Class __ Lys rg. 4/ f Book _«VV_& Ae viet Gopyright N°. COPYRIGHT DEPOSIT. 4 = th kta m —— = oa i, aA: IRON y ao AK Cua eee, Hay Pd ? ee y Nie peste a § 7 YMA: . METHODS: IN (PEACTENG BEING THE STOCKTON METHODS IN ELEMENTARY SCHOOLS METHODS IN TEACHING BEING THE STOCKTON METHODS IN ELEMENTARY SCHOOLS BY ROSA V. WINTERBURN FORMERLY SUPERVISOR OF ENGLISH AND HISTORY IN THE STOCKTON CITY SCHOOLS INCLUDING A CHAPTER ON NATURE STUDY BY EDWARD HUGHES New York THE MACMILLAN COMPANY LONDON: MACMILLAN & CO., Lp. 1907 LIBRARY of GONGRESS{ =| | Two Copies Recelved tives ee: MAY 29 1907 / Uy ts Entry — ‘ \ 29.1907 ue QA XXe., Nos Re OSS COPY B. CoPpYRIGHT 1907 By THE MACMILLAN COMPANY Set up and electrotyped. Published May, 1907 Press oF THE New ERA PRINTING COMPANY LANCASTER, PA. TO MY MOTHER FROM WHOSE BEAUTIFUL NATURE I LEARNED MY FIRST LESSONS OF LIFE My t i vat ee uivie (iss FOREWORD Among the exhibits at the St. Louis and Portland Exposi- tions was one from the Stockton Schools. It was so arranged as to show in the smallest possible compass as complete a picture of the development of the course of study as could be presented in written form. The work in all bound vol- umes was shown in the following sequence: 1. A typewritten monograph, or method sheet, treating of the subject illustrated in the volume. 2. The course of study in the subject in printed form. 3. The teacher’s daily program. 4. Work from the pupils, showing all the written lessons given in the subject from the first lesson in September to the last lesson in June. Under this arrangement the methods followed, the course of study to be carried out, the time value of every subject, the results secured, were shown in every volume. There were ninety-two monographs, or method sheets, illustrating fully the methods followed in the different subjects taught. In all cases these monographs were written by the principals or teachers. These volumes of method sheets, illustrated as they were with the results secured from pupils, met with a generous commendation from the teachers of America. Since the close of the Expositions hundreds of letters have been re- ceived asking if the Stockton methods could be secured in vil Vili METHODS IN TEACHING printed form. To meet what seemed to be a real demand, it was decided to issue “ The Book of Stockton Methods.” The labor of editing the monographs was committed to Mrs. Rosa V. Winterburn, under whose skillful direction as Supervisor of the Primary and Grammar Schools of Stock- ton much of the work has been developed. From this pro- posed editing of teachers’ and pupils’ work the present more ambitious book has grown, in which are given many experi- ences and suggestions that were not embodied in the original plan. In the use of the teachers’ monographs repetition has been avoided and in many cases the methods have been con- densed, but the thought and the wording have been pre- served in so far as practicable. The book does not pretend to be an answer to the ques- tion, “ What are the best methods of teaching?” It does seek to show what is being actually done by teachers under working conditions when they strive intelligently to make their methods rational and useful. No claim is made that the methods given in this book are models for others to fol- low; but it is claimed that they are methods of practice rather than of theory. As such they are submitted to the teachers of America. Jas. A. Barr, City Superintendent of Schools. STOCKTON, CALIFORNIA, June 1, 1906. PREFACE “Where no wise guidance is, the people falleth; But in the multitude of counsellors there is safety.” Out of the experiences of many people, tested, retested, and tested again, this book has grown. May there be in it words of help and direction! In a sense it is a composite, but it is only in the way in which the civilization of today is a composite of what has gone before. No man dare say that he stands alone in his achievements ; preceding ages and con- temporaneous efforts have helped place him where he is, no matter how strong within him may be the personal element. So with this book. Superintendent, supervisors, teachers, and pupils, with perhaps an unusual degree of harmony, have worked together over the problems of the schoolroom. Some of the helpful deductions thus made are recorded here. This is a book of methods rather than of subject matter. Both might well be presented, but to do so would overburden such a publication. While it is true that without subject matter methods are valueless, the supposition is that a man or woman who is admitted today into the schoolroom is fairly well provided with the knowledge requisite for the task. Many teachers fail, however, in handling their equip- ments; many and many a pupil wastes a large part of his time in school because of the imperfect way in which the subject matter of even a common school education is pre- sented; many parents, eager for the best interests of their children, find themselves bitterly disappointed with the 1X x PREFACE product turned out by the schools which have been control- ling the intellectual development of the children for eight years. Character, individuality, citizenship, knowledge, indus- trial ability, general culture——these have been the desired lines of progress for our schoolrooms. Along them there has been felt a strengthening, intensifying, broadening in- fluence that has been unquestionable in its formative power. It is in the hope of aiding to perpetuate these aims—known and reached out after by all true teachers—that we offer this book to our fellow-workers. Grateful acknowledgments are extended to Mr. James A. Barr, Superintendent of the Stockton City Schools, for his unfailing help and ready suggestions; to the teachers, who have kindly permitted the use of extracts from sum- maries submitted by them of their work and methods; to Mr. Edward Hughes and Mr. S. H. Cohn, who have made possible a greater completeness of treatment by their liberal contributions on nature study and geography; and to Mrs. Alice Smallfield Schneider, whose careful development of the word study is the basis of the thoughts here presented on that subject. Believing that ordinarily the busy teacher has time for only a few reference books, the lists appended to the subjects are short, containing only some of the books that have been found to contain the most direct help or the most suggestive guidance. Rosa V. WINTERBURN. Los ANGELES, CALIFORNIA, May 23, 1900. CONTENTS PART. {. LITERATURE LANGUAGE WORD STUDY CHAPTER: 1: GENERAL THOUGHTS ON LITERATURE FOR ELEMENTARY SCHOOLS CHAPTER IT. PRESENTATION, ACQUISITION, AND ILLUSTRATION OF LITERATURE IN PRIMARY GRADES . CHAPTER Uilt. PRESENTATION, ACQUISITION, AND ILLUSTRATION OF LITERATURE IN GRAMMAR GRADES . CHAPTER’ TV. IMPORTANCE OF LANGUAGE TRAINING FOR ALL PUPILS CHAPTER V. ORAL AND WRITTEN LANGUAGE WITH PRIMARY GRADES CHAPTER VI. ORAL AND WRITTEN LANGUAGE WITH GRAMMAR GRADES CHAPTER Vit Worp Stupy ; : 2 d PART 71%; ARITHMETIC CHAPTER VIII. GENERAL Aims: INTRODUCTORY THOUGHTS; SUMMARY OF THE ken27 DEVELOPMENT OF A COURSE IN ARITHMETIC xi 3 23 48 58 78 SLO Xii CONTENTS CHAPTER IX. Supyecr MatrerR AND MEeEtTHops IN FourtTH, FIFTH, SIXTH, SEVENTH, AND EIGHTH GRADES ; : f : , . 145 PART aii NATURE STUDY GEOGRAPHY CHAPTER Multiplicati a ultiplication 3x9 we 7 etc. In real life a large part, in the schoolroom most, of our multiplication is combined with addition. There is econ- omy both of time and effort in such training, as well as excellent preparation for the work in long multiplication. “A thorough drill is given on inexact divisions, not only for the thought involved, but as a preparation for short division. As soon as the table of 2’s is completed the work is begun with short multiplication and short division. “Tn the application of the number facts learned, the com- mon measuring units are kept before the children. Through estimates and measurements of nee lines, surfaces, solids, and other magni- Arithmetic : ; , tudes coming within the experiences of the pupils, they are trained in seeing relations, both integral and fractional When the measuring unit can not be handled by the pupils, they are given a clear mental picture of it. For instance, it is a mile from the Court House to East Street. John has walked the mile between these points in thirteen minutes; Henry has covered it on his bicycle in six minutes. In giving any problem involving miles, it is always related to some particular mile taken as a unit. “Children like to draw, to make things. This construc- tive faculty is made use of, not only in the third school year, 142 METHODS IN TEACHING but in the first and second as well. In the third year rect- angles are drawn by measurements in developing the multi- plication tables. Many simple problems are Constructive A Work. given for blackboard and seat work, that can be solved by means of diagrams. Simple exercises in drawing to scale are given. Pupils are encour- aged to make things from paper, pasteboard, wood, accord- ing to definite measurements. “Through similar constructive work the pupils are led to add, subtract, multiply, and divide fractions, no attention SEAS othe being given to Bosses Here is the way four such questions, given as busy work, were solved by a pupil during the second school month of the third grade, the telling being preceded by drawings in each case: “1. I drew a line 2} inches long. I added to it a line 14 inches long. My line is 3? inches long. “2. I drew a line 14 inches long. I drew another twice as long. My last line is 3 inches long. “3. I drew a line 24 fhches long. I cut off 14 inches. My line is now 1} inches long. “4. I drew a line 5 inches long. I divided it into half inches. ‘There are ten half-inches in the line. “Such exercises develop not only observation and thought, but what is of equal importance, expression. “Only simple problems are given. In so far as possible they are drawn from the experience of the children. Be- mete ginning ie the second year simple ae lems are given as a part of many reading lessons. No part of the arithmetic work has a greater value than this. In reading problems, the children are GENERAL AIMS 143 trained to note what is given, what is asked for. They are led to feel that reading the problem is the first great step in its solution. “While the pupils are trained to explain in simple lan- guage the problems given, all the whys and wherefores are not demanded in either the problem work or in such me- chanical processes as ‘borrowing’ and ‘carrying.’ Nor is it considered criminal if pupils fail to be able to apply all the numbers taken up. While applied work and measure- ments are important and are not neglected, the principal aim of the year’s work is facility in handling the combina- tions given. Even in the third year something must be left to the growing maturity of the child.” From the many exercises in arithmetic by pupils of the third grade three are given below. 1 I drew a square one inch on every side. I drew two squares. There are two square inches in it. I drew a rectangle 4 inches long and 2 inches wide. It is twelve inches around it. There are 8 square inches in the rectangle. One square is 4 of the rectangle. Five squares are 3 of the rectangle. re I have a small square. In my square are four triangles. Each triangle is } of my square. PLT. PROBLEMS A farmer had 275 horses. He sold 78 of them. He had 197 horses left. 144 METILODS IN TEACHING One pencil cost 5 cents. I bought 5 pencils and had to pay 25 cents for them. There were 23 cows in one field and 57 cows in another field. In the two fields there were 80 cows. There were 400 cows in one field and the farmer put 127 of them into another field. ‘There were 273 cows left in the first field. CHAPTER IX SOME SUBJECT MATTER AND METHODS IN FOURTH, FIFTH, SIXTH, SEVENTH, AND EIGHTH GRADES FOURTH YEAR GRADE The work of this year includes daily oral drill in addi- tion, subtraction, multiplication, division, and partition of numbers through 144. Many combina- Subject : ; Matter tions are given, such as 25 +- 18; 80 — 21; 9 X 400; the indicated operations being performed mentally. Long division, easy factoring, prac- tice in reading and writing numbers through two periods, are also in the allotment for fourth grades. Such Roman numerals as are found in the reading lessons are taught. Certain fractions are taken objectively; such as, %, 4, #, #, and many others. Where the results are integers, parts of numbers are found. By the use of the ruler and of blackboard illustrations, pupils are led in a simple, con- crete way to add, subtract, multiply, and divide fractions, continuing the work begun in these lines in the third grade. To aid in the thorough comprehension of fractions, differ- ent concrete, fractional forms and results are frequently compared with one another. By the use of the common units of measurement, the pupils are kept familiar with inch, foot, yard, mile; square inch, square foot; cubic inch, cubic foot; pint, quart, gal- lon; ounce, pound; unit, dozen, gross; second, minute, hour, week, month, year. 11 145 146 METHODS IN TEACHING Throughout the year problems are considered very im- portant. At least one a day is required in written work, and every day several are given orally. They are taken from a variety of sources,—geography, nature study, the stories, daily events; there are simple exercises in buying and selling, and in making change. No problem is given requiring more than two mental operations, and a clear statement of his problem is required of every child, whether he is solving it orally or in writing. By constant association of concrete forms with their actual measurements, empirically determined by the chil- dren; by training to see relations, both integral and frac- tional, the solution of these problems is raised out of guess- ing into careful calculation and accurate knowledge. These are two of the important aims of the work in the fourth grade. . Busy work and class exercises, closely correlated with drawing and geography, are also prominent features of the work of the year. This constructive work centers around the use of the ruler, of surface and solid forms, of prob- lems involving the use of diagrams, and of drawing to scale. A fourth grade teacher! says of this work: On coming into the fourth grade the children can use the inch, half-inch, and quarter-inch, and they soon learn the eighth-inch also. By using the ruler Fractional the children readily learn to add such ex- Measure- aI ° pants amples as the following: Draw a line 1} inches long; add to it a line 2} inches long; how long is the line thus made? Draw a figure 2} inches *Miss Maud Southworth. SUBJECT MATTER AND METHODS 147 by 32 inches. Tell what you did. Find the perimeter. How long is it? Later, such examples as the following are mastered: I have three pieces of string; one is 24 inches long, another is 3+ inches long, and the third is 2} inches long. If laid end to end, how long a piece of string would I have? Towards the end of the school year the pupils will add such numbers without actually drawing the lines, and many can add them mentally. Comparisons of lines are also made. Lines are drawn on the board with colored chalk or put on a square of card- board. Different objects in the schoolroom are considered, width, height, length, being compared one with the other. The objects for drawing are reasoned out in the same way, and proportion becomes easier. Thus the children become accustomed to measuring and to estimating the perimeters and surfaces of objects varying greatly in shape and size. Until Christmas, the end of the first term, the children are busy with measurements, fractions considered con- cretely, addition, subtraction, multiplication, and _ short division. One problem is given every day and the children are taught to read it and to reason it out. After the Christ- mas vacation comes the real work of the year, long division. In the third grade, in learning the tables, the children found 4 of 12; in the fourth grade they find 3, 3. Later, they find mentally such parts as 2 of 480. For mental drill such combinations are given as: 14 18 20 30 14 +i1o +10 +10 +10 +11 or 14+ 1041 148 METHODS IN TEACHING 20 40 60 30 —10 —20 —40 — 19 or 30—10—9 76 — 48 or 76—40—8 For help in long division such tables as the following are given: £3 N35 A 85 BHM By LOGS 17X01 35 ES X35 EO OX Bis Gara 39--3; 42+3; 45-3; 48~+3; BE Ss 54s 35 OA oh ee Compound numbers are begun in the earlier grades by actual measurements. In the fourth grade also the pint, quart, and gallon measures are in the room. Pupils are using the inch, foot, and yard with their rulers; and they find the square foot and square yard by measurements. If all this has been done before it is so much easier in the fourth grades; it is never unnecessary training, for to be accurate in estimates the pupils must be kept in frequent touch with the actual measurements. By the last of the year the pupils can find the area of such surfaces as this: A piece of paper is 9 inches long and 6 inches wide ; what is its area? Pupils draw the surface, divide it into square inches, and write the answer in a sentence, telling how the work has been done. The pupils are then shown that the same result is obtained by multiplying 9 X 6. In time they SUBJECT MATTER AND METHODS 149 use much larger numbers, without drawing. The process of solving the problem mentally is often followed by draw- ing the area to scale. Thirty minutes a day are given to arithmetic in the fourth grade. Most of this time is taken for oral exer- cises, unless some entirely new subject is to be presented. Thirty minutes a day are also used for seat work by every pupil. This generally consists of ten examples. Much of the grade work is based on problems drawn from the expe- riences of the pupils. FIFTH YEAR GRADE With the close of the fourth grades there begins among the pupils that constant dropping out of school that does not cease thereafter. Consequently, persistent effort is made to give every child as thorough a preparation as his mental development will permit for the world into which he is entering. Arithmetic is one of the necessities in all lives, but the processes are not many that are required for a boy or girl who leaves school when but eleven years old. Such a child does need, however, thorough knowledge of those few processes, rapidity and accuracy in their use, and a quick recognition of the proper operation. The fifth grade outline of arithmetic aims to give care- ful and extensive reviews of the uses of integers in numbers through three periods and of the handling of simple frac- tions. In using integers there is drill in rapid addition of ledger columns; mental work with such combinations as, 33 + 42, 84 — 47, 6400 8; long multiplication and divis- ion are completed ; pupils become very familiar with factor- ing; numbers of three periods are written and read; the I50 METHODS IN TEACHING greatest common factor and the least common multiple are introduced, but drills on these subjects are in connection with addition and subtraction of fractions; Roman numer- als are treated incidentally, as they appear in reading. Fundamental operations with small fractional numbers are a constant part of the fifth year course. They are stud- ied concretely by means of lines, diagrams, solids, as in the lower grades, so that the pupils are led to think of fractions as having representative bodies in the world of realities. Puzzling and complex forms are omitted, for there is no desire to confuse the child; on the contrary, the aim of the year in regard to Fractions fractions is that every pupil become able to form clear men- tal images of fractions, so that all operations with them may be simplified. Such fractions as are commonly met in business transactions are used for the drills and problems given in the class. The most frequent are,—halves, thirds, fourths, fifths, sixths, eighths, twelfths. The pupils are expected to learn to find the least common denominator by inspection. Aliquot parts are studied, and fractions are compared. Measurements are continued. The various linear, sur- face, cubical, liquid, and weight units are in the room, and in a concrete way the pupils become famil- Compound Numbers iar with them all. Drill is given in chang- ing any unit of these measurements into the next larger and the next smaller unit. Estimates are made of lengths, weights, surfaces, cubical contents, and the esti- mates are verified. The area of rectangular surfaces is found by multiplying the number of units in a row by the number of rows. SUBJECT MATTER AND METHODS I51I Problems of some practical nature, but simple enough to be within the grasp of the pupils, are in daily use. Mental work is given as much time as written work; it always comes first, so as to prepare the mind for more rapid think- ing in the written exercises. Considerable constructive work is given in connection with drawing and geography. About fifty minutes a day are given to arithmetic, mental and written, in this grade. The following is summarized from an account of the year’s work and the method of developing its various fea- tures, as given by one of the regular teachers :? For convenience in handling fractions the subject is di- vided into three topics,—preliminary work, addition and subtraction, multiplication and division. Under prelimin- ary work the following points are taught,—denominator, numerator, formation of a fraction, raising to higher terms, reducing to lower terms, changing whole or mixed numbers to improper fractions, changing fractional forms to whole or mixed numbers, finding the least common denominator of two or more fractions. To develop the idea of the denominator an exercise sim- ilar to the following is taken: Divide the pages in your readers into two equal parts. What is each part called? What are the two halves equal tor: Show 4, $, 4, % of the readers. Find 4, § of your rulers. These exercises are continued with lines, squares, yard-sticks, and circles. Development exercises for the numerator follow. The teacher tells the class to draw a line showing the denomina- Denominator *Miss Harriet M. Keating. 152 METHODS IN TEACHING tor s. A brace is placed above one of the parts, and the class is asked to express in words and by the proper frac- tional writing how many parts have thus been taken. The pupils then show % of a line, ?, 4. The same is shown with squares, circles, objects, until the meaning of the numerator is clear. The forma- tion of the fraction is then dwelt upon, until the meaning of both numerator and denominator is thoroughly under- stood. A line is divided into two parts and one-half is taken. Directly beneath the first line a second one is shown, hav- ing the denominator z. Higher and 4 Lower Terms Numerator 2 4 Then come questions and observations. How many parts have we? One-half of the line is the same as how many fourths? Write 4, 3. Each term of the first fraction has been multiplied by what? Has the value of the fraction been changed? Illustrate many times. Use squares, cir- cles, lines, objects. Make the rule for what has been done. Reduce to lower terms by reversing the operation and the illustrations. Drill thoroughly. Factoring is developed through questioning, and num- bers to 145 are factored. Rules for factoring by inspec- tion are copied into the notebooks and used for reference. Two numbers are then used for factoring by inspection and for comparison, as 52 and 78, and cancellation is developed and explained. It is soon understood, and its use minimizes the labor. Integers are changed to fractional forms. How many halves in 4? How many times 3 are there in 2? How Factoring SUBJECT MATTER AND METHODS 153 many times { are there in 3? Thus there is developed the rule for changing an integer to a fractional form. Fractions are next reduced to a common denominator, as 4 and }. This is a repetition of the process of finding higher terms for a fraction, and is devel- oped with lines and circles in a similar man- ner. This includes fractions whose de- nominators are prime to each other, as 4 and 4. The drills in factoring immediately suggest 6. By means of circles divided into sixths the common denominator is illustrated. Fractions having different denominators are compared aS a preparation for the operations for which the pupils are about ready. Blackboard drawing should be encouraged, for the draw- ing can be done on a larger scale, a necessary consideration for little children with still undeveloped muscles. It admits of greater freedom of movement and stroke; criticism by the teacher is more easily made and observed by all the class; it is an invaluable means for training all children, especially timid ones, in freer and bolder work. In the lower grades, some time every day should be given to drawing on the boards. The necessity for training in the use of color must be fully recognized. Color work begins in the first grade, where the earliest steps are taken by means Blackboard Drawing ; ae of the spectrum and color slips, and by letting the children draw with colored cray- ons on the blackboard and with wax crayons on paper. From -the second grade water color boxes are used. Brush work begins in the third grade, writing ink or , neutral colors being used. For this and a all color work Chinese brushes are used. A few lessons in pen and ink are given in the upper grades. The general medium of expression is the pencil, but other mediums are also used. Pencils for drawing are furnished from the third grade through all the upper classes. The “ Eagle Academic, Soft Me- dium,” is used in the primary grades and also in the fifth grade; in the sixth, seventh, and eighth grades “ Eagle Draughting, No. 314,” is used. For pencil and brush work a rough manilla paper is used; for the color work, a rough white paper; while for special work the children are fur- nished at times with white or gray paper, well adapted for 23 Material 338 METHODS IN TEACHING color or pen and ink work. The paper is put up in pads 6x9 inches in size for use in the grades up to and including the fifth; in the higher grades, pads 9x12 inches are used. Every school building has shelves for drawing models. These are well proportioned vase forms and type solids. To give variety and to add to the interest, the children bring natural forms and interesting objects used in every day life. The lighting of the schoolroom has been little considered in connection with the drawing. It is an essential. Poor lighting is a great drawback to the work in regular class rooms; while proper lighting, as it is provided for in modern buildings of the better kind, greatly facilitates all work in drawing. Lighting PHYSICAL CULTURE’ There is no longer a question as to whether physical cul- ture shall be taught in the schools. Nature has not provided for an unaided development of the mind, aa and we cannot assume that of itself the body In and Body will acquire right habits of performing all its functions, especially under the artificial conditions in which the growing child is placed. The de- velopment of the mind and body must go hand in hand, for a healthy body is the basis of intellectual, moral, and spiritual! growth. Complexities of modern life make constantly in- creasing demands upon mental and nervous forces, and children must be trained physically if they are to have sound, sturdy bodies, capable of withstanding the wear and tear of the struggle before them. Nature demands the cultivation *The section on physical culture is compiled from the course of study for the city schools as arranged by Miss Emily Dodge, super- visor of that branch. DRAWING, MUSIC, PHYSICAL CULTURE, SEWING 339 of all our activities, and there can be no proper training that does not educate the whole system of man. The exercises used are selected and arranged with the following points in view: Real value in the development of the body. The limitations of the school room as regards time and space. Systematic training of large numbers with- out confusion. In the first lessons the children are taught the correct rest and active positions of the body while seated, the manner of aoe Se and SEE and the Bnee: standing position. The simplest exercises are selected for the first and second years in school, and the work is made as objective as possible. For example, in stretching the arms upward the teacher says: “ Try to touch the ceil- ing ;” or something to arouse the conscious effort of reach- ing up after an object. In the horizontal arm stretching for chest expansion they are told, “ Try to touch the sides of the room.” Exercises in marching are given in all the lower grades as helpful in forming correct habits of carriage for the body. The position for marching, “head erect, chest leading, hips back, hands at sides, weight on the balls of the feet ” should be retained as the children march around the room or through the aisles, keeping step as they sing some bright marching song. No exercise is more thoroughly enjoyed than marching, and none is more helpful in afford- ing the needed rest and relaxation from the study period. The attention given in the first years to the position in sitting and standing is continued throughout the course. In the upper grades special stress is laid upon the correct carri- age of the body. This is essential, not only as a matter of gracefulness, but also for health. The result of regular, 340 METHODS IN TEACHING systematic exercise in the schools is visible in the improved health and physical development of the children. MUSIC’ Music holds a distinctive place in education, one which no other study can fill. It develops the emotional nature and reaches to the higher and inner life of the heart and the soul. “The meaning of song goes deep. Who is there who in logical words can express the effect music has upon us? A kind of inarticulate, unfathomable speech which leads us to the edge of the infinite.” Martin Luther says: ‘“‘ Music admonishes man, renders him mild, gentle, modest, and reasonable. He who knows the art is ennobled by it and has aptitude for all things.” How carefully must this subject be presented so that it may perform its:true office of developing high and noble ideals which may become realities in the life and char- acter of the child. Great care is exercised in selecting songs both as to words and music, for impressions that are to be lasting are being formed. Every song should represent a mood that the child can feel and express; the music should be suited to the words and in a key that is adapted to the voices. The songs are often chosen with reference to the season of the year, correlating when possi- ble with nature study, literature, or history. No song should ever be sung in a lifeless or indifferent manner. “ There is a correspondence. between the soul of a song and the heart of a child,” and if the teacher is enthusiastic, in sympathy with Place in Education Songs *The section on music is compiled from the course of study for the city schools as given by Miss Emily Dodge, supervisor in music. DRAWING, MUSIC, PHYSICAL CULTURE, SEWING 34I the children, and susceptible to the sentiment of the song, it is not difficult to establish this correspondence. The music lesson should always be a happy period. When singing there should be a natural erect position of the body with chest active and head up. If the chest is in- active the breath is impeded, and if the head is down the chin presses upon the larynx, preventing its free action. In the motion songs and the games of the primary grades there should be entire freedom from self-consciousness. The more natural and spontane- ous the play, the better for the music and the child. The breathing exercises may be given during the music lesson, or in connection with the physical culture, or at any time during the day when rest from the Position Breathing hee ok peng study period is needed. ‘The criterion for correct inspiration is “an increase in the size of the abdomen and lower part of the chest. Whoever draws in the abdomen and raises the upper part of the chest in the act of filling the lungs breathes wrongly.” Simple vocal drills are introduced in the first year and continued throughout the course in order to overcome the tendency of the ordinary child to scream Vocal Drills : his notes and so as to secure pure, sweet, sympathetic singing. Loud, harsh singing not only injures the throat but it emphasizes those very traits of character that it should be the province of music to overcome. Sight reading does not mean simply a mental exercise of reading from note to note. “ Singing is the Sight 5 ; : expression of the emotions and not of the Reading intellect,” consequently sight reading should include the sentiment of the song as well as the mental 342 METHODS IN TEACHING exercise of reading the notes. If the exercises are sung in phrases and with expression, it is not always necessary to have words with which to express the emotion. The order of the lesson should be varied frequently to prevent monot- ony, and so that the children do not become weary and inattentive by dwelling too long on any one feature. The exercises should be selected to meet the needs of the class, and when a difficult one is mastered needless repetition should be avoided. Every morning session should be opened with singing, and in the primary grades there should also be a closing song. The first lesson in the receiving class consists of a few simple exercises for placing the tone and uniting the voices. Then come the rote songs which are the as principal feature of the lessons in the first Songs ; year. These. are chosen for ai)pleasma melody and a strong rhythm. Words and music are pre- sented at the same time. The rote songs for the primary grades are selected with the utmost care so that the form of the song is correct, the rhythm perfect, and the words suited to the melody and within the comprehension of the children. As the lessons proceed the scale is taught, beginning with the upper tone and singing down; then follow the simple intervals and the combinations of tones. Scales she : : Realizing that the ear is especially sympa- thetic at this age, great care is taken to have the pitch of every tone absolutely true and every interval thoroughly fixed in the mind. From this simple beginning a course has been outlined for primary, intermediate, and grammar grades, so that a teacher knows what is required in music from month to month, just as in all other branches. DRAWING, MUSIC, PHYSICAL CULTURE, SEWING 343 The course includes opening and closing songs, songs of home life, songs descriptive of various occupations, and songs of nature. The latter are arranged to harmonize with the California climate. In the intermediate grades, where the pupils have learned to read at sight, part songs are given, soprano and alto being taken interchangeably by boys and girls. When the higher grammar grades are reached the change in boys’ voices has to be considered, and care is exercised to keep the voice within a suitable range so that it is not overtaxed. The music for these grades is divided into soprano, alto, and bass. The part songs and choruses that are used consist of folk songs and strong, characteristic hymns and melodies. The time allowed for music on the daily program is fifteen minutes. The supervisor visits every class once a week, taking charge of the instruction the first and third weeks on the occasion of the visit, Course Time and Supervision overseeing the lesson as given by the grade teacher the second and fourth weeks. Teachers’ meetings are held once a week for the instruction of new teachers and of any others needing the help. SEWING* The economical and practical value of manual training to the future mother and housekeeper can not be over-esti- mated. The early habits of industry and the standard of good workmanship thus fostered, the uplifting of hand work by placing it among the studies of the public school, will add dignity to the woman and give pride in an accomplishment *The accompanying pages on sewing are taken from a short de- scription of the work by Mrs. Marie Reimers, supervisor of sewing in the Stockton city schools. 344 METHODS IN TEACHING so essential to good housekeeping. The immediate whole- some educational effect upon the girl is of no less value. Order, patience, perseverance, concentration, determination, and ingenuity are stitched into every garment; and to de- velop thoroughness, independence, originality, and individ- uality should be the aim of every system of manual training. The practical teacher of sewing is soon confronted with the fact that individual teaching is necessary to attain the best results. If need be the regular plan of the work must be made so elastic as to suit the pace of those who are swift of eye and hand and who, after all, are the teacher’s best assistants; for through their grit and enthusiasm the whole class may be fired to greater efforts, and the slow of eye and hand may come out triumphant in the end. The general outline of sewing in the public schools of Stockton comprises cutting and neat preparation and sewing of the work by the pupils. Objects similar in practice but different in form are given, thus arousing zeal and interest in the children. Sewing is taught in the seventh and eighth grades, one lesson a week. The period is three-quarters of an hour long in the seventh grade, an hour in the eighth. At the beginning of the term every pupil in the seventh grade is provided with a half yard of checked gingham and a quar- ter of a yard of muslin. Later on in the term both grades furnish their own material, thus giving full scope to indi- vidual taste and originality. The different ‘stitches, seams, and fastenings of threads are first taught on a frame and copied by the child on a piece of gingham. ‘The child is then ready to put the first lessons into practical use by cutting, basting, and joining by hand DRAWING, MUSIC, PHYSICAL CULTURE, SEWING 345 twelve squares, as part of a larger quilt. Then follow in succession in the two years’ course: (1) Sewing bag: practice in cutting, hemming, overcast- ing, and outline or embroidery stitch for initial. (2) Needle case; practice in cutting, backstitching, and overcasting. (3) Apron: practice in cutting, hemming, gathering, and putting on band; also, for advanced pupils, the cross stitch or simple drawn work. (4) Sleevelets: practice in cutting, French seam, and hemming. (5) Darning. (6) Patch- ing. (7) Mending woolen dress goods. (8) Buttonhol- ing. (9) Handkerchief: practice in hemstitching and sew- ing on lace. (10) Corset cover: practice in cutting by pat- tern, repetition of former work, facing. (11) Shirt waist. (12) Skirt. In December embroidery and other fancy work suitable for use as Christmas gifts are taught, and complete freedom of choice is given. In these lessons no attempt is made to teach by chart, but the pupil is familiarized with handling patterns, so that by independent use of scissors and needle she can in the future expand and achieve her operations as taste and purse will allow. The resurrection of our grandmother’s art proves indeed a blessing to the girl of today, and industry and use- fulness are fast becoming ideals of our times. REDE RENCE BiOorrys LITERATURE AND READING TEACHERS’ LIST Arnold. Reading: How to Teach It. Arnold. Waymarks for Teachers. McMurray. Special Method in Reading. Teaching Reading in Ten Cities. A series of articles published in Primary Education for 1899-1900. For CLass USE First Year Grade Open Sesame I. For poems for reading by teacher and for mem- orizing by the pupils. Scudder. Fables and Folk Stories. McMurray. Classic Stories for the Little Ones. Kipling. The Jungle Books. Stevenson, Robert Louis. Some of his poems for children. Blaisdell. Child Life. Bates. A Fairy Tale of a Fox. Second Year Grade Andersen, Hans Christian. The Little Match Girl, and other stories. Craik, Mrs. D. M. Adventures of a Brownie. Dodge, Mary Mapes. Hans Brinker. Beale. Stories from the Old Testament. Kingsley, Charles. The Heroes, or Greek Fairy Tales for Children. Hawthorne, Nathaniel. Tanglewood Tales. Wonder Book. Blaisdell. Child Life in Tale and Fable. Smythe. Old Time Stories Retold. Chaplin. Little Folks of Other Lands. Third Year Grade Arabian Nights, Six Stories from Eliot. Lamb, Charles. Adventures of Ulysses. 346 REFERENCE BOOKS 347 “Quida” (Louise de la Ramee). The Dog of Flanders. The Nurnburg Stove. Mulock, Miss. The Little Lame Prince. McMurray. Robinson Crusoe. Baldwin. Fifty Famous Stories Retold. Heller. Snowdrop and Other Stories. Fourth Year Grade Swift. Gulliver’s Travels. Andrews. Seven Little Sisters. Cooke. Nature Myths. Lang. The History of Whittington. The Princess on the Glass Hill. Fifth Year Grade Hawthorne. Tanglewood Tales. The Paradise of Children. The Miraculous Pitcher. Sewell. Black Beauty. Kingsley. Water Babies. Brown. Rab and His Friends. Thompson, Ernest Seton. Wild Animals that I have Known. The Biography of a Grizzly. Schwatka. The Children of the Cold. Sixth Year Grade Ruskin. King of the Golden River. Dickens. Little Nell. Scott. Stories from Waverley. Hawthorne. The Great Stone Face. Browning. The Pied Piper of Hamelin. Lamb. Tales from Shakespeare. Alcott. Little Women. Little Men. Andrews. Ten Boys on the Road from Long Ago. Pratt. Stories of Colonial Children. Brooks. The Story of the Iliad. The Story of the Odyssey. Eighth Year Grade Lamb. Tales from Shakespeare. Johnson, Dr. Rasselas. 348 METHODS IN TEACHING Yonge. The Prince and the Page. Warner. Being a Boy. A Hunting of the Deer. Hale. A Man without a Country. Hughes. Tom Brown at Rugby. Dana. Two Years before the Mast. Cooper. (Several of his stories.) Kingsley. “ Westward Ho!” LANGUAGE TEACHERS’ LIstT Primary Grades Arnold and Kittredge. The Mother Tongue, Book I. Tarbell. Lessons in Language, Book I. Badlam, Anna B. Language and Reading. Sheldon. Primary Language Lessons. Grammar Grades Lewis. A First Book in Writing English. A First Manual of Composition. (Especially applicable for eighth grades.) Chittenden. Elements of English Composition. Lockwood. Lessons in English. Scott and Denney. Composition-Rhetoric. (A book for high schools, but an excellent guide for teachers in eighth grades.) Kittredge and Arnold. The Mother Tongue, Book II. Tarbell. Lessons in Language, Book II. Davenport and Emerson. Principles of Grammar. Sheldon. Advanced Language Lessons. For ALL GRADES Bechtel. Slips of Speech. Allardyce. Punctuation. . Hardy, Irene. Composition Exercises. (Full of valuable sugges- tions for devising subjects for compositions.) WORD STUDY Arnold. Reading: How to Teach It. Pollard. Manual of Synthetic Reading and Spelling. Ward. The Rational Method in Reading. REFERENCE BOOKS 349 ARITHMETIC Speer. Elementary Arithmetic. McLellan and Ames. Public School Arithmetic. Prince. Arithmetic by Grades. Eaton. The New Arithmetic. Walsh. Higher Arithmetic. The Psychology of Number. NATURE STUDY Bailey, L. H. Lessons with Plants. Elementary Botany. The Nursery Book. Gray, Asa. How Plants Grow. Newell, Jane H. Outline Lessons in Botany. 2 vols. Parsons-Buck. Wild Flowers of California. Comstock, John H. Insect Life. Miall, L. C. Natural History of Aquatic Insects. Keeler, Charles A. Bird Notes Afield. Miriam, Florence. Birds thru an Opera Glass. Parker, T. Jeffrey. Elementary Biology. Jenkins and Kellogg. Lessons in Nature Study. Murche, Vincent T. Object Lessons for Infants. 2 vols. Object Lessons in Elementary Science. 3 vols. Woodhull, John F. Simple Experiments. Laurie, A. P. Food of Plants. Bulletins of United States Agricultural Department. Monthly lists furnished on application. (Teachers should by all means make use of this source for literature on school gardens, agri- cultural methods, etc.) GEOGRAPHY Farnham. Oswego Methods in Geography. Geike. Physical Geography. Shaler. First Book in Geology. Parker. How to Study Geography. Mill. Realm of Nature. Tarr and McMurray. Home Geography, Book I. North America, Book II. Frye. Child and Nature. Redway. Advanced Geography. King. Methods and Aids in Geography. 350 METHODS IN TEACHING HISTORY Beale. Stories from the Old Testament for Children. Brooks. The Story of the Iliad. The Story of the Odyssey. Ragozin. Earliest Peoples. Guerber. The Story of the Romans. The Story of the Greeks. Harding. The City of the Seven Hills. Stories of Greek Gods, Heroes, and Men. Moore. Pilgrims and Puritans. Eggleston. Story of Great Americans for Little Americans. Household History of the United States. Brooks, Elbridge. True Story of Abraham Lincoln. True Story of Columbus. True Story of Washington. Fiske. History of the United States. Montgomery. Leading Facts in American History. Sheldon (Mrs. Mary Sheldon Barnes). Studies in American His- tory. McMaster. School History of the United States. Towle. Heroes and Martyrs of Invention. Mowry. American Inventions and Inventors. Powers. The Missions of California. James. Old Missions and Mission Indians of California. Winterburn. The Spanish in the Southwest. Royce. California. American Commonwealth Series. Hood. Tales of Discovery on the Pacific Slope. Snedden. Docas, the Indian Boy of Santa Clara. CIVICS Dole. The Young Citizen. The American Citizen. Judson. The Young American. Macy. Civil Government. Young. Government Class Book. Fiske. Civil Government in the United States. American Political Ideas. Ford. American Citizen’s Manual, Parts I. and II. Bryce. American Commonwealth. 2 vols. ——_— INDEX. Addition, 129, 136, 137, 138, 139, 140, 141, 145, 149, 161, 162 Adjective, 71, 76, 80 modifiers, 72, 85 Adverb, 67, 76, 80 adverbial connectives, 68, 72, 86 adverbial modifiers, 85 Africa, 250, 255 Air, action of, 238 chemistry of, 217 currents of, 206, 208, 257 pressure of, 210 Alaska, 253 Alcohol, 229 Algebraic formulas, 162, 164 America, 287, 306, 307 Animal study, 173, 190 animals as soil makers, 200 Aquarium, 190 vessel, 191 life, 191-197 Arithmetic 127 first grade, 134; second grade, 136; third grade, 139; fourth grade, 145; fifth grade, 149; sixth grade, 156; seventh grade, 161; eighth grade, 164 group work, 133 incidental period, 133, 134 72796, mental, 129, 151, 161, 164, 165 problems in, 130, 142, 146, 151, 161, 162, 164, 167, 237 Asia, 250, 255 Australia, 255 351 Barometer, 213 Bible stories, 9, 20, 267 Birds, 199 Brush work, 337 California, 245, 251, 280, 283, 313 Candle, experiments with, 225- 227 Carbon-dioxide, 220 Carbon-bisulphide, 221, 222 Cary sisters, 11, 12 Caterpillars, 198 Central America, 253 Civics, 316 primary grades, 317 grammar grades, 323 fifth grade, 326; sixth grade, 328; seventh grade, 329; eighth grade, 329 City, 236, 243, 320, 326, 328, 329 Climate, 228, 238, 258 Color work, 337 Columbus, 270, 272, 287, 288 Combustion, 221-227 Composition, 53, 54 first grade, 60; second grade, 64; third grade, 69; fourth grade, 73; fifth grade, 80; sixth grade, 87; seventh grade, 90; eighth grade, 96 in literature: first grade, 10; second grade, 12, 14; third gerade); ) 17, 193. ofourth grade, 19, 20; fifth grade, 30; sixth grade, 39, 40; seventh grade, 42, 44, 45 correcting papers, 55, 56, 69, 75 Ot 95.097. 352 INDEX. Compound numbers, 148, 150, Fractions, common, _ text-book 155 presentation of, 161 Condensation, 202 reviews of, 162 Counting, 136 decimal, 127, 156, 157-159, County, 239, 240, 329 161, 162 Creamery, 244 excursion to, 246 Crusades, 42, 299 Cuba, 253 Cube root, 168 Dickens, 46 Dictionary, use of, 25, 27, 116, 117 Division, 129, 136, 138, 141, 145, 162 long division, 148, 149 Dog, 199 Drawing, 333 blackboard drawing, 337 Creative drawing, 335 object drawing, 335 in history, 274 In) literature, 7;\\\10)).253). 36, 46, 83 x in nature study, 175 England, 256, 297, 306 Europe, 250, 255, 299 Evaporation, 201 Expansion, by heat, 203, 205 by freezing, 205 Factoring, 152 Fairy stories, 265 Field, Eugene, 11, 12 Figures of speech, 25, 31, 35, 82 Flowers, 181 Folk tales, 9, 265 Fractions, common, 127 by constructive work, 142 by measurements, 146 fundamental operations with, 150-155 Gases, collecting by displacement, 218 pressure of, 209 Geography, 231 first grade, 234; second grade, 234; third grade, 236; fourth grade, 237; fifth grade, 248; sixth grade, 251; seventh grade, 255; eighth grade, 259 Geographical excursion, 232 to the creamery, 246 Geographical type, 233 Grammar, applied, 49, 59, 61, 66, 70, 72, 79, 84, 88, 95 formal, or technical, 49, 52, 79, 83, 88, 92, 95 Greeks, 298 Greece, 299, 300, 304 Hawaiian Islands, 253 Health lessons, 229 Heat, expansion by, 203 Hiawatha, 10, 267, 268, 270 History, 263 first grade, 267; second grade, 270; third grade, 274; fourth grade, 281; fifth grade, 287; sixth grade, 296; seventh grade, 306; eighth grade, 313 local, 280, 283. (See also Stockton.) Horatius, 13-15, 270 Insect study, cage, 197 life, 198 Insurance, 166 Interest, 127, 160, 167 INDEX. Language, 48 oral, 49 written, 53 first grade, 59; second grade, 61; third grade, 66; fourth grade, 70; fifth grade, 78; sixth grade, 83; seventh grade, 88; eighth grade, 95 Laws, 319, 324, 328 Letter writing, 81, 86, 90 business letters, 130, 159 Library, 282, 307, 314 Lime water, preparation of, 221 Liquids, pressure of, 209 Literature, 3 first grade, 9; second grade, 11; third grade, 16; fourth grade, 19; fifth grade, 23; sixth grade, 31; seventh grade, 41; eighth grade, 46 Longfellow, 11, 12, 23, 24, 26, 268 Maps, 25, 46, 236, 238, 240, 242 Map drawing, 243, 254, 259, 260 Magnetism, 203 Measurement, 127, 128, 135 138, 143, 145, 146, 148, 160, 161, 168 Metals, common, 216 Metaphors, 25, 35 Mexico, 253 Midas, 17 Middle Ages, 297 Money, 155 Multiplication, 129, 136, 138, 140, 145, 149, 162 Music, 340 Myths, 265 Narcotics, 229 Nature study, 173 Nitrogen, 221 North America, 251 Notebooks, history, 269, 303, 311 24 a0 Notebooks, literature, 20, 43, 44, 46, 60, 87, 93, 97 Odyssey, 20 Outlines, history, 275, 284, 290, 300; «311 literature, 25, 44 Oxygen, making of, 219 Paragraph, 19, 74, 82, 86, 91, 276, 277 Paraphrasing, 26, 89 Partition, 136, 138, 145 Percentage, 127, 156, 159, 162, 163 Personification 25, 35 Philippines, 253 Phonics, 100, 102, 110 first grade, 103; second etade; 1063.) 107; third erade,) 141, 1123": fourth grade.) 113; 1145." fifth grade, 116 Phonograms, 104, 105 Physical culture, 338 Plant study, 173 flowers, 181 food stored by plants, 184 seeds and seed distributing, 175 seed germination, 179 tree, its life, 178 movement of plants, 185 parasitic plants, 187 propagation of plants, 187 plants useful to man, 185 plants as soil makers, 188 plants in land building, 189 Poems teaching of, 17, 23, 26, 27-226, Sl d5—30 Porto Rico, 253 Pronouns, second grade, 62; third, grade, 67; fourth grade, 76; fifth grade, 80; sixth grade, 85, 86 354 Pronouns, relative, 68, 76, 88 Punctuation, 19, 40, 58, 60, 63, 70, 78, 89, 96 Pupils’ illustrative papers, arith- metic: third grade, 143 geography: fourth grade, 246; sixth grade, 254 history: second grade, 273; third grade, 280; fourth Pradey Zsa i255 shi nee grade, 294, 295 language and _ composition: first grade, 60, 61; second grade, 65, 66; third grade, 69, 70; fourth grade, 76, 77.3) Meth) grade, 82.0 \Sag sixth grade, 87, 88; seventh grade, 93, 94; eighth grade, 97, 98 literature: second grade, 15; third grade.) 175.018 >fitth grade, 29, 31; sixth grade, 37 word study: second grade, PEs fourth) grade, 10'S, 116540) (Sixth (i enade}!) (19): seventh grade, 119; eighth grade) 122725 Reading, 3, 28, 32, 33, 41 Reproduction, history, 269, 275, 291, 309 language and 49, 50, 53 first grade, 60; second grade, 61, 64; third grade, 66; fourth grade, 70, fifth grade, 81; eighth grade, 96 literature: first grade, 10; second grade, 12, 14; third grade, 17; fourth grade, 19; fifth grade, 26, 28 Rivers, 237, 238, 243 composition, Asie INDEX. Rome, 299, 300, 304 Scott, 46 Seeds, 175 distribution of, 175 increase of, 177 Sentence, structure of, 19, 30, 66, 68, 695.71) 72, Baap seueee 87, 91, 97, 98 Silkworms, 199 Simiules, 25, 31,35 Sky, lessons, on, 227 Soil, 240 made by animals, 200 made by plants, 188 Solution, 215 South America, 249, 250, 255, 259 Spelling, 101, 110 first grade, 105; second grade, 107; \\ third ‘gradeserise fourth grade, 114; fifth grade, 116; sixth, seventh, and eighth grades, 118 Square root, 168 State, the, 245, 251, 328, 330 Stockton, in arithmetic, 131, 132, 133 in geography, 236, 240, 243, 250, 254 in history, 280. local history.) Story, presentation of, 5 first grade, 9; second grade, 13; third grade, 16; fourth grade, 19, 21; seventh grade, 41 in history, 268, 269, 274, 275 dramatic element, 7, 9, 10 (See also Subtraction, 136,) 137) 13sose. 1452) 62 Switzerland, 235, 250, 259 Teachers’ method sheets, arith- metic: fourth grade, 146; fifth grade; 25 hero sien INDEX. grade, 157; seventh grade, 162; eighth grade, 165 geography: fourth _ grade, 242; seventh grade, 258 history: second grade, 272; third grade, 278; fifth grade, 293; sixth grade, 303; eighth grade, 315 language and composition: first) ‘\srade).”58)3.) }sixth grade, 84; seventh grade, 89; eighth grade, 96 literature: first grade, 9; second grade, 12; fourth grade, 21; fifth grade, 26; sixth grade, 33; seventh grade, 42 word study: second grade, 107 Technical drills in language, 51, 59, 62, 66, 70, 79, 80, 84, 86, 88, 93, 97 Tobacco, 229 355 United States, in geography, 248, 251, 252; 253, 260 in history, 42, 297 Valleys, 238 Verbs, drills in use of, 40, 51, 52 first grade, 59; second grade, 62, 65, 66; third grade, 67; fourth grade, 71, 76; fifth grade, 79 Water, currents of, 206, 208, 257 pressure of, 210 Whittier, 31, 32, 35, 36 Word study, 100 first grade, 103; second grade, 106; third grade, 1); > fourth; grade; 113): hith. grade; L1G +) ‘sixth, seventh, and eighth grades, 118 in literature, 25 Methods in Elementary Education A SERIES OF EDUCATIONAL BOOKS IN TWO GROUPS COVERING THE GENERAL PRINCIPLES OF METHOD AND ITS SPECIAL APPLICATIONS TO THE COMMON SCHOOL By CHARLES A. McMURRY, Ph.D. NorTHERN ILLINOIS STATE NoRMAL SCHOOL, Dg KAzs, ILL, The Elements of General Method Based on the ideas of Herbart. New edition, revised and enlarged. Cloth. r2mo. 331 pp. gocentsnet. (Postage ro cents.) The Method of the Recitation New edition, revised and enlarged. Cloth. 12mo. 339 pp. gocents net, (Postage 10 cents. ) Special Method in the Reading of Complete English Classics in the Common Schools Cloth. xr2mo.. 254pp. 75centsnet. (Postageg cents.) Special Method in Primary Reading and Oral Work with Stories Cloth. r2mo. 198pp. 6ocents net. (Postage 8 cents.) Special Method in Geography New edition, revised and enlarged. Cloth. 12mo. 228 pp. 7o cents net. (Postage g cents.) Special Method in History A complete outline of a course of study in history, for the grades below the high school. New Edition, revised and enlarged. Cloth. xzmo. 291 pp. 75 cents net. (Postage g cents.) Special Method in Elementary Science for the Common School Cloth. 12mo. 285 pp. 75 centsnet. (Postage 1ocents.) Special Method in Arithmetic Cloth. x12mo. z2oopp. 7o cents net. Special Method in Language in the Eight Grades Cloth, 12mo. 2z00opp. 7ocents net. Type Studies from the Geography of the United States First Series Cloth. r2zmo. 382 pp. s5ocepts net. Excursions and Lessons in Home Geography Cloth. xr2mo, 184 pp. 50 cents net. THE MACMILLAN COMPANY 64-66 FIFTH AVENUE, NEW YORK Source Book of the History of Education FOR THE GREEK AND ROMAN PERIOD By PAUL MONROE, Ph.D. Adjunct Professor of the History of Education Teachers College, Columbia University Cloth 12mo $2.25 net ‘©T have decided to recommend it to my class in the History of Educa- tion as the basis of their work for this fall term. I regard the material as very carefully and judiciously selected—by far the best book of extracts with which I am acquainted.’’ —Dr. Wo. J. TAYLor, Lecturer on the History of Education, Yale University. A Modern School By PAUL H. HANUS Professor of the History and Art of Teaching, Harvard University Author of ‘* Educational Aims and Educational Values,’’ etc. $1.25 net The chapters of which this volume consists, except the last, deal with various phases of one central theme ; the scope and aims of a modern school, and the conditions essential to its highest efficiency. The last chapter offers some testimony on the working of the elective system,—a contemporary ques- tion of great importance to both schools and colleges,—but the testimony offered pertains only to the college. The first chapter deals specifically with the secondary school; and in it the author has endeavored to extend and strengthen certain conceptions set forth in his earlier book. The next seven chapters contain a fuller treatment of certain topics than was appropriate or expedient in the first chapter, and discuss the internal and external condi- tions essential to a high degree of success in the work of any school. THE MACMILLAN COMPANY 64-66 FIFTH AVENUE, NEW YORE A History of Education in the United States By EDWIN GRANT DEXTER, Ph.D. Professor of Education in the University of Illinois $2.00 net. This new work has been prepared in the belief that the greatest need of the student of our educational history is a considerable mass of definite fact upon which to base his own generalizations, or with which to interpret those of others, rather than extended philosophical discussions of historical trend. Current educational literature is rich in the latter, though comparatively barren of the former. The present book deals, therefore, with the fact rather than with the philosophy of education in the United States. It contains an excep- tionally valuable equipment of references and bibliographies. The Philosophy of Education By HERMAN HARRELL HORNE, Ph.D. Assistant Professor of Philosophy and Pedagogy in Dartmouth College $1.50 net This volume is a connected series of discussions on the foundations of education in the related sciences of biology, physiology, sociology, psychology, and philosophy. It is not another of the many current manuals of practice, but a thoroughgoing interpretation of the nature, place, and meaning of educa- tion in our world. The newest points of view in the realms of natural and mental science are applied to the understanding of educational problems. The field of education is carefully divided, and the total discussion is devoted to the philosophy of education, in distinction from its history, science, and art. The conceptions of evolution, society, and genetic psychology shed their light upon educational phenomena, yielding in the end a comprehensive defi- nition of what education is. The various conflicting modern educational opinions are organized to a considerable extent, and are madeto appear as partial truths of acommon system. The whole is suffused with the spirit of an idealistic philosophy in which education is finally made to yield its bn meaning as to the origin, nature, and destiny of man. THE MACMILLAN COMPANY 64-66 FIFTH AVENUE, NEW YORK % ri ys i) iis 1 alae cf ub ae ; $i te Roe a ee Ue avy ay iat % “ 4 - wg bre Hine SLANE POMS aE hii he ey r) voy , Whe ¢ ee Pee Sat! by Fa eae mst: AHA GS oda 2 Krys pak Lecie § ¥ } 1 r i AL Ee | \ ih J way ! i } a nn a ee | i PI Une mi ‘A ai Deh if