession of Love\\nNot Quite John Poole\\nCaptain Kempthorn H. W. Longfellow\\nThe Restless Youth\\nTesting the Suitors\\nThe Emperor and the Deserter\\nMike Gets a Job\\nThe Stupid Lover\\nOur Daughter\\nHis Own Pills\\nLouis XIV. and His Minister A. Conan Doyle\\nThe Challenge Richard Brinsley Sheridan", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0290.jp2"}, "291": {"fulltext": "Serious\\nThe Homeless Old Man Hall Caine\\nThe Witch of Vesuvius Bulwer Lytton\\nHis Enemy s Honor\\nCleopatra and the Messenger Shakespeare\\nThe Bishop s Silver Candlesticks Victor Hugo\\nThe Peasant Boy s Vindication Dimond\\nThe Baron and the Jew Walter Scott\\nIn Love with His Wife\\nChristian Forgiveness\\nA Wife and a Home\\nAurelian and Zenobia William Ware\\nADVANCED DIALOGUES\\nHumofous\\nThe French Duel Mark Twain\\nMrs. Hardcastle s Journey Oliver Goldsmith\\nA Matter of Duty Anthony Hope\\nPride Against Pride Westland Marston\\nTom and Roxy Mark Twain\\nA Disastrous Announcement Charles Dickens\\nMiss Judith Macan Charles Lever\\nHelen and Modus Sheridan Knowles\\nSam Weller and his Father Charles Dickens\\nExtracting a Secret F. Marion Crawford\\nOpen or Shut Alfred de Mussel\\nTaming a Wife John Tobm\\nThe Prairie Princesses\\nSerious\\nThe Suffering of Nehushta F. Marion Crawford\\nGentlemen, the King! Robert Barr\\nBen-Hur and Iras Lew Wallace\\nSavonarola and Lorenzo Alfred Austin\\nTito s Armor George Eliot\\nLove Conquers Revenge Robert Byr\\nBecket Saves Rosamund Alfred, Lord Tennyson\\nThe Princess and the Countess R. L. Stevenson\\nQueen Catherine Shakespeare\\nDeacon Brodie Henley and Stevenson\\nPizarro and Rolla Richard Brinsley Sheridan\\nRaimond Released Mrs. Felicia Hemans\\nMrs. Harwood s Secret Mrs. M. O. W. Oliphant\\nInnocence Rewarded Oliver Goldsmith", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0291.jp2"}, "292": {"fulltext": "Books for your Obrary\\nNo Private School, High School or College Library\\nis complete without having on its shelves one or more oi\\nthe following books for its students to refer to.\\nTeachers are ordering many of these books for their\\nown personal use.\\nMistakes in Teaching (Preston Papers) $i.oo\\nCraig s New Common School Question Book, with Answers 1.50\\nHenry s New High School Question Book, with Answers 1.50\\nGordy s New Psychology 1.25\\nMackenzie s Manual of Ethics 1.50\\nLind s Best Methods of Teaching in Country Schools 1.25\\nPage s Theory and Practice of Teaching i.oo\\nCharacter Building (Coler) i.oo\\nA Ten Weeks Course in Elocution (Coombs) 1.25\\nCommencement Parts (Valedictories, Orations, Essays, etc.) 1.50\\nPros and Cons (Both Sides of Important Questions Discussed). 1.50\\nThree Minute Declamations for College Men i.oo\\nThree Minute Readings for College Girls i.oo\\nPieces for Prize Speaking Contests (Craig Gunnison) i.oo\\nNew Dialogues and Plays (Gunnison) 1.50\\nClassic French-English, English-French Dictionary 2.00\\nGerman-English, English- German Dictionary 2.00\\nItalian-English, English-Italian Dictionary 2.00\\nLatin-English, English-Latin Dictionary 2.00\\nGreek-English, English-Greek Dictionary 2.00\\nHandy Spanish-English, English-Spanish Dictionary i.oo\\nItalian-English, English-Italian Dictionary i.oo\\nShortest Road to Csesar (Jeffers) 75\\nHow to Prepare for a Civil Service Examination 2.00\\nHow to Become Quick at Figures i.oo\\nLikes and Opposites (Synonyms and Antonyms) 50\\nHinds Noble s New Letter Writer 75\\nQuizzism and Its Key (South wick) i.oo\\nWe will send postpaid, subject to your approval,\\nany of the books on this list upon receipt of the price.\\nMention Books for your Library when you write us.\\nHINDS NOBLE, Publishers\\n4-5-6-I2-ia-I4 Cooper Institute New York City", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0292.jp2"}, "293": {"fulltext": "", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0293.jp2"}, "294": {"fulltext": "JW\\n,900", "height": "3417", "width": "2210", "jp2-path": "bestmethodsoftea00lind_0294.jp2"}, "295": {"fulltext": "r", "height": "3371", "width": "2157", "jp2-path": "bestmethodsoftea00lind_0295.jp2"}, "296": {"fulltext": "LIBRARY OF CONGRESS\\n019 823 495 3", "height": "3661", "width": "2479", "jp2-path": "bestmethodsoftea00lind_0296.jp2"}}