"^^ T"^ "E Jl T00^ "*S^ 1 '''f ''"' T*** '& W
r*lrOM Hf A "H M
L. IV WF I -Lw. ML* E* L* i m
LIBRARY
UNIVERSITY OF CALIFORNIA.
Deceived JAN 3 1893 . /gp
o.yQ~l3~1 . Class No.
i&tatrtttfl Circle
mo* n.
TEMPERAMENT IN
EDUCATION;
ALSO,
SUCCESS IN TEACHING.
JEROME ALLEN, PH.D.,
PROFESSOR OF PEDAGOGY, UNIVERSITY OF THE CITY OF NEW YORK;
ASSOCIATE EDITOR OF THE. " SCHOOL JOURNAL,11 N. Y.
NEW YORK AND CHICAGO :
E. L. KELLOGG & CO.
1890
COPYRIGHT, 1890,
E. L. KELLOGG & CO.,
NEW YORK.
INTRODUCTION.
THE author lays no claim to be the originator
of the facts concerning temperament. Most of
these have been known for more than two thousand
years. All he has tried to do is to bring together
and present such admitted principles as can be used
by those who wish to study children and improve
themselves. The attempt is here made not to
talk about temperament or talk at it, but teach it,
as far as the printed page can be made to teach.
The simple reading of these pages will do very
little good. Such use of them may serve to pass
away an hour, but with little profit. The only
way to make them of real educational value is to
do exactly what is directed to be done. There is
enough here outlined for six months' study, and
at the end of that time whoever does the work will
be on the way to know himself and those about
him far better than ever before. It is a principle
in psychology, that WQ cannot understand in others
ivhat we do not experience first in ourselves. The
object of this paper is to give its students more in-
timate knowledge of themselves.
INTRODUCTION.
Free use in both thought and expression lias
been made of the following books:
" Stewart on Temperament/' London, 1885.
"The Characters of Theophrastus," London,
1831.
Lavater's " Looking Glass," London, 1800;
Lavater's "Essays on Physiognomy/' New York,
1871.
George Bancroft's essay on "The Doctrine of
Temperaments/' New York, 1824.
JEROME ALLEN.
NEW YORK, Jan., 1889.
CONTENTS.
PAGE
Introduction, 3
Temperament in Education, ....... 7
How we can Know the Mind, . . . . . .7
Native Characteristics of Children, 8
The Proposition of Cicero, ....... 8
Remarks of Addison, 8
What Dr. South says, 9
How TO STUDY OURSELVES, 31
Individual Examination, ....... 11
A Sanguine Temperament, 11
Questions, 12
Conclusions, .... . . . . .13
The Bilious Temperament, 13
Questions, .... . . . . .14
Lymphatic Temperament, • . .14
Questions, .... . . . . .15
Nervous Temperament, . .15
Questions, 16
The Sanguine Temperament, 17
Physical Characteristics, . . . . . . .17
Mental Characteristics, . . . . . . .17
The Bilious Temperament, 18
Physical Characteristics, 18
Mental Characteristics, 18
The Lymphatic Temperament, 19
Physical Characteristics,
Mental Characteristics, . . . . . . -19
The Nervous Temperament, 20
Physical Characteristics, . . . . . . .20
Mental Characteristics, ....... 20
Sanguine and Bilious Temperament, 21
Sanguine and Nervous Temperament, . . . . . 21
Sanguine. Bilious, and Nervous Temperament, . . .21
Compound Color Characteristics, 22
5
CONTENTS.
PAGE
A Balanced Temperament — 1 22
A Balanced Temperament — II, 2l>
A Balanced Temperament — III, ...... 23
The Semi-balanced Sanguine Temperament, . . .21
The Semi-balanced Bilious Temperament, . . . . 21
The Semi-balanced Lymphatic Temperament, . . . 25
The Semi balanced Nervous Temperament, .... 2-">
THE BEST TEMPERAMENT, 20
Self-study 27
Temperament, . . . . . . . . .27
Physical Characteristics, 27
Mental Characteristics, ....... 27
Personal Questions, 28
How TO IMPROVE, . . ;J5
GENERAL SUGGESTIONS, 40
How TO STUDY CHILDREN, 44
Its Importance, 44
In What Particular Children are Alike, . . . .45
A FEW FACTS IN CHILD- GROWTH, . . • . . .47
Instructive Senses, 47
Sentiments, 47
Native Intellectual Endowments, 48
Early Acquired Intellectual Endowments 48
Later Acquired Endowments, 48
A Few Facts, ... 49
How TO PROMOTE HEALTHY CHILD- GROWTH, . . . 51
CONCERNING TEMPERAMENTAL DIFFERENCES, . . .55
General Notes, 57
WHAT WILL INSURE A TEACHER'S SUCCESS, and Bring
Good Pay and a Permanent Place, 59
Teachers' Associations, 72
Teachers' Institutes, 73
Summer Schools, 74
Apparatus, 77
Kindergarten Helps, 79
Collections Made and Used, 79
Maps Made and Mounted, 80
" OT rai
iRSX
TEMPERAMENT IN EDUCATION.
THE study of temperament has occupied an im-
portant place among scholars for more than two
thousand years, although it has been but recently
valued on account of its educational benefits. It
is now admitted to be especially useful to the
teacher. Temperament takes into consideration
all bodily influences as far as they show mental
characteristics.
How we can Know the Mind. — We have no
way of judging of the mind but by its manifesta-
tions through the body, and we can only judge
what another thinks by what he does and how
he looks. Individuals are frequently met whose
characters are stamped upon their faces, so that by
their very appearance they show what they are.
Within certain limits we can judge of the thoughts
of all people by outward signs. It is for the pur-
pose of pointing out what these appearances and
signs are that this treatise is written.
Great injury results from the wrong education
of children. Nothing is more important than to
find out as early as possible in what sphere of life
8 TEMPERAMENT IN EDUCATION.
a child can attain the greatest success when he
arrives at maturity.
Native Characteristics of Children. — There are
some boys who never could be qualified to become
lawyers, but they would make excellent physicians.
There are others who might attain great eminence
as builders or engineers, and who would sink far
below mediocrity as doctors or clergymen. The
most eminent men have recognized the necessity
of early deciding what a child can best do in after
life. Cicero sent his son to Athens and placed
him under the care of Chrysippus, who was one of
the greatest philosophers of the age; but history
informs us that the young man proved a block-
head, and showed that he was incapable of improv-
ing even under the instruction of so eminent a
teacher.
The Proposition of Cipero. — In view of this fact
Cicero proposed "that there should be triers, or
examiners, appointed by the state to inspect the
genius of every bright boy and to allot him the
part that is most suitable to his natural talent."
It was the custom of Socrates to question his pupils
for the purpose of ascertaining their thoughts and
talents; and it is related that Clavius, a German
mathematician, was considered a hopeless block-
head until one of his teachers tried his talents in
geometry, when it was discovered in what direc-
tion his genius lay. He afterwards became one of
the most eminent mathematicians of the age.
Remarks of Addison.— In 1713 Addison said in
WHAT DR. SOUTH SAYS.
the Spectator "that nothing is more usual than
to see forty or fifty boys of several ages and tem-
pers and inclinations, ranged together in the same
class, employed upon the same authors, and en-
joined the same tasks. Whatever their natural
genius may be, they are all to be made poets, his-
torians, and orators alike. They are all obliged to
have the same capacity, to bring the same couplet
or verse, and to furnish out the same portion of
prose. Every boy is bound to have as good a
memory as the captain of the form. Instead of
adapting studies to the particular genius of the
youth, ive expect from a young man that he should
adapt his genius to the studies'." Could anything
be more applicable to our condition to-day ? Ad-
dison suggests that it would 'be well to examine
pupils under the inspection of teachers, in refer-
ence to their capacities and temperaments, and
make such a distribution of them into proper
classes and divisions as their genius qualifies them
for, as professors, trades, engravers, or service by
land or sea. Here Addison was as wise as Cicero.
What Dr. South says. — It is remarked by Dr.
South that " some ministers run their heads against
a pulpit who might have done excellent service at
a plough-tail ; and many lawyers, failures at the
bar, might have made very elegant watermen, and
have brilliantly shined at the occupation of scrub-
bing the Temple stairs. On the other hand, he
says that he knew a corn -cutter who would have
made an excellent physician, and several tailors
10 TEMPERAMENT IN EDUCATION.
that would have made good barbers, and builders
rolling under their burdens who might have man-
aged a needle with great dexterity."
The study of temperament then, is of great use
to parents and teachers, and as such its outlines
are here recorded. We have drawn from all
sources, especially the ones mentioned in the " In-
troduction" to this treatise, and while we make
no special acknowledgments, yet ideas and words
have been taken from every place where we could
get them. The arrangement is our own, many of
the observations are ours; but many of the thoughts
and many also of the applications we lay no claim
to have originated.
HOW TO STUDY OURSELVES. II
HOW TO STUDY OURSELVES.
Individual Examination. — To enable us to know
ourselves, each individual must make certain ex-
aminations. It would be well for each one reading
this article to answer the following questions :
Am I quick or slow to perceive the point of a
joke ?
What is the color of my hair ?
Do I know of any one whose hair is the same
color as my own?
Is this person also slow or quick to perceive a
joke ?
What is the texture of my hair — fine or coarse?
Notice now whether there is any relation be-
tween the fineness or coarseness of the hair and
quickness of perception.
In fully determining this question and its im-
plied relations, you must examine several persons,
and make the following observations carefully and
deliberately :
A Sanguine Temperament. — First find a person
whose complexion is florid, whose skin is fair, with
blue eyes, light hair, animated countenance, bright-
red lips, and active and easily excited circulation ;
a person who blushes readily, whose muscular
12 TEMPERAMENT IN EDUCATION.
fibres are firm without rigidity and elastic without
feebleness. If possible, find one who fills all of
these conditions: it may not be easy at first to do
this, but by a little searching such a one will be dis-
covered among your acquaintances. This indi-
vidual should have a well-developed figure, and a
head and nose a little larger than usual, broad
chin and cheeks, ruddy complexion, and inclined
to grow fleshy as lie grows older. The hair of
such a person will be soft, and not much, if at all,
curly, of a Dale color, and often passing through
different shades to red. The skin will be smooth
and often white, the eyes usually blue, and the
habit of the body soft and plump. The strength
of the whole body will be moderate, and exercise will
readily bring perspiration. All of these peculiari-
ties can be found after a little searching, and it
will be necessary to study such an individual ;
making observations in writing, if you desire to
make thorough work, and ascertain the following
points :
Questions. — Is this person irritable, or cheerful,
or morose ; unsteady in purpose, or steady and per
sistent? Is he full of spirits, outspoken, frank and
joyous, with " a kind of impetuosity of temper/'
or is he the opposite ?
Would you judge that the one you have selected
is a steady, calm, quiet person, not much elevated
in emotion, and not often very much depressed ;
never laughing immoderately, and never crying ; or
the opposite ?
HOW TO STUDY OURSELVES. 13
Would such an individual as this make a good
lawyer or a judge, or a good teacher; or, on the
other hand, would he be more likely to make a good
mechanic, a good bridge- builder, a good engineer,
or a faithful day-laborer ?
By examining carefully the characteristics of
such an individual as this, you will come to the
following general conclusions, viz. :
Conclusions. — The strength of the whole body is
but moderate; the mind is sensible, although often
irritable, yet cheerful, and unsteady. The spirits
are full, but liable to sudden changes; frank and
joyous, sometimes becoming quite angry. We
shall have more to say about this temperament
farther on.
The Bilious Temperament. — Having finished for
a time your examination of the sanguine tempera-
ment, turn your attention to another, and find
some person who has black curling hair, dark
eyes, a swarthy and at the same time ruddy com-
plexion, and thick rough hair and skin, and a
strong, full pulse. The eyes of such an individual
should be black or dark brown, the complexion
may be dark or darkish, and the face may be often
pale olive, and perhaps square. The nose may be
outspread, the neck short, and the whole build
thick-set. The peculiarities of the face and nose
and neck and build are usually nearly the same in
all the temperaments, so that these peculiarities
must not be relied upon in order to determine the
temperament as much as the color of the hair and
14 TEMPERAMENT IN EDUCATION.
the eyes and complexion. Having found such a
person as this, ascertain the following facts:
Questions. — Is he impulsive or the opposite? Is
he seriously inclined — thoughtful ? or, on the other
hand, is he given to thoughts of levity without
much reason or though tfulness? Does he jump at
conclusions and then change them as soon as he
arrives at them, or are his conclusions thoughtfully
arrived at?
In business matters is he cool and wary, or is
he chimerical, hasty, frequently making serious
blunders, rushing on "where angels fear to tread"?
Is he passionate or dispassionate? Jealous, re-
vengeful, and unscrupulous, or the opposite? Is
he eager, earnest, and persistent ? or careless and
intermittent ?
Does he endure in his work from day to day and
even from year to year? or does he frequently
change and become discouraged in his pursuits?
Does he prefer business or profitable occupations,
or intellectual pursuits, or otherwise?
Is he happy or miserable? In the pursuit or
attainment of wealth, power, and family welfare
is he decided or undecided in speech, always
ready and well informed on the subject with which
he is most conversant, or is he undecided and
never ready, and always liable to make mistakes?
Lymphatic Temperament. — Now let the bilious
temperament rest for a while, and find a person
who has light, sandy, or white hair, light-gray eyes,
having a pallid and perhaps an unhealthy white-
HOW TO STUDY OURSELVES. 1 5
ness of skin, which is almost bereft of hair, and
small blood vessels ; having a weak, slow pulse,
cold surfaces, general defect of vital functions.
Such a person may have flaccid muscles, more or
less pallor of countenance; he will probably be
slow-moving and pale-faced, his hair may some-
times be fair brown, but is always thin, and his
eyes a brown-gray, or light hazel, thinly colored,
the white often in too great proportion, and lus-
treless.
Questions. — Now ascertain the following points :
Is his memory good or poor? What about his
reasoning powers? Is his judgment sound and
logical ? Has he a character for common-sense and
straightforward, direct dealings with his fellow-
men? Socially does he make the best of company,
and yet is he a good friend ? Is he impulsive or
slow and heavy; are his conclusions thoughtfully
arrived at or the opposite ? Is he excitable, readi-
ly provoked? On the other hand, is he not excita-
ble and not easily provoked; readily forgiving,
but never forgetting? Is he persistent, although
not ardent ? How about his business habits ? Does
IK; endure keeping at his work day by day, or is
hard labor rather avoided ? Do personal comforts
and indulgences make him happy, or is he careless
about it? Is he slow of speech and always well in-
formed, or does he speak very quickly and very
rapidly, and seldom certain about what he says?
Nervous Temperament. — N ow select another per-
son having fine susceptibilities, great rapidity of
16 TEMPERAMENT IN EDUCATION.
action, ideas, and of speech; in the expression of
his feelings and ideas having great vividness of
imagination. Such a person will have small mus-
cles, but great vivacity of sensation, sudden and
changeable determinations and judgments. Find
one whose face tapers from a high or broad fore-
head down to a thin chin; small features, long
neck and slight figure. The hair should be light
brown, the eyes gray, and the complexion pale,
and clear; the body must not be at all inclined to
corpulency, but should rather be tall and extremely
thin.
Questions. — Now having found such a person
determine the following conditions: Is this indi-
vidual impulsive, animated, rapid, or the opposite?
Are conclusions drawn so hastily that they are
often regretted, or does he draw his conclusions
slowly and never regrets a step he has taken ? Is
he soon excited and readily provoked, or the oppo-
site? If he becomes excited is he soon reconciled,
or does he hold a grudge for years ? Is he im-
aginative, sensitive, particularly fastidious, or the
opposite? Is he resolute or irresolute? Is he
persistent after a final decision, enduring in work,
never giving up, and in danger of physical bank-
ruptcy, or the opposite ? Are intellectual and
muscular pursuits enjoyed more or less than eat-
ing or drinking. 2. From what source does this in-
dividual get his happiness, from what enriches the
mind, or what enriches the pocket; from travel,
art, or literature, or from the delights of a good
HOW TO STUDY OURSELVES. I?
table? Is his speech rapid — often very rapid, or
slow — frequently very slow ? Is he undecided or
decided; and does precision often give place to
fancy ?
THE SANGUINE TEMPERAMENT.
Physical Characteristics.
Mental Characteristics.
1.
r Hair. Eed, or red-
1. Impulsive. Buoyant
ish.
and cheerful. Fa-
2- 8.
Eyes. Blue.
vorable conclu-
3. -o
Complexion. More
sions thoughtlessly
o
or less florid.
drawn.
L (Color of the face.)
2. Excitable.
Keadily provoked.
4' rt-
IFace. Square,
Easily reconciled.
5. g
Nose. Outspread.
Emotional.
6. &*
7.*
Neck. Short.
Build. Thick-set.
3. Ardent in everything.
Not persistent.
4. Not enduring in
work.
5. Muscular pursuits
preferred to intel-
lectual.
6. Equally happy in the
pursuit of little as
of great ends.
More happy in pur-
suit than enjoy-
ment.
7. Firm, outspoken
speech. Not mi-
nutely informed.
* The same in the Sanguine, the Bilious, and the Lym
phatic.
IS
TEMPERAMENT IN EDUCATION.
THE BILIOUS TEMPERAMENT.
(The CHSLERIC, from CHOLER-BILE.)
Physical Characteristics.
Mental Characteristics.
1.
'Hair. Black.
1. Not impulsive. Seri-
2.
Eyes. Black or
ous. Conclusions
dark brown.
thoughtfully a r-
3. S
Complexion. Dark
rived at.
§^
or darkish.
2. "Passionate, jealous,
(Color of the face.)
revengeful, unscru-
" Pale olive."
pulous. "
— Laycock.
In business matters,
cool and wary.
4- a
:Face. Square.
3. Eager, earnest, per-
5. | .
Nose. Outspread.
sistent.
6. £
Neck. Short.
4. Enduring in work.
7.* |
Build. Thick-set.
5. Business or gainful
pursuits preferred
to muscular or in-
tellectual, but able
to excel in all.
6. Happy in the pursuit
and attainment of
wealth, power, and
family welfare.
7. Decided speech. Al-
ways ready, and in-
formed.
* The same in the Sanguine, the Bilious, and the Lym-
phatic.
HOW TO STUDY OURSELVES.
THE LYMPHATIC TEMPERAMENT.
(PHLEGMATIC.)
Physical Characteristics. Mental Characteristics.
1.
Hair. Fair brown
1. Not impulsive. Slow.
(flaxen).
Heavy. Conclu-
2.
Eyes. Brown gray
sions thoughtfully
(green or light
arrived at.
hazel). Thinly
2. Not excitable.
colored. The
Not readily provoked.
fe
white often in
Forgives, but never
!<
too great pro-
forgets.
0
portion. Lus-
3. Persistent,not ardent.
treless. "Dim-
4. Enduring in work. A
eyed."
plodder in business.
3.
Complexion. Col-
5. Muscular pursuits a-
orless; dense.
voided.
(Color of the face.)
6. Happy from personal
. Opaque.
comforts and in-
dulgence.
4. - (Face. Square.
7. Slow manner o f
5. M Nose. Outspread.
speech. Always in-
6. & } Neck. Short.
formed.
7. * [ Build. Thick-set.
* The same in the Sanguine, the Bilious, and the Lym-
phatic.
^^
U7T F
20
TEMPERAMENT IN EDUCATION.
THE NERVOUS TEMPERAMENT.
Physical Characteristics.
Mental Characteristics.
1.
Hair Light brown.
1. Impulsive. Animat-
2. g
Eyes. Gray.
ed. Rapid. Con-
3-1-
Complexion. Pale.
clusion, so hastily
0
Clear.
drawn that they
(Color of the face.)
are often regretted.
2. Excitable. Readily
4. ,
Face. Tapers to a
provoked.
narrow chin
Reconciled immedi-
from a high or
ately.
broad forehead.*
Imaginative. Sensi-
5. -•
Nose. Narrow.
tive.
6. §<
N<ck. Long.
Particular. Fastidi-
7. ^
Build. Slight.
ous.
Slim. Never
3. Irresolute. Persist-
corpulent. Of-
ent after final de-
ten tall and ex-
cision.
. tremely thin.
4. Enduring in work ;
will never give in.
In danger of physi-
cal bankruptcy.
5. Intellectual and mus-
cular pursuits.
6. Happiness from what-
ever pleases the
senses and enriches
the mind — Travel,
Art, Literature.
7. Speech rapid, often
very rapid. Fre-
quently undecided.
Precision gives
place to fancy.
* The forehead being large compared with the rest of
the face, the Nervous is sometimes called the Cerebral
Temperament.
HOW TO STUDY OURSELVES. 21
SANGUINE AND BILIOUS TEMPERAMENT.
Hair, .... Eed or reddish.
Complexion, . . More or less florid.
Face, .... Square.
Nose, .... Outspread.
Neck, .... Short.
Build, .... Heavy (thick-set).
(Six Sanguine characteristics: see scheme.)
Eyes, .... Black or dark brown.
(One Bilious characteristic: see scheme.)
SANGUINE AND NERVOUS TEMPERAMENT
Hair, .... Red or reddish.
Eyes, .... Blue.
Complexion, . . More or less florid.
Nose, .... Outspread.
(Four Sanguine characteristics: see scheme.)
Face, .... Tapering from a high or broad
forehead to a narrow chin.
Neck, .... Long.
Build, .... Slim.
(Three Nervous characteristics, see previous
table.)
SANGUINE, BILIOUS, AND NERVOUS TEMPERA-
MENT.
Hair, .... Red or reddish.
Complexion, . . More or less florid.
Face, .... Square.
Neck, .... Short.
Build, . . . Heavy (thick-set).
22 TEMPERAMENT IN EDUCATION.
(Five Sanguine characteristics: see scheme.)
Eyes, .... Black.
(One Bilious characteristic.)
Nosey .... Narrow.
(One Nervous characteristic.)
COMPOUND COLOR CHARACTERISTICS.
(THE HAIR.)
1. Dark red, . . Sanguine and Bilious charac-
(red and black.) teristics.
2. Fair red, . . Sanguine and Lymphatic char-
ged and sandy. ) acteristics.
3. Brown, . . . Sanguine and Nervous charac-
(red and gray.) teristics.
4. Dark brown, . Bilious and Lymphatic char-
(black and sandy.) teristics.
(THE EYES.)
1. Dark blue, . . Sanguine and Bilious charac-
(blue and black. ) teristics.
2. Brown, . . . Bilious and Lymphatic char-
(black and brown gray.) [acteristics.
3. Dark gray, . . Bilious and Nervous charac-
(black and gray.) teristics.
A BALANCED TEMPERAMENT.— I.
Face. Oval. The blended square
and tapering faces
of the four tempera-
ments.
Build. Medium. The blended stout and
slim builds of the
four temperaments,
HOW TO STUDY OURSELVES. 2$
Nose. Outspread. Sanguine, Bilious, and
Lymphatic.
Neck. Long. Nervous.
Hair. Black. Bilious.
Eyes. Blue. Sanguine,
Complexion. Colorless. Lymphatic.
A BALANCED TEMPERAMENT.— II.
Face. Oval. The blended square
and tapering faces
of the four tempera-
ments.
Build. Medium. The blended stout and
slim builds of the
four temperaments.
Nose. Outspread. Sanguine, Bilious, and
Lymphatic.
Neck. Long. Nervous.
Hair. Fair brown. Lymphatic,
(flaxen)
Eyes. Blue. Sanguine.
Complexion. Dark. Bilious.
A BALANCED TEMPERAMENT.— III.
Face. Oval. The blended square
and tapering faces
of the four temper-
aments.
Build. Medium. The blended stout and
slim builds of the
four temperaments.
Nose. Narrow. Nervous.
24 TEMPERAMENT IN EDUCATION.
Neck. Long. Nervous.
Hair. Dark red. Sanguine and Bilious.
Eyes. Dark blue. Sanguine and Bilious.
Complexion. Colorless. Lymphatic.
THE SEMI-BALANCED SANGUINE TEMPERA-
MENT.
Face. Oval. The blended square
and tapering faces
of the four tempera-
ments.
Build. Medium. The blended stout and
slim builds of the
four temperaments.
Hair. Reddish, Sanguine.
Eyes. Blue. Sanguine.
Complexion. Florid, Sanguine.
Nose. Narrow Nervous.
Neck. Long. Nervous.
THE SEMI-BALANCED BILIOUS TEMPERAMENT.
Face. Oval. The blended square
and tapering faces
of the four tempera-
ments.
Build. Medium. The blended stout and
slim builds of the
four temperaments.
Hair. Black. Bilious.
Eyes. Black. Bilious.
Complexion. Dark. Bilious.
Nose. Narrow. Nervous.
Neck. Long. Nervous.
HOW TO STUDY OURSELVES.
THE SEMI-BALANCED LYMPHATIC
MENT.
TEMPERA-
Face.
Build.
Oval.
Medium.
Hair. Sandy.
Eyes. Light hazel.
Complexion. Colorless.
Nose. Narrow.
Neck. Long.
The blended square
and tapering faces
of the four tempera-
ments.
The blended stout and
slim builds of the
four temperaments.
Lymphatic.
Lymphatic.
Lymphatic.
Nervous.
Nervous.
THE SEMI-BALANCED NERVOUS TEMPERA-
MENT.
Face. Oval. The blended square
and tapering faces
of the four tempera-
ments.
Build. Medium. The blended stout and
slim builds of the
four temperaments.
Hair. Light brown. Nervous.
Eyes. Gray. Nervous.
Complexion. Pale and clear. Nervous.
Nose. Narrow. Nervous.
Neck. Long. Nervous.
26 TEMPERAMENT IN EDUCATION.
THE BEST TEMPERAMENT.
It may be asked, Which is the best tempera-
ment? The reply is not doubtful. The com-
pound in equal proportions of the four pure tem-
peraments— the balanced temperament — is cer-
tainly the best for its possessor, for in it the four
temper each another, and the troublesome special
tendencies or impulses that characterize every
pure temperament are toned down to comfortable
smoothness of action.
The impulsiveness of the Sanguine is tempered
by the inaction of the Lymphatic; the eye-to-
business, position, and power of the Bilious, by the
imagination of the Nervous; the love of ease and
contentment with personal comforts of the Lym-
phatic, by the ambition of the bilious; the per-
plexity and indecision of the Nervous from see-
ing too many ways open, by the impulsiveness of
the Sanguine.
That surely is the best temperament whose ac-
tion avoids extremes; has sufficient of the natural
force of all the pure temperaments to acquire any
kind of knowledge; is well fitted for any profes-
sion or business; retains through life the natural
figure, and has equal health, free from the ten-
dency or predisposition that every pure tempera-
ment has to disease or derangement of its special
organ.
Such is the BALANCED TEMPEKAMEBTT.
SELF-STUDY.
SELF-STUDY.
Having pursued the study of temperament up
to this point, by observing others, it will now be
necessary for the student to turn his attention to
himself. Prepare an outline like this :
(Name here.)
TEMPERAMENT.
Physical Characteristics.
Mental Characteristics.
1. Hair.
1.
2.
2. Eyes.
3.
3. Complexion.
4.
5.
4. Face.
6.
5. Nose.
7.
8.
6. Neck.
9.
10.
7. Build.
etc.
As the space under Mental Characteristics will
not be sufficient to write all the answers necessary,
fill up the paper with the answers to the following
questions, and if you are not perfectly satisfied
concerning yourself in reference to any one point,
consult some intimate friend. This thorough self-
study will give you more knowledge of your men-
28 TEMPERAMENT IN EDUCATION.
tal, spiritual, and physical make-up than anything
else possibly could. It should be for your own
eyes — none others. The answers may be destroyed
after they have been written and read; but the
benefit derived from such a study as this will de-
pend on the degree of honest and faithful effort
made to answer them. They may seem too minute,
but after considerable experience in studying and
teaching temperament the author is of the opin-
ion their number should be extended rather than
diminished.
Personal Questions. — 1. Are you impulsive ?
This means not only are you quick in bodily move-
ments, but do you make up your mind without
much meditation and apparently without much
reason ; and do you act when under a sudden im-
pulse without thinking, sometimes doing things
on the " spur of the moment"?
2. Are you more ready to draw favorable conclu-
sions than unfavorable ones, or are you looking out
for faults in others more than for good qualities ?
3. Do you notice readily any peculiarity about
another person, such as walk, look, speech, or
dress ; and are you accustomed to talk about these
peculiarities to others, or do they pass from your
mind without much attention ?
4. Are you buoyant and cheerful, looking out
for the laughable side of things, always making
other people happy, sometimes inclined to be friv-
olous and light, or is your character the opposite ?
5. Are you easily provoked, do small things
SELF-STUDY. 29
rouse your anger, and then after you have ex-
pended your wrath are you easily reconciled ? In
other words, are you excitable ?
6. Are you emotional, a little inclined to be sen-
timental, that is, do you like to read poetry con-
taining sentimental protestations of love and af-
fection ; or are you rather inclined to the opposite
feeling ? In selecting your reading do you take
those works that are sober, sedate, descriptive,
and thoughtful ; or do you rather like to read those
that are of an opposite nature, such as famous
murder cases and sensational love-stories ?
7. Are you ardent in everything, or only in some
things; that is, do you pursue with great earnest-
ness certain subjects and certain pursuits, and feel
a great indifference to certain other subjects and
other pursuits ? If this is your character, state on
paper what those pursuits are that you love most.
There are certain poems you love far beyond all
others : write the names of three or four. There
are certain other poems and books that you do not
like — that you really "cannot bear to read:" what
are these ?
8. Are you enduring in work ? This means
whether an enterprise that you undertook last year
is not completed to-day and has almost passed from
your mind, or do you feel that when any work is un-
dertaken you must keep at it until it is properly
finished ? Have you a dozen things lying around
half done which you " intend to do as soon as you
find time," or is your work pretty well finished as
30 TEMPERAMENT IN EDUCATION.
far as you have gone in life ? Do you frequently
commence a book and after reading a few pages
throw it down with the exclamation, " I don't
like that book and don't intend to read it"? It
is very important for you to decide your peculiari-
ties in this particular.
9. Are muscular pursuits preferred to intellec-
tual? Do you like to make a box, or build a house,
or cultivate land, more than to write letters and
study science and art ? Are your muscles firm,
well developed, strong? Are you able to lift heavy
weights without much difficulty, or are your mus-
cles flaccid and weak, and do you feel disinclined
to muscular exercise ? Do you like to lie abed in
the morning late, feeling a reluctance to rise and
commence the duties of the day, or do you open
your eyes in the morning with the feeling "I am
glad it is daylight so that I can commence my
work, which I want so much to complete to-day"?
10. Do you like bathing, especially bathing in
cold water ; or do you prefer a warm bath, in the
warm part of the day, in a warm room ?
11. Are you equally happy in the pursuit of
small as well as of great things — in other words,
do you take as much delight in making a tidy
or in fashioning a toy or in making a box as in
organizing a benevolence or conducting a Sab-
bath-school, or arranging the classes in a public
school, or in starting a reading club which will
lead many boys and girls to get a love for good
literature ? Do small home affairs make you
SELF STUDY. 31
more happy than large church and society affairs ?
Do you enjoy home more than society, or do you
rather like to be in a large company, talking and
having a good time, more than being at home by
yourself working at some useful occupation ?
12. When you have accomplished a work do you
find more happiness in its results than you had in
its pursuit ; in other words, does an accomplished
end make you happier than the work of accom-
plishing that end ? This is a very important
question, and one that must be decided after care-
ful thought. Do not be in haste, but consult your-
self, and perhaps talk with some confidential friend.
13. Do you express your words firmly, decidedly,
and outspokenly, saying sometimes with a loud
voice what you think is right and what you think
is wrong ; and in taking this course do you feel at
times disregardful of the opinions of others, par-
ticularly desirous that your own opinions should
be known and respected, without much regard as
to whether the opinions of other people are known
or respected or not ?
14. Are you minutely and carefully informed,
or do you draw your conclusions without sufficient
evidence, oftentimes taking supposition in place
of argument ? Do you conclude that a certain
thing must be so, as though it was so, when af-
terward you find out that your conclusions were
wrong and your actions were many times out of
place ? This is a very important point to be de-
cided in reference to your mental make-up.
32 TEMPERAMENT IN EDUCATION.
15. Are you of a jealous disposition, passionate ?
This may be determined by asking whether you
feel very deeply when a person occupies a place
that you imagine you ought to occupy, or when
some one is placed before you who, you think,
does not deserve advancement as much as your-
self. It is difficult sometimes to answer these deli-
cate questions, but if you desire to improve you
must be willing to know the truth concerning
yourself, even though that truth sometimes hurts
your pride.
16. How are you in reference to business mat-
ters ? Are you cool, wary, persistent, or are you
hasty, careless ? Do you keep an account of the
money you receive and the money you spend, and
once in a while balance accounts and see where
you could curtail your outgoes and increase your
incomes ?
17. Are you in general eager, earnest, and per-
sistent ? This does not mean are you ardent, so
much as are you in dead earnest when you under-
take a thing? There are some people who are
very ardent, but they are not earnest; there needs
to be a careful discrimination, here and in examin-
ing yourself you should ascertain the truth in this
particular.
18. Do you like gainful pursuits — those that
bring in the money ; and are you looking out for
means to make money ; and do you value pecuniary
rewards more than praise, or the rewards of an ap-
proving conscience ? And also, do you like gainful
SELF-STUDY. 33
pursuits that do not require muscular but rather
intellectual excellence ? In other words, would you
prefer to write for papers or write books, rather
than to engage in carpentry or farming or sewing
or keeping house ?
19. Are you ready to forgive, but do you say I
can never forget ?
20. Do personal comforts and good living, pleas-
ant rooms and agreeable surroundings, satisfy you,
make you happy ? Of course every one more or
less values these comforts, but do you think that
this feature of your character is excessive ?
21. Are you usually informed in reference to
every-day matters? Are you ready to answer
questions that every one ought to know — as the
distance to certain places, or the price of certain
articles, or the standing of certain authors, or the
method of working certain examples in arithmetic ;
or do you frequently find yourself unable to answer
these questions at once, obliged to wait awhile,
and collect your thoughts — perhaps investigate ?
22. Do you take more pleasure from what pleases
the senses — as the eye, the ear, taste, or hand —
than you do from that which engages the mind ?
In other words, would you rather see a good play or
spectacular performance where there is good music
and good speaking, than to read a good author
alone or with a friend ?
Now, and last, select and copy from the follow-
ing words those that more nearly apply to you.
Add others from the questions just asked. This
34 TEMPERAMENT IN EDUCATION.
will help you in deciding more accurately your
mental characteristics.
Impulsive. Animated. Excitable. Kapid in
walk and in speech. Particular. Sensitive. Fas-
tidious. Irresolute. Enduring. Happiness from
travelling, from art, from literature, from intellect-
ual pursuits, from muscular pursuits. A plodder
in business. Slow of speech. Passionate. Etc., etc.
HOW TO IMPROVE. 35
HOW TO IMPROVE.
Space will only permit us to give a very few
suggestions under this head, although much more
could be said with profit than room can be found
to say.
1. If you are impulsive,, and accustomed to make
up your rnind without much meditation,, you
should be careful about your bodily conditions :
keep the system in perfect order, sleep more and,
get more control over the will as far as possible ;
think, "I must speak more slowly, I must walk
more slowly." Associate with persons of slow
speech, and notice their excellences. Vigilance
will be the price of success.
2. If you are liable to draw unfavorable conclu-
sions more readily than favorable ones, you must
accustom yourself to look on the good side of peo-
ple rather than on the bad side. You will find no
one who has not in him something good; if you
are tempted to say something unfavorable about
any one, stop and think, and instead of saying it,
say something good. Keep at this, and you will
change in the course of a year your habit of
thinking in this particular.
3. If you have an unpleasant habit of noticing
little things about persons that are unnecessary to
notice, you can correct this by avoiding to talk on
36 TEMPERAMENT IN EDUCATION.
this subject at all. If you do not say a word, you
will find your thoughts very soon changing to an-
other channel ; but it is well also to be particular
in reference to what you think about. This habit
will be of great use to you in your work in life.
4. If you are frivolous and light, you can easily
check this by avoiding the companionship of those
who waste their time in unprofitable conversation;
a great deal of our character depends upon those
with whom we associate. Frivolous people who
associate with frivolous people intensify their char-
acters. Eead sober books that interest you : by no
means force yourself to read those books that are
uninteresting. The character of your reading
will help you in this particular very much.
5. If you are easily provoked and small things
rouse you to anger, you can correct this by a pro-
cess of reasoning. After you have had a fit of
anger over something that is really of no conse-
quence, sit down and think " what a fool I made
of myself! I had no reason to get angry, or at least
very little occasion for it, and it would have been
far better if I had kept still. The thing I was
angry about would have righted itself in a very
short time if left alone/' In other words, bring
yourself before the bar of your own judgment and
condemn your conduct in the strongest terms,
and do so every time you fall into fits of unrea-
sonable anger. If you keep up this faithfully for
a year, you will change your whole manner of
thinking and acting in this particular.
HOW TO IMPROVE. 37
6. If you are sentimental, you must not read
sentimental poetry or stories, or associate with sen-
timental persons. Stop it at once, for there is noth-
ing worse for a person than to be carried away by
mere sentiment. But, on the other hand, if you
are too cold and distant, wanting in love and emo-
tion, it is your duty to read something sentimental,
even though it be at first distasteful to you. Kead
it over and over again, until you come to absorb
what is good in the sentiment and value it for its
own sake. A cold and distant person will never
make friends, neither will a very sentimental per-
son. The golden mean is the true way.
7. If you pursue some things with great earnest-
ness, and neglect other things, you can correct the
habit by an effort of the reason and will: make up
your mind that the thing that you neglected to-
day must be done, — that is, if it is of importance to
be done, — and go about it; drop everything possible
until it is done, and then never commence any-
thing unless you are determined to finish it. If
you are not enduring in work you will not succeed.
You must determine by a strong effort of the will
to do what your judgment tells you you ought to
do, and do it in spite of a strong inclination you
may have to omit the doing of it.
8. If you do not like bathing, but rather are in-
clined to effeminacy, you can overcome this by
gymnastic exercises, out-of-door sports, and a fol-
lowing of the laws of hygiene and health. Eeason
about your health, and say, " It is for my advan-
38 TEMPERAMENT SAT EDUCATION.
tage that I should become more muscular or more
able to stand cold;" and then follow persistently
the laws of health and the advice, if necessary, of a
physician — but usually the ordinary laws of health
are known so well that it is not necessary to pay for
medical advice unless you are sick. The reason so
many people fail in health is because a great many
are not willing to live up to the light they have.
They follow ease and inclination rather than duty
and principle.
9. If you are timid, and feel that your opinions
are of no account, and always inclined to shrink
from public gaze, and never express your thoughts
even though you are conscious you have better
ones than you hear others express, you can over-
come this by appealing to your sense of duty. It
is your duty to say at the proper time, decidedly,
what you know to be the right. You need not be
obtrusive — you should not be ; but there are plenty
of opportunities for you to express your thoughts,
and express them decidedly, and in a firm tone of
voice. This will help you. Your thinking and
indecision of speech come from a want of clearness
of apprehension. If you make up your mind that
a certain thing is right, and say so, you will be
led more clearly to see what is right than you
could be as long as you are accustomed to be half
decided and unwilling to express your opinions.
None will think any less of you for a positive ex-
pression of what you believe to be the truth. In
fact, no one thing will add more to your success in
HOW TO IMPROVE. 39
life than the speaking of the truth decidedly and
earnestly on all proper occasions, and yet in love.
10. If you are not minutely informed, you can
easily become so by mental decision. Commence
with one or two things, and inform yourself about
them until you KNOW wliat you know. Never
under any circumstances express an opinion until
you are positive you know that what you say is ex-
actly the truth. This will cure you of the defect
of frequently saying that a thing is so when after-
ward you find out to your chagrin that it is not at
all what you said it was. Do not be afraid to say
" I DO NOT KNOW."
40 TEMPERAMENT IN EDUCATION.
GENERAL SUGGESTIONS.
Self-improvement is accomplished by —
1. Knowing in what respects we ought to im-
prove. As this treatise considers somewhat bodily
functions as well as mental conditions, we shall
confine ourselves here to physical conditions.
Find out in what respects your bodily actions
hinder the normal workings of the mind and
heart. It may be that you should consult a phy-
sician, for our mental states are much dependent
on our bodily organizations and conditions. Hav-
ing ascertained, both by your own introspection
and knowledge, and the aid you can get from
others, in what respects you ought to improve,
then set yourself about the work of improvement
with a will. Commence with one thing at a time.
Many fail because they attempt too much at once.
If you are very hasty in speech, commence with
this, and use the means to correct the defect; or if
you are accustomed to draw hasty conclusions, go
at this; or if your memory fails you, then take the
means to correct this. Don't try too many things
at a time, or you will fail in all. A thorough
course of mental, spiritual, and bodily training, in
order to accomplish the greatest good, must take
time.
GENERAL SUGGESTION'S. 4!
2. Be careful in reference to your associates.
If you are slow and logy, and cannot command
your thoughts readily, and draw your conclusions
with great difficulty, then associate with persons of
opposite characteristics, and not with those of like
qualities as yourself. Much injury is done to ner-
vous people by associating with nervous people,
and to phlegmatic temperaments by associating
with other phlegmatic temperaments. The golden
mean is what we should seek in self-improve-
ment. The ideal human being has never yet ap-
peared, except as we find it in the person of Christ,
whose character as a man is so high that it is dif-
ficult for us to attain anywhere near it. The lives
of great men show us that even the wisest have
had many idiosyncrasies. At best we can only
attain an imperfect perfection.
3. Carefully choose your reading : much de-
pends upon this. We become very much like our
ideals, and our ideals are mainly formed through
the books we read. As a rule, we should only read
what we like to read. It may seem impossible to
like what we dislike. A little thought will show
that what we dislike is not what we imagined
it is.
We often dislike a certain kind of reading because
we are ignorant of what it is. We frequently im-
agine we dislike certain persons, simply because
we do not know what these persons are like. An
inveterate novel-reader will devour one class of
novels, and never think that his taste could be
42 TEMPERAMENT IN EDUCATION.
changed. The same may be said of those who are
in love with mathematical, historical, or philo-
sophical pursuits. There is a great deal in the
temper of reading. By this we mean that there
should be an equalization in what we read. We
should like what is useful to us, and always re-
member that what is useful will be interesting if
we properly go at it.
4. Self-improvement depends upon the will :
persons of weak will can never be different from
what they are. They will go along year after
year, intensifying peculiarities. With a knowledge
of defects there must be a strong will to remedy
these defects, if improvement is expected. A
vigorous will is an evidence of intelligence, but it
should be remembered that will pciver is not wil-
fulness. The exercising of will power is an exer-
cise of the whole mind, but the exercise of wilful-
ness is action with little or no mind in it. An
animal very low down in the scale of intelligence
may show great wilfulness, and so may an idiot ;
and wherever we find wilfulness either in mature
or immature persons, it is an evidence of very im-
perfect mental action. An intelligent will prop-
erly intensified will be a force that will remedy a
thousand defects. This is a most important sug-
gestion.
5. Incidentally it should be remarked that clean-
liness, correct dressing, and proper appearance are
essential to the highest mental and spiritual suc-
cess. It is one of the elements of self-knowledge
GENERAL SUGGESTIONS. 43
to know how to dress properly. Thousands of
teachers have failed to make the best impression
upon their pupils and the best improvement, be-
cause they have not known how to present them-
selves properly before their pupils. A very homely
person well dressed will appear to be quite good-
looking, whereas a good-looking and even quite
handsome person may carry the impression of
being homely on account of some incongruity of
dress, appearance, or speech.
44 TEMPERAMENT IN EDUCATION.
HOW TO STUDY CHILDREN-
Its Importance. — In directing the growth of
children we learn much from plant-life. There
must be good soil, careful nurture at first, good
seed, proper amount of sunshine, rain, and shade.
Not all should be treated alike. How unnatural
it would be to treat young tomatoes, onions, peas,
beans, corn, and trees in the same manner. It is
true there is not as much difference between chil-
dren as between the various forms of plant-life;
but there are great differences — so great, we can
see, that no two children can safely have the same
treatment. Here is a girl with black eyes, dark
hair, stout and robust, full of laughter, fun, and
frolic; by her side is another of the same age, but
with very light complexion, white or red hair,
slim, demure, and often sad. It cannot for a
moment be supposed that these two children will
thrive under the same treatment : what will be
food to one will be poison to the other.
There are four classes of boys and girls, as there
are four classes of mature men and women : THE
NERVOUS, THE SANGUINE, THE LYMPHATIC, AND
THE BILIOUS.
It is first of all necessary to determine what the
temperament of the child is, and then to give the
HO W TO STUDY CHILDREN. 45
child such treatment as will promote its healthy
growth.
In What Particular Children are Alike.
All healthy children are hungry.
They are generally trustful. If found distrust-
ful, it may be certain there is something wrong in
their development.
As a rule, they are kind to animals and fond of
them. Native, inborn cruelty is rare.
Children like other children better than older
people.
They are very imaginative.
Get a great amount of pleasure from little things.
Naturally not afraid, at first, except of falling.
It is strange that all infants before they have had
any experience of life seem to possess the instinc-
tive fear of falling. There have been various theo-
ries accounting for the cause of this, but none, as
far as we know, have satisfactorily explained the
fact.
Love all kinds of muscular motions.
Have little patience.
Eestless under restraint.
Affectionate, often loving very uncouth and un-
attractive things.
In all children, taste is the first sense that is
fully developed, and sight is the last. Greediness
is in consequence of the early development of the
sense of taste.
The auditory sensations are, next to taste, the
earliest developed.
46 TEMPERAMENT IN EDUCATION.
Much time is needed for children to learn to
see things correctly.
Delight in rhythmical, not necessarily musical,
sounds.
All children delight in a sense of ownership.
A FEW FACTS IN CHILD-GROWTH. 47
A FEW FACTS IN CHILD-GROWTH.
CUTANEOUS SENSIBILITY CAUSING A SENSE OF PAIN.
Instinctive
Senses :
( Desire for sleep.
I. •< Desire for food.
( Inborn fear of falling.
Seeing.
Hearing.
1 Tasting.
[ Smelling.
(
J
Whether there is seeing, hearing, tasting, and
smelling at first is a question; but it is at least
certain that these senses are quite dull and slow
in action in the very young child.
Anger.
Jealousy.
Sympathy, first manifested towards
animals — a doll, often, more than
Sentiments: \ for a fallen horse. It is not a
moral emotion when first ex-
hibited.
Love.
Wilf ulness.
Anger often shows itself when the child is quite
young.
Jealousy does not usually manifest itself until
the child is about a year old.
Pure affection is of slow growth. "When first
48
TEMPERAMENT IN EDUCATION.
exhibited it has little disinterestedness in it ; but
when it commences to grow it matures quite rapid-
ly. Affection is much stronger in children towards
human beings than towards inferior animals, as
cats and dogs.
Native
Intellectual
Endow-
ments :
Early
Acquired
Intellectual
Endow-
ments:
Later
Acquired
Endow-
ments :
Curiosity, inquisitiveness.
Desire, sjelfishness.
Talkativeness.
Capacity for self-entertainment.
Recognition of its dual self.
Led by motives more or less strong.
Perception. ) Memory, (of the ac-
Comparison. ) tual).
Rudimentary reasoning, both syn-
thetic and analytic.
Reflective powers, both synthetic
and analytic, leading to generali-
zation, (rudimentary).
Little ideality, and so, little imagina-
tion for the first
years.
three or four
Power of discriminating between the
different feelings and emotions.
Power of knowing things, and what
they suggest.
Power of knowing the true from the
false, the real from the unreal and
deceptive, (moral perception).
The power of determining intelli-
gently as to what is best or not
best, (moral and intellectual will-
power.)
A FEW FACTS IN CHILD-GROWTH. 49
A few facts. — 1. Perception can only be strength-
ened by constant exercise. In some persons it re-
mains in an immature condition all the life.
2. The memory is strong as soon as perception,
association, and comparison are developed. Let a
child see a thing or a fact distinctly, associate it
with something else it has seen distinctly, or in
other words, something which it knows; and then
let him compare the two, and he will remember.
Let our readers try this experiment and determine
the truth of this statement. Poor memories in
children, as well as mature people, are results.
Remove the causes.
3. The order of mental growth is (a) the power
of feeling, (b) the power of knowing, and (c) the
power of determining. It must be always re-
membered that spasmodic cases of wilfulness in
children give no indication as to the power of de-
termining. This comes much later in life.
4. Effective reasoning powers are not developed
until the reflective powers are somewhat mature.
What does this mean? Just this, viz., that before
a child can undertake to solve the problems in
arithmetic that require much effort, he must be
able to perceive things correctly and clearly, be
able to recall his perceptions with ease and correct-
ness, and rccombine them in new relations. This
last point is essential to successful mathematical
study. The ideal must be cultivated if the mathe-
matics are mastered.
5. Synthetic reflection promotes generalization,
50 TEMPERAMENT IN EDUCATION.
Analytic reflection promotes reasoning. Compari-
son, united with ideality and a strict regard for the
truth, promotes correct judgment. The power of
correct generalization, reasoning, and judgment
call into exercise the highest powers of the human
mind. These powers are possessed, in any de-
gree of perfection, only by the wisest of the
human race. Teachers ought not to feel discour-
aged if young men and women under their care are
slow in maturing these faculties. In many cases
they do not reach any great degree of perfection,
until middle life.
HEALTHY CHILD-GROWTH. 51
HOW TO PROMOTE HEALTHY CHILD-
GROWTH.
Enough has been said to show that each child
must have special study. The method of grading
in some places is often more in accordance with
age and size than personal endowments. Pupils
of a certain age are put. into certain classes,
whether they are fitted to be there or not, and
kept there until they can pass the examinations.
This is not according to the teaching of psychology.
We must recognize in each child its own individu-
ality.
1. The first thing, then, to do is to study the needs
of each individual child, and afterward classify the
school in accordance with the decisions arrived at.
Some children need a great deal of out-door exer-
cise. Let them have it. Nature is the best
teacher. If we follow the indications of Nature
we shall not go very far out of the way. It would
be cruel to require a demure, sad, delicate child,
who is naturally reflective and fond of reading and
writing, to remain in a warm room, and push her
on in her studies so that she may shine in the
school as a brilliant scholar. Before she is a
young woman she may injure her health if not
hopelessly, yet in after-life she may become a ner-
52 TEMPERAMENT IN EDUCATION.
vous wreck. The brilliant morning may close in a
cloudy afternoon. On the other hand, the active,
healthy, vigorous child, who is running and
romping with all his might out-of-doors, and
whose whole life is bound up in fun and frolic, will
bear as much in-door work as it is possible to give
him. There must be great flexibility if we expect
our children to become strong and healthy in after-
life.
2. The development of the mind of the child
must be determined. In some, the reflective fac-
ulties develop quite early; in others, quite late.
Some are very imaginative, and love poetry; others
are not at all imaginative, and cannot bear to read
poetty. Some children develop a mathematical
faculty, and delight in arithmetic, and can very
soon study the elements of geometry and algebra.
Others are almost dunces in mathematics. In
older times it was supposed that a child should be
made to study that which he most disliked, in
order to promote his equable development. For
example, if his. memory was poor, his memory
should be trained directly. This is wrong. The
training of the mind must proceed along the lines
of the greatest activities, not along the lines of
the least activities. Let us see what this means.
If a child delights to read and write, but has a
poor technical memory, let that child read and
write to her heart's content. Let the memory alone,
but give exercises in reproducing what is read or
written, also in comparison and association. The
HEALTHY CHILD-GROWTH. 53
memory will be thus trained without giving words
and dates to be committed to memory. Much is
said now concerning the training of the retentive
faculty, and the best conclusion of those who have
studied the matter is that memory is strong in
proportion as the observation, association, and
imagination are strong. Careful habits of obser-
vation and the forming of habits of associating
similar things will always strengthen the memory.
In no other way can this work be accomplished.
Then wisdom shows us that we should give such
children as have poor memories a great deal of ob-
servation work and association work, and it will be
seen very soon that the memory will assert its
power. For example, if a child dislikes to memo-
rize dates in history, at first, give no dates in history
for the child to remember. But what shall we do ?
Take this course : Tell a story to-day, to-morrow
tell another one; let it follow in the order of time
after the preceding one; the next day tell another
one — let this follow in the order of time. Now
after several stories are told and reproduced, ask
which one came first, which second, which third.
Now, what relation has the second to the third,
and so on. After the order of relationship has
been established, then the date can come in; but
not until this order of relationship has been es-
tablished should the date be given. If this course
be pursued, children will have no difficulty in re-
membering dates and names also. The reason
that some children do not like number is because
54 TEMPERAMENT IN EDUCATION.
the faculty of relation is not developed; the child
puzzles over his examples in arithmetic because he
does not see the relation between their parts. He
reads, " A man bought a piece of ground for $500,
and sold half of it for $300, and one fourth of the
remainder for $200. What did he make by the
transaction ?" Many children are entirely unable
to solve such an example as this — not because it
is difficult, but because the relations between the
parts are not clearly seen. Do not urge children
on in mathematics faster than they can under-
stand; but urge them on AS FAST AS POSSIBLE in
the direction they like to go, and every month re-
classify the school in reference to attainments.
Very much more could be said under this head,
but enough has been written to show in what di-
rections children should receive impulses, and in
what directions they should not.
3. Again, healthy growth is natural growth, and
in accordance with natural activities. Do not force
in unnatural directions. Gnarly, misshapen,
ugly results will be sure to appear. Watch the
trees, watch the growing plants in the spring;
study the farmer as he cultivates his corn and
potatoes, and imagine that the vegetables are
children, and as nearly as possible imitate Nature.
Follow Nature, and you will not be very far out of
the way.
TEMPERAMENTAL DIFFERENCES. $5
CONCERNING TEMPERAMENTAL
DIFFERENCES.
Much can be said concerning this subject, but
we have only space to condense a few thoughts
that thinking teachers can easily make use of.
Much that is said here can also be found in "Mind
Studies for Young Teachers."
1. Determine the temperaments of your pupi]s.
This means their physical characteristics and men-
tal peculiarities.
2. Give more exercise and stimulus to the lym-
phatic and logy ones than to the nervous.
3. Do not put two pupils of the same tempera-
ment in the same seat.
4. Speak quietly and gently to the nervous
child, and by no means point out publicly her mis-
takes. The lymphatic boy or girl needs a little
more vigorous treatment. It should be kind, but
it can be energetic.
5. Remember that nervous children do many
things from impulse. This should be remem-
bered in dealing with them. If a nervous child
becomes angry and stubborn, let her alone. She
will come to her senses, and a quiet, kind remark
will bring everything around in a short time.
56 TEMPERAMENT IN EDUCATION.
6. The nervous child needs direction. Many
young teachers are very much afraid of saying no.
It depends altogether in what spirit this littel
word is uttered. It may be spoken in such a way
as to rouse all the malignant passions of the soul,
or it may be uttered in such a manner as to arouse
the tenderest sympathies. Nervous children need
government; but be careful that this government
is full of kindness and love, and yet full of inflexi-
bility, quiet determination, and courage.
7. A nervous-sanguine child will bear a great
deal of firm government. Don't be afraid to say
quietly, but firmly and kindly, "No." Tears will
flow ; angry, hasty words very likely be uttered;
but don't mind: keep cool, collected, and firm;
say little, and that little kindly, in a quieting tone
of voice. The shower will pass, and with the tear-
drop on the cheek the penitent regret will follow.
8. If the bilious temperament is mixed with a
little lymphatic and a little nervous, there will
often be difficulty of a serious nature. Outbursts
of passion will not pleasantly pass away, but
there will be sulkiness, moroseness, backbiting, and
a disposition to stir up mischief. This needs care-
ful treatment. The best way to treat such cases
as this is: (1) ask the doing of a favor; (2) show con-
fidence by assigning some special work where it is
possible ; (3) talk alone, and in a natural but de-
cided tone of voice awaken the conscience; (4) be
unyielding in action, but use great care how you
TEMPERAMENTAL DIFFERENCES. 57
threaten or promise, or seem anxious to obtain
personal favor; (5) if you have been wrong, say so
in a manly manner, but not in a craven spirit; (6)
keep the reins as in driving horses — in your own
hands ; (7) ask a skilful horse-trainer how he deals
with a balky horse, a:id apply his wisdom to the
child.
9. Because a lymphatic child is apparently stub-
born, be careful that you do not mistake his mo-
tive. A nervous teacher trying to move a lym-
phatic boy to action by more nervousness is a
ridiculous sight. The immobility of the one is
only matched by the impatience of the other.
10. The temperaments most injured by injudi-
cious teachers are the bilious and nervous. The
sanguine and lymphatic will stand uninjured a
great amount of abuse.
Many a bilious boy has been sent to the State's
prison, if not to the gallows, by ignorant teachers.
General Notes. — 1. Be certain you understand
your child before you punish.
2. Be also certain the child understands you be-
fore you blame him.
3. General complaining remarks before the
school are always out of place. No two pupils
hear them alike.
4. The child of slow comprehension, sluggish
movements, may in the long-run come out ahead.
5. The least hopeful temperament is the pure
58 TEMPERAMENT IN EDUCATION.
bilious-lymphatic, when it has been subjected to
wrong influences at home or in the street.
6. The most hopeful temperament is the ner-
vous-lymphatic, when it has been properly trained
at home or by associates.
7. Only by degrees can permanent changes be
effected in temperament. Be patient, but eternal-
ly persistent.
WHAT WILL INSURE
A TEACHER'S SUCCESS,
AND BRING
Good Pay and a Permanent Place.
Motive is the power that drives life's work.
Unless the motive is strong the motion will be
slight. The teacher who does not expect to con-
tinue the work of instruction for any length of
time has not sufficient motive to lead her to become
thoroughly prepared in all branches of what she
has undertaken. She is continually saying, " I
may not teach another year," or " I may : it de-
pends upon circumstances ; at least I am certain
that I shall not continue in the work for many
years; and why should I trouble myself about bet-
ter preparation, since the effort I put forth will
bring me neither more money nor greater popu-
larity ?" But the teacher who has risked everything
is like the man who has expended all his money in
buying a ship and freighting it with a cargo to a
foreign land. He must succeed. If he does not
he is ruined. The risk he has taken is too great
to permit any carelessness. He employs the best
help, he devotes himself with the greatest degree
NOTE.— The pages which follow on this subject are intended for
those who are expecting to become life long teachers.
59
60 WHAT WILL INSURE
of earnestness towards making his voyage profita-
ble. The probability is that such a man will suc-
ceed. Whole-heartedness is essential to success,
but the teacher cannot be whole-hearted who has
undertaken the work of teaching school as a step-
ping stone to something else. The young man who
is expecting to become a minister, and teaches
school to get money to help him prepare for his
chosen profession, never attains any great degree of
true success. His mind is beyond, not here. His
reading is in the line of his life-work, not that of
his temporary occupation. Now we come to our
first head.
Those who become successful in teaching have
an nquenchable desire to become successful. — This
thought fills their minds day and night. They are
continually asking for the means of attaining the
highest success. Whenever a new book is opened
they think, " Can I find anything here that will
assist me ?" Every educational paper is read with
this thought uppermost in the mind. The biog-
raphies of successful men have to them this object
distinctly in view. Sermons are turned to good
account. Every public address for the year is used
as a sponge from which to squeeze something nour-
ishing to them. No one who has not this desire
constantly in the mind will attain success.
A determination to use all possible efforts to
become successful, is a second point. A great
many people have desires, but they are too indolent
to put forth the effort to attain their desires.
A TEACHER'S SUCCESS. 6 1
Thousands of men die poor, who had an earnest
desire all their lives to become rich, but never had
energy enough to make more than barely enough
to supply the necessaries of life. No rich man
ever held out his hands and received money from
the heavens. He planned and worked with a down-
right earnest effort and persistent determination to
reach the object of his desires. Napoleon was not
a very good man, but he was a very determined
one, and he had a mighty intellect to guide him in
attaining the object of his choice. General Grant's
will is known, and his maxim, " I will fight it out
on this line if it takes all summer," indicates his
inflexible determination, or as the papers call it
" doggedness" of his mind. The teacher who adds
to a sincere desire to become successful, the deter-
mination that leads her to say, " / will become suc-
cessful/' will put forth all possible efforts to attain
her object, and it needs no prophet, or the son of a
prophet, to predict that such an one will reach the
end of her ambition.
All of this is but preliminary to the object for
which this article was prepared. The subject of
the greatest importance to be considered by all
teachers is : —
What will make my teaching a success?
Knoiving ivhat true success is. The savage is fre-
quently successful up to the light he has, but his
standard is very low, yet it is all the standard he
knows anything about. Our ideals rule our char-
acters, A person having no knowledge of what a
62 WHAT WILL INSURE
good school is cannot by any means teach a good
school, even though he might be ever so successful
and diligent. For example, some teachers think
that the highest success in teaching consists in
keeping the pupils quiet. They are frequently re-
peating the common maxim, " Order is heaven's
first law," but they have no true idea of what order
is. They require their pupils to sit still with
folded hands and fixed gaze, whenever they are not
studying their lessons. Military precision is to
them the perfection of order, whereas it may be,
and frequently is, the very perfection of disorder.
TJie true ideal of ivhat successful teaching is
can only be obtained by knowing something about
the capacity of the child, his heavenly origin and
his immortal destiny. The teacher who treats a
child as a receptacle to be filled with a certain
amount of knowledge has no more idea of the des-
tiny of a human being than he whose business it is
to fill quart bowls or forty-gallon barrels. The im-
mortal Pestalozzi said that " The number of facts
a pupil learns is by no means the measure of his
success/' Like all other general statements, this is
both true and false, for the number of facts a pu-
pil learns by his own efforts, has a great deal to do
with the measure of his success. On the other
hand, the number of words a pupil commits to
memory, without understanding what those words
mean, is not only no measure of the pupil's success,
but an obstacle standing in the way of his success.
A teacher ignorant of what teaching is requires
A TEACHER'S SUCCESS. 63
her pupils to commit to memory the dates of his-
tory. They become very successful doing this
work, but they have no knowledge of the relation
of facts connected with these dates, only they know
when certain events occurred, and on examination
they are able to give a great number of them cor-
rectly. The people applaud the child, and the
teacher receives great praise. But she does not de-
serve it. On the other hand, she deserves great
condemnation. She has done an irreparable injury
to her pupils, for every sentence committed to
memory without thoroughly understanding what
the words mean will remain as an obstacle in the
mind of the child during all of its life, hindering
both the reception of knowledge and its useful ap-
plication. Too much cannot be said on this sub-
ject.
In order to become a good teacher good books on
teaching must be read. Especially we commend
for careful study Page's " Theory and Practice of
Teaching," and Fitch's " Lectures on Teaching."
Another excellent book, perhaps equal to these two
and in some respects superior, is Payne's "Lectures
on the Science and Art of Education." Eead these
books carefully, and they will be of immense bene-
fit. Another book that treats of character in gen-
eral more than teaching in particular, is "Self-
culture," by James Freeman Clarke. Some of the
chapters in this work have never been equalled by
any author in the English language. If one book
64 WHAT WILL INSURE
only can be obtained this would be the one, not
only to read, but to study and apply.
Again, success demands powers of quick and
accurate observation. A great many "see men as
trees walking ;" it is not to be supposed that such
persons will ever know very much, for they have
never seen very much. It is astonishing how
little the average person sees that he thinks he
sees, or knows what he thinks he knows. How
few can tell how many legs a spider or common
house-fly has, or whether a cat has more toes on its
front than its hind feet ; and yet these people have
seen spiders, flies and cats all their lives. Ask the
average woman why a fish dies when it is taken
out of the water, or why a man dies when he is
under the water, and she cannot]tell. These points
show the want of quick and accurate observation
on the part of those who have good eyes and good
ears and no defect in their organs of speech. The
habit of mispronunciation of words is unfortunate,
and comes, frequently, from carelessness. How
many people persist in articulating the t in often,
when, if they noticed, they would see that no
person who speaks the language correctly pro-
nounces this word in that way. And what is true
of this word is true of a thousand other words.
All great inventors have become such through the
powers of seeing and thinking. Howe made a
fortune by simply putting the eye of a needle near
its point. Why had not some one thought of
doing that before and thus invented the sewing
A TEACHER'S SUCCESS. 6$
machine ? But nobody had, for nobody before
Howe had ever thought it could be done, and yet
when it was done, everybody said, "That's easy
enough! Why didn't I think of that!" Yes,
"Wbj didn't they think of it?" Because they
hadn't the mind. All of Edison's inventions have
been made through the cultivation of his powers
of seeing accurately and quickly and reasoning
correctly. The stupid fool goes on straight to
destruction, because he does not see that the road
he is travelling in leads there ; the wise man just
behind him looks up and sees plainly where the
road is leading him, and he turns about and travels
the other way — the foolish pass on and are punished.
Pres. Hill, when a school committee man in Mas-
sachusetts, used to examine pupils by putting five
or six beans in his hand, quickly opening it and
asking them to tell him at once how many there
were. At first they could not tell, but soon they
could count at sight up to ten or twelve. A certain
very successful man trained himself to habits of
quick and accurate observation so thoroughly that,
after standing before the large show window of a
dry goods store for five minutes, he could go home
and write an accurate description of everything
that was displayed, and tell exactly their positions.
He reached this excellence by gradual steps ; first
by observing a few things and then a few more,
and so on until his mind could grasp the almost
numberless objects in the entire window. A
teacher of quick observation will notice the begin-
66 WHAT WILL INSURE
ning of trouble long before the pupils see it. It is
easy to stop the beginnings, but, oh, how hard it
is to stem the rushing tide at the end ! So we
say that powers of quick and accurate observation
are essential to teaching success. We have not
space here to point out how these qualities may be
obtained : friends must be consulted, books must
be read in order to ascertain the means to reach
this important end. But that they must be had
before there is any great degree of school-room
success must be obvious to any thinking mind.
Again, there must be sympathy and heart kind-
ness. This must be genuine ; deception in the
school-room is easily detected ; children see very
quickly through hypocrisy. It is a flimsy garment
at best, and does not serve to cover up the hideous
nakedness of evil in its original form. A teacher
who has not a good heart and genuine sympathy
for children would do well to stay out of the school-
room. She may drive herself and her pupils
through a round of duties day after day and term
after term, but she will have trouble and diffi-
culty and distress, and at last the consciousness
if not the public verdict of failure. Many in-
stances could be narrated of teachers who have
not done their pupils much good on account of
their want of sympathy. The young heart of
childhood yearns for nothing so much as love ; it
is full of impulse and affection, and when it finds
affection in return, its sympathies go out in a full
•end overflowing tide. Of course there are occa-
A TEACHER'S SUCCESS. 6/
sional exceptions, but the majority of children can
easily be touched by a sympathetic look and the
token of love. This is not gushing, for gushing is
nothing but modified hypocrisy ; it is genuine
sympathy— affection of the best and truest kind.
A teacher who has no appreciation of the wants
of childhood, its difficulties, trials, and discourage-
ments, cannot do children little good. How often
are children seen to cry for some minutes as though
their hearts would break. Can we measure the
woe and misery of that brief time? To an older
person the disappointments of a child seem very
trivial. Most are disposed to laugh at the woes
of a little child crying for a worthless toy. But
consider how we appear to beings superior to us
when we lament over the loss of baubles which to
them are more worthless than the toy was to that
child. They know too much to laugh at us, but
while they pity our stupidity, they have a deep
sympathy for us; as should we have for the woes
of our children.
And then, the doing good because we like to do
goody is a noble incentive. How different this is
from doing good because we 'ought to do good.
There is a wide difference between ought and like
in these relations. One person drags herself
through a round of duties, reading the Bible
against her will, praying contrary to her wishes
and inclinations, and going to church from a sense
of duty and not for the love of it. She makes a
poor miserable Christian at the best, but when the
68 WHAT WILL INSUXE
heart is full of joy, when the page of the Bible is
luminous with helpfulness and interest, and when
all the means the church gives bring peace and
comfort to the soul, then how beautiful are the
gates of Zion and how happy are those who attend
her joyous feasts ! So with such buoyant heart
and glad exaltation should the teacher enter the
school! Then will the work be a true success,
even though it may be marred by many scholastic
failures, and pedagogical sins !
A very important element entering into teaching
success is sound reason, good judgment and self-
control. There are thousands of people who say,
" if my foresight was as good as my hindsight, I
should have made a great success in this world."
What is the reason that the foresight is so poor ?
It is a want of reason. Impulse has ruled them.
People act on the spur on the moment ; they de-
cide without thinking, conclude without judging
and let their impulses run away them. It does
not need a prophet to predict that such people will
always be in hot water. They have not minds of
their own. Now there are frequent times when a
wise deliberation is the quickest way to decide a
difficult question. There was once a surgeon in
the French army who was called to the side of an
officer who had received a serious wound. An im-
portant artery was cut in two and his life blood
was rapidly ebbing away. He waited for half a
minute without doing anything. Those around him
were violent in their denunciation of his dilatoriness.
A TEACHER'S SUCCESS. 69
A half minute is a long time when a man's life is
trembling in the balance, and it seemed to the by-
standers as though he had waited ten times as long
as he did ; but at the end of the half minute he
went right to work and before the second half min-
ute had expired the blood was stopped, the opera-
tion had been successfully performed, and the
man's life was saved. After he was through, they
asked him "What made you wait so long before
you commenced to work, doctor ? " His answer is
worthy a permanent record, " I took time to be
certain that what I did was the right thing to do.
I knew the man had a minute to live, and I deter-
mined to take half that time in deciding what was
the best course to take." Had he acted hastily the
probability is that the officer would have died.
Instances often occur in which deliberation is very
necessary in order to save life. A child has fallen
in the water and is on the point of drowning, or a
child has been in the water so long that conscious-
ness has departed, or a pupil is choking to death,
or has cut an artery, or has fainted away, or is in a
fit. Now calmness is necessary, self-possession is
all-important, and a good judgment is needed in
order that the right thing may be done. When a
person is in danger of dying for want of immediate
help it does no good to run around like a chicken
with its head off. We have known some people
who in a case of danger would sit down and cry,
wringing their hands, and saying, "0 dear! 0
dear ! 0 clear !" Such people are of very little ac.'
70 WHAT WILL INSURE
count when emergencies arise. Thousands of lives
have been sacrificed, that could have been saved
if a little calmness and judgment had been used.
Nearly all the cases of difficulty in school govern-
ment come from a want of deliberation. A teacher
once waited a whole day before she said anything
to a very wicked pupil concerning a flagrant breach
of propriety. She took time to make up her mind
what she ought to say and do, and then, when she
acted, she was certain that she was doing and say-
ing the right thing. So in instruction the way to
decide what the best method of teaching is, is to take
time to ascertain the facts in the case. Thousands
of teachers simply follow their noses and do what
others have done, without thinking and reasoning
and judging. The result is they do wrong, get
themselves in trouble, and are condemned by those
who are good judges. And yet we have known
teachers who would insist, in spite of the deter-
mination of those whose opinions ought to be re-
spected, to go right on year after year doing as
they have been accustomed to do before. It is a
singular fact in human nature that people with lit-
tle reason and poor judgment and poor self-con-
trol are generally very stubborn. This is a fact in
human experience that can be verified by every one
who will take the trouble to observe the various
phases of human nature.
Now we come to more specific directions in ref-
erence to teaching success ; what has gone before
has been general, now we come to special ways for
A TEACHER'S SUCCESS. 71
teachers who desire to become successful and re-
ceive good pay and permanent places.
First, there must be good ideals. We never rise
above our ideals. A savage is satisfied with his
tepe, a Hottentot with his hut, and a Chinaman
with his crowded and contracted house. In order
to note what good teaching and what a school is,
good schools must be visited and good teachers
must be known. It is worth all it costs to observe
good teaching and good schools for several weeks,
even though such observation would require a
journey across the State or even across a continent.
We learn by seeing and doing far more than by
reading and meditating. There must be in tho
mind of the teacher an intense dissatisfaction.
This will lead to an effort towards better things.
The country teacher who is perfectly satisfied with
her barn of a school-house, its miserable surround-
ings, its unshaded and slovenly grounds, its incon-
venient and rickety desks and the dirt and squalor
of her children, will not attempt to get anything
better.
It seems very ungracious to urge teachers to be-
come dissatisfied with themselves, but there is a
great deal of wisdom in this counsel. An intense
longing to do better is a mighty power contribut-
ing to better doing. The parents in most of our
small village and district schools have a very low
ideals concerning what good teaching is, and teach-
ers in these places are very apt to be satisfied when
they please their patrons. Now it is safe to say
72 WHAT WILL INSURE
that those teachers who attempt no more than to
please uneducated and ignorant fathers and
mothers will never rise in the work of teaching.
They will always receive poor salaries and never be
certain of one place any great length of time.
When any young man or young women is consid-
ered fit to teach school, all the young men and the
young women in the surrounding country are con-
tinually crowding each other to the wall. But if
the conviction is in the mind of the people that the
teacher must be educated before she can teach
school, then only educated teachers will be chosen
for teaching positions.
Among the means of attaining success within
the reach of those who cannot go through a
thorough course of study and graduate at a first-
class State Normal School are, Teachers' Associa-
tions, Teachers' Institutes, and Summer Schools.
1. Teachers' Associations. These are often very
good. Sometimes they are not, but usually a
teacher will gain much good by attending them.
Contact with superior teachers is an excellent
thing. The listening to discussions and the hear-
ing of thoughtful papers are uplifting, but we
should earnestly advise all those teachers who are
anxious to attain success, to take active parts in
these associations. Those who do not, but quietly
listen and then go away without saying anything
or doing anything, will ordinarily get little good.
The effort required in the preparation of a paper
to be read before an association of teachers is a
A TEACHER'S SUCCESS. 73
mighty force. Suppose the subject assigned is
"Best Methods of Teaching Geography." The
one preparing the essay should buy all the books
within her means on this subject, such as King's,
Parker's, Frye's, Geikie's and others. She should
read these books with great care, then she should
visit the best school within her reach, and notice
the methods used there. If she wished to go still
deeper in the subject, she would read Guyot's
"Earth and Man," and Bitter's "Geographical
Studies." She should also become thoroughly
familiar with the methods of teaching both physi-
cal and political, astronomical and mathematical
geography. Now it is safe to say that after one
had thus prepared herself for six months, she
would present before an association a paper of
great value. The difficulty with teachers' associa-
tions frequently is that there is not sufficient effort
put forth in the preparation of the articles; but
valuable papers, such as we have described, are be-
coming more and more common, and more and
more are teachers' associations becoming helpful to
those who have an earnest desire to be helped.
2. Teachers' Institutes. These are now common
in all the counties of our country, and many of them
are excellent, although some are very poor. The
State of New York, for example, employs a num-
ber of experienced teachers to go from county to
county and instruct the teachers in the best
methods of teaching. Of course some things are
said and done that are not very uplifting, but with
74 WHAT WILL INSURE
few exceptions the teacher that attends a county
institute for a week with a sincere desire to get
good will not fail to receive great good. Teachers'
institutes are short normal schools where classes
are often taught in the presence of the teachers.
Do not be afraid at an institute to asks questions.
Seek the acquaintance of the conductors for the
purpose of receiving from them all the good you
can. Friendships are formed at associations and
institutes that are frequently of great use in secur-
ing better places. If a teacher is really doing good
work the world should know it. It is only by
becoming acquainted with those who have wide
knowledge of men and things that a good teacher
is discovered and taken out from her humble sur-
roundings and given larger pay and a more perma-
nent place. Institute conductors are always on
the lookout for the best teachers. No persons are
more frequently consulted than they in reference
to the qualifications' of their pupils. So in many
ways the County Institute can be made a powerful
means for promoting teaching success. Those who
use it for the purpose of social advantages, or as a
week of recreation, lose a great deal of good that
otherwise might be obtained.
Third, Summer Schools. These are of recent
origin, but evidently have become a permanent
part of our educational work. In these schools
the teacher can mingle pleasure with profit.
There are no more delightful places in the country
than Asbury Park, Saratoga Springs, Martha's
A TEACHER'S SUCCESS. 75
Vineyard, Glens Falls, Lake Minnetonka, Minn,
and Madison, Wis. At all these places summer
schools are established, and the cost of tuition and
board is reduced to the lowest possible amount.
These schools are more profitable than teachers'
institutes, for they continue longer, and thus give
an opportunity for the members to systematize and
extend their work more thoroughly. We would
earnestly advise all teachers who are aiming at suc-
cess and who cannot stop the work of teaching to at-
tend a normal school, to make arrangements to at-
tend a summer school. In some respects, we be-
lieve, they are the best normal schools in the
country. Earnest teachers are met there who have
devoted their lives to teaching and are eager for
information and improvement. The teachers of
these schools are selected with great care, and al-
most without exception are men and women of
superior abilities. Here the opportunity is given
to become more thoroughly prepared in the sub-
ject matter of the branches taught, especially at
Martha's Vineyard in the various departments of
natural science.
The Power of a Living Teacher. In studying any
subject, as botany, zoology, chemistry or physics,
a teacher is a great help; no book can take the place
of a living instructor. The analyzing of a plant
with a capable botanist gives more of education and
help than the solitary study of botany for a long
time ; in fact nothing can be placed before the in-
spiration and helpfulness of contact with a success-
76 WHAT WILL INSURE
f ul teacher, both in learning the natural sciences
and the modern languages. Probably the best
summer school for the study of the languages is at
Amherst College, Mass.
Before visiting other schools, attending an insti-
tute or becoming a member of a summer school,
one thing is very necessary. This is a knowledge
of wliat is desired to be learned. Many teachers
go to institutes and summer schools and fail of
getting any benefit from them because they at-
tempt to do too much. They think, " I have but
little time and little money, and I must get every-
thing I can — nothing must be omitted." So they
attend every class, hear every lecture, get up early
in the morning, sit up late at night, and in the end
are wearied, tired, confused and discouraged.
True improvement is a plant of slow growth. No
one on the spur of the moment can become very
much better than he is, but he can gradually im-
prove, and so in the course of a year or two make
substantial progress. But personal improvement
leading to success must be attained by judicious
work of the proper kind, at the proper times.
This is very important counsel, which those who
are aiming at success would do well to read over
several times.
In order to find out what you need, learn all that
you can before you attend an institute or a sum-
mer school. This can be done by reading the
right kind of educational literature. A few books
are extremely important, and should be thoroughly
A TEACtiEtfS SUCCESS. 77
studied. Next to Page's "Theory and Practice of
Teaching " there is not a better book in the Eng-
lish language than Parker's "Talks on Teaching."
Following this, read Fitch's "Art of Questioning,"
"Art of Securing and Retaining Attention/' and
" Improvement in the Art of- Teaching/' " Kel-
logg's " School Management/' Calkins' " Eye and
Voice Training/' Dewey's "How to teach Manners
in the School-room/' Seeley's Grube's "Method in
Teaching Arithmetic/' and Woodhull's "Simple
Experiments for the School-room." These books
will give to the inquiring teacher a large number
of most valuable suggestions which will be a great
help in attaining true success. They should be
studied, not skimmed over, — read carefully, and
not hurriedly glanced at. Those who attend
institutes and summer schools will find many of
the suggestions given by instructors in these
schools modifications of those found in these books ;
whatever of good in addition is obtained will be so
much gain, and thus so much more valuable stock
in trade.
1. Apparatus. Why should not a teacher have
a good " kit " as well as the brick-layer or carpen-
ter ? Whenever a master builder attempts to con-
struct a house, he brings with him not only his
workmen but his tools. Why should not a teacher
as well have a quantity of " tools " with which to
work? These would be of inestimable value.
After a fe*w years they would increase at very
slight expense, arid yet in the aggregate, become
78 WHAT WILL INSURE
extremely valuable. For example, a little skill
will enable almost any teacher to make raised maps
of each of the five continents in plaster of Paris,
coloring them properly and mounting them in
such a manner as to be the least liable to harm
from usage. These in the school-room could be
models from which the pupils could construct
others in putty or sand. Again, with a little ex-
pense large pictures of notable persons could be
cut from the illustrated newspapers, also illustra-
tions of events and scenes in various parts of the
world. These could be pasted on a chart, neatly
bound and hung, when needed, in the school-room.
Do not keep these charts in the presence of the
pupils all the time; they will lose their interest in
them if you do. Use them only when needed —
and the day before state that to-morrow you will
show them such and such pictures or things. The
interest of the pupils will be excited, their expecta-
tion will be aroused into healthy activity. All of
these excitements to the mind will assist in fixing
what may be said. We have known many teachers
who have collected a large number of illustrations
which have been of very great use in language
work, as well as illustrations of general talks before
the school, and we know that these teachers have
attained a very much greater degree of success by
the use of such aids than they possibly could with-
out them. The extent to which charts of this
nature could be provided is only limited by the
A TEACHER'S SUCCESS. 79
number of illustrated papers the teacher is able to
buy.
2. There are many kindergarten helps that can
be made of great use in primary and intermedi-
ate departments : Blocks, sticks, different colored
worsteds, bits of colored paper, several pairs of
scissors, a small portable table. For about fifteen
dollars a teacher could provide herself with all of
the esentials of the kindergarten apparatus, and
most of it could be made use of in the higher de-
partments.
Again: 3. Collections can be made of interesting
objects about which talks could be given. Differ-
ent kinds of seeds, nuts, grains, materials for food,
woods, foreign drugs, both liquid and solid, and
simple minerals as well as rocks and common
stones. These should be placed in small boxes,
carefully labelled and arranged so that they can be
obtained at a moment's notice. Every collection
is worthless unless the collector knows at once
where to find each individual specimen. In the
one department of seeds there is an opportunity of
arranging a very large number; then there could
also be among them dried specimens of insects and
preserved animals in small bottles of liquor. The
extent to which this work could be carried is prac-
tically unlimited. We know that the ordinary
teacher would not be able to spend a very large
sum each year, but a great deal of money is not
needed. Very valuable specimens of various
kinds can be obtained in almost every school dis-
80 WHAT WILL INSURE
trict in this land. Those living on the sea shore
could arrange to exchange specimens with teachers
living in the mountainous districts, and thus each
part of the country be provided with that which
would be especially interesting, strange and use-
ful.
Again : 4. By a little skill and effort very valuable
maps can be made and mounted; in fact, maps,
more valuable than could be purchased. If
teachers would make but one such map each term,
in the course of a few years the collection would
be of great use. Especially should the teacher
make a careful and correct map of the district in
which she teaches. This should be on a large scale,
and pupils should be instructed to copy it and talk
about it, pointing out the objects found in its vari-
ous parts. This will do almost more than any-
thing else to get into the minds of pupils the true
geographical conception of the world, an idea
which comparatively few pupils, after the old
method of teaching geography, ever receive. If
we cannot see in the mind's eye that which we are
accustomed to see with the external eye, how can
we see in the mind's eye that which we cannot see
with the external eye ? Unless the pupils in geog-
raphy have a vivid conception in the mind of the
appearance of the country as it really is, they are
not studying geography, but words, facts, dates.
The drawing of a map be the most senseless work
a pupil can do, or it may be the very best work
that he does. It depends upon whether the map
A TEACHER'S SUCCESS. 8 1
gives to his mind a clear, distinct view of the part
of the world represented.
5. Again, other aids the teacher can make great
use of in the school-room are EDUCATIONAL
PAPERS. By all means take a weekly journal ; it
is too long to wait a whole month for an educa-
tional paper to come, and when it does come, it
does not contain enough to satisfy the educational
hunger of the teacher who is anxious for success.
The teacher who cannot afford $2.50 for a first-
rate weekly educational journal like the SCHOOL
JOURNAL, cannot afford to buy a new pair of shoes
once a year.
The weekly paper comes freighted with the most
valuable material for the working teacher ; it may
be perhaps but a single article, or, occasionally,
there may be a single paragraph, and yet that
article, or that paragraph, will help more than
the money paid for the whole year's subscrip-
tion. There are some teachers whose pay is small,
and who do not expect to continue in the work
of teaching but a short time, who will find a
monthly paper valuable. To such we would com-
mend the TEACHERS' INSTITUTE. It is full of
hints that cannot fail to be of great assistance to
teachers who have had but limited experience and
opportunities.
Other apparatus, like globes, electrical machines,
air pumps, barometers, thermometers, etc., etc., can
be obtained if the teacher's purse is long enough.
The average school director is so little interested
82 WHAT WILL INSURE
in a knowledge of school needs that he will not be
apt to buy necessary aids ; and the time has not
come, in most district schools, for the people to an-
ticipate the wants of teachers ; but we believe the
time has come when it will pay for the teacher to
use all energy within her power, and, for a few
years, all the money she can spare, to provide her-
self with all the necessary appliances for her work.
6. Another means of attaining success is general
information. By this is meant a knowledge of
persons, places, and things. Suppose something
has been said in the school-room about Rome. It
gives pupils a great deal of confidence to find that
the teacher knows something about the f ' Eternal
City," — perhaps some incident or some fact con-
nected with its early history. A teacher should be
thoroughly familiar with the political and religious
questions of the day. The time has gone by in
enlightened places when any one is persecuted for
opinion's sake, and it is very well that it has.
Every individual is allowed to express his belief
on all subjects at proper times without danger
from the state. It has been but a short time
since this order of things commenced, for in
older times it was considered a most improper
thing for any person to form his own opinion. A
teacher who lias pronounced convictions on the
great political questions of the day, and on all
proper occasions expresses them, will make a far
letter teacher than one who is ignorant of these
subjects. Supposing that during an evening's
A TEACHER'S SUCCESS.
conversation something should be said concerning
Abraham Lincoln. How much it would add to the
interest of the occasion or gathering to hear a good
story told about Lincoln's early life or mature
years. How much does it add confidence in the
laborer to hear his employer give his commands in
an intelligent manner. The one who has no
opinion on politics or religion, or the one who has
opinions, but is not willing to express them for
fear of making somebody angry, will always fill a
very subordinate place in the work of the world.
It cannot be otherwise. The teacher who has gen-
eral information is always ready, on a moment's
notice, to say something to his pupils both inter-
esting and profitable. All must concede this to be
very important. How it adds to the interest of the
history class for the teacher to narrate a story con-
cerning some one about whom they have been
studying. Like begets like. A dull teacher who
plods on in the footsteps of his predecessors has
little influence for good.
In the foregoing pages much has been said of
special value to the teacher as a teacher ; now we
wish to say a few words, in conclusion, concerning
the elements of success in the teacher as a citizen
and member of society.
1. Social. It is said that a teacher should never
forget that she is a teacher, even in the family or
social gathering. This is wrong advice. The
native dignity and good sense of any one who has
had charge of a school-room will indicate that pro-
84 WHAT WILL INSURE
priety and decorum should always be observed. In
visiting parents, be careful about assuming a dicta-
torial manner ; also, be careful about appearing to
patronize parents. There was once a good minister,
who said he always ingratiated himself into the
affections of a mother by trotting the baby on his
knee. It must be admitted that there are certain
times when this would be proper ; but there are
other times when this would be obviously improper.
In visiting a family where there has been trouble
with some member of it in the school, it is best to
talk as little as possible about the difficulty, and as
much as possible about other and more cheerful
subjects. There was once a bad boy who was
upheld in his waywardness by his parents, and the
teacher determined that she would visit the family,
and talk with them about their son. But an after-
thought determined her to change her mind. She
visited the family, and took tea with them, and
talked very pleasantly about a dozen things ; but
never said a word about their son. When she was
gone, the father turned to the boy, and said :
" John, she is a good woman ; I like her first-rate,
and you must do nothing to annoy her. You have
been a bad boy ; now be a good boy." When the
boy found that he was not upheld by the parents,
but that they had confidence in the teacher, he
soon stopped his pranks, and became a good
scholar. Now, if this teacher had disgraced the
boy, she would soon have found herself in trouble.
She pursued the wisest course, and teachers can
A TEACHER'S SUCCESS. 85
learn lessons from her example. Talk always fans
the flame, and adds fuel to personal controversy.
Most people talk too much, and teachers in a school
frequently get themselves into great trouble by too
free use of their tongues.
In social gatherings, where parents and pupils
mingle on an equality with the teacher, much can
be done to strengthen the regard in which the
teacher is held, by interesting exercises, games,
plays, etc., that will be both attractive and bene-
ficial. While the teacher should not waste her
time in attending social gatherings, yet if she re-
fuses to mingle with the people, she will lose a
great deal of her influence over them. There are
many objectionable games in some parts of our
country that would soon be withdrawn if some
sensible ones were introduced in their place. It is
the want of knowledge that causes people to waste
their time in frivolity, rather than the presence of
depravity. In most schools of the country, the
religious element is very strong, and the teacher
will gain a great deal of power and influence by
attending the church and taking part in the Sab-
bath-school. Distinctive religious instruction is
forbidden in the public schools in this country,
ubt it is not forbidden in the church and Sabbath-
school. Here the teacher can make herself felt as
nowhere else. Hence, she can easily be a leader,
and the foremost promoter of every good cause.
2. A teacher's success is also very much promoted
by introducing good reading in the families of the
86 WHAT WILL INSURE
district. Papers of a low character get into a
village because the people do not know the value
of papers of a different sort. Some of the most
interesting books at the present time are of a very
high character. The tone of interesting stories
has been growing better and better for the last ten
years. There is no lack of excellent papers, which
children will delight to read if they once get hold
of them. Every district ought to have a circulating
library, composed of the best books. Since stories
are read more generally than any other class of
literature, the best stories could be selected, one
book serving for the whole neighborhood. The
cost of a library, right up to the times, would be
but little, and its value would be very great. Do
not expect the children or the people to read a book
because it is good. There is nothing in this world
like interest. A volume of prosy old sermons
would not bring much at a public auction ; but a
volume of live, bright stories, discussing the things
of to-day, would bring their full market value.
The world is full of interesting books ; and when
the people once get a taste of them, they will have
as many of them as they can buy.
3. Again, an element in the teacher's success is
want of success. If you have failed, consider it
your gain. You will only learn by experience ;
but do not repeat the same mistake twice. If a
failure has taught you a lesson, it is worth all that
it costs. Some people go on year after year re-
peating the mistakes of the past. Such never im-
A TEACHER'S SUCCESS. 87
prove ; but wise men learn by their mistakes, and
thus, as they grow older, grow wiser and more suc-
cessful.
4. Work just as hard whether your pay is good or
poor. Do not gauge the quality of your work, or
the amount of your work, by the pay you receive.
This is good advice — perhaps the best given on
these pages. If you have undertaken to do a piece
of work, do it to the very best of your ability, and
not slight it because the amount of money you are
to receive for it is less than you think you ought
to get.
5. Now, in the end, save some money ; if your
salary is small, you can save a little ; but if it is good
you should save considerable. It is an element of
success for a teacher to feel that she has a little
money on hand for a "rainy day/' and that when
her work ceases she will not be cast upon the
charities of the world. A little saved, and well
invested, often produces a great deal ; and then the
habit of saving is one that will produce an excel-
lent effect upon the mind and heart. A certain
degree of independence is needed, in order to
properly succeed ; and the feeling constantly in
the mind, that we have no money at all, is apt to
produce depression and a feeling of dependence
which is not conducive to a great degree of success.
Therefore, we say, save a little money each week,
or each year, and you will find it the best invest-
ment you ever made, whether you consider it in
the light of its pecuniary advantage or its mental,
88 WHAT WILL INSURE TEACHER'S SUCCESS.
moral, and physical influence. Last, LOVE GOD
AND KEEP His COMMANDMENTS. Be cheerful,
take care of your health, but by all means guard
your conscience. Read the best books and the best
papers, associate with the best people, and do not
be discouraged at failures.
UHI7BRSITT
EIGHTEENTH YEAR!
TTHE SCHOOL JOURNAL
is published weekly at $2.50 a year. Amos M. Kel-
logg and Jerome Allen, two teachers of life-long
experience and progressive ideas, devote their whole
jlr time to editing it. Established 18 years ago, it is to-
day the best known and widest circulated educational
JL. weekly in the country. This reputation has been won
strictly on its merits, as its subscribers know, and you
will too (if not now a subscriber), if you send 6 cents
^ Cor a sample copy.
TENTH YEAR!
THE TEACHERS' INSTITUTE
^ is published monthly at $1.25 a year; 12 large 44 page
papers constitute a year (most other educational
A monthlies publish but 9 or 10). It is edited by the
^ same editors as the SCHOOL JOURNAL, and has, ever
since it was started in 1878, been the most popular
^ monthly educational published, circulating in every
state — a national paper. This was because it was
practical — little theory and much practice — crammed
^ with it. Sample copy 10 cents.
ELEVENTH YEAR!
TREASURE-TROVE
-^ is a beautiful illustrated 36 page monthly, for the boys
and girls. Price, $1.00 a year. We must refer you
to our descriptive circular for particulars about this
'A' charming paper, for we have not room here to tell you
the half of its value. It is used by thousands of
teachers as an aid to their school room work.
^ Sample, 10 cents.
E. L. KELLOGG & CO., Educational Publishers,
NEW YORK AND CHICAGO.
SEND ALL ORDERS TO
6 E. L. KELLOGG & CO., NEW YORK & CHICAGO.
Aliens Mind Studies for Young Teach-
ERS. By JEROME ALLEN, Ph.D., Associate Editor of the
SCHOOL JOURNAL, Prof, of Pedagogy, Univ. of City of
N. Y. 16mo, large, clear type, 128 pp. Cloth, 50 cents ; to
teachers, 40 cents ; by mail, 5 cents extra.
There are many teachers who
know little about psychology,
and who desire to be better in-
formed concerning its princi-
ples, especially its relation to the
work of teaching. For the aid
of such, this book has been pre-
pared. But it is not a psychol-
ogy— only an introduction to it,
aiming to give some funda-
mental principles, together with
something concerning the phi-
losophy of education. Its meth-
od is subjective rather than ob-
jective, leading the student to
watch mental processes, and
draw his own conclusions. It
is written in language easy to
be comprehended, and has many
JEROME ALLEN, Ph.D., Associate Editor Poetical illustrations. It will
of the Journal and institute. aid the teacher in his daily work
in dealing with mental facts and states.
To most teachers psychology seems to be dry. This book shows
how it may become the most interesting of all studies. It also
shows how to begin the knowledge of self. " We cannot know
in others what we do not first know in ourselves. " This is the
ke37-note of this book. Students of elementary psychology will
appreciate this feature of " Mind Studies."
ITS CONTENTS.
CHAP.
I. How to Study Mind.
II. Some Facts in Mind Growth.
III. Development.
IV. Mind Incentives.
V. A few Fundamental Principles
Settled.
VI. Temperaments.
VII. Training of the Senses.
VIII. Attention.
IX. Perception.
X. Abstraction.
XI. Faculties used in Abstract
Thinking.
CHAP.
XII. From the Subjective to the
Conceptive.
XIII. The Will
XIV. Diseases of the Will.
XV. Kinds of Memory.
XVI. The Sensibilities.
XVII. Relation of the Sensibilities
to the Will.
XVIII. Training of the Sensibilities.
XIX. Relation of the Sensibilities
to Morality.
XX. The Imagination.
XXI. Imagination in its Maturity.
XXII. Education of the Moral Sense.
SEND ALL ORDERS TO
E. L. KELLOGG & CO., NEW YORK & CHICAGO. 7
This remarkable little book has been adopted on its merits by the
Maryland State Teachers' Reading Circle,
Texas Stale Teachers' Reading Circle,
New Jersey State TeacJiers' Reading Circle,
Arkansas State Teachers' Reading Circle,
California State Teachers' Reading Circle,
and is in use in many Normal Institutes and Teachers' classes.
FROM PROMINENT SUPTS. AND PRESS.
Prof. John Swett, Prin. Girls' High
School, San Francisco, Cal., author of
" Methods of Teaching," says:— " Allow
me to express my great satisfaction with
your ' Mind Studies.' It is a delightfully
clear, concise and practical volume. I
am reading from it to our normal depart-
ment. You have had the courage to go
right down to the hard common-sense of
practical psychology."
Edw. Brooks, late Prin. of the Millers-
ville (Pa.) Normal School.—" This book
will open the door to the grand temple of
psychology."
Pres. E. F. Southerland, Southern Ind.
Normal College.—" I have adopted it for
use in my school."
Supt. A. P. Marble, Worcester, Mass.
—"I wish it might be in the hands of
every teacher. It seems to be boiled
down and digested."
Texas School Journal.— " The author's style is clear and simple, the
abstract nomenclature being entirely discarded."
Rev. R, H. Quick, of England, author of " Educational Reformers,"
says:— "lam very much pleased with this book. It is full of suggestive
thought."
Hattie S. Myer, Sec'y Ark. State Reading Circle (on adopting it), says: —
" We think it admirably adapted for our work."
Edw. Danforth, late Deputy Supt. Schools, N. Y. State.—" Cannot fail
to be of great practical value to all teachers who are ambitious to excel in
their profession."
Popular Educator,—" The teacher will find in it much information as
well as incitement to thought."
Jared Sanford. School Com., Mt. Vernon, N. Y.— " From all points of view
it must prove of great worth to those who read it. To the earnest teacher
in search of information concerning the principles of Psychology it is to be
highly commended."
Irwin Shepard, Pres. Normal School, Winona, Minn.— " I am much
pleased with it. It certainly fills a want. Most teachers need a smaller,
briefer, and more convenient Manual than has before been issued."
S. G. Love, Supt. School, N, Y.— " I want to say of it that it is an excellent
little book. Invaluable for building: up the young teacher in that kind of
knowledge indispensable to successful teaching to-day."
PROP. JOHN SWETT.
BEND ALL ORDERS TO
K L. KELLOGG & CO., NEW YORK & CHICAGO. 9
Brownings Educational Theories.
By OSCAR BROWNING, M.A., of King's College, Cambridge,
Eng . No. 8 of Reading Circle Library Series. Cloth, 16mo,
237 pp. Price, 50 cents; to teachers, 40 cents; by mail, 5
cents extra.
This work has been before the public some time, and for a
general sketch of the History of Education it has no superior.
Our edition contains several new features, making it specially
valuable as a text-book for Normal Schools, Teachers' Classes,
Reading Circles, Teachers' Institutes, etc., as well as the student
of education. These new features are: (1) Side-heads giving the
subject of each paragraph; (2) each chapter is followed by an
analysis; (3) a very full new index; (4) also an appendix on
" Froebel," and the " American Common School."
OUTLINE OF CONTENTS.
I. Education among the Greeks — Music and Gymnastic Theo-
ries of Plato and Aristotle; II. Roman Education — Oratory; III.
Humanistic Education; IV. The Realists — Ratich and Comenius;
V. The Naturalists — Rabelais and Montaigne; VI. English
Humorists and Realists — Roger Ascham and John Milton; VII.
Locke; VIII. Jesuits and Jansenists; IX. Rousseau; X. Pes-
talozzi; XI. Kant, Fichte, and Herbart; XII. The English Pub-
lic* School ; XIII. Froebel ; XIV. The American Common
School.
PRESS NOTICES.
Ed. Courant.— " This edition surpasses others in its adaptability to gen-
eral use."
Col. School Journal.—" Can be used as a text-book in the History of
Education."
Pa. Ed. News.— " A volume that can be used as a text-book on the His-
tory of Education."
School Education, Minn.—" Beginning with the Greeks, the author pre-
sents a brief but clear outline of the leading educational theories down to
the present time."
Ed. Review, Can.— "A book like this, introducing the teacher to the great
minds that have worked in the same field, cannot but be a powerful stimulus
to him in his work."
SEND ALL ORDERS TO
10 B. L. KELLOGG & CO., NEW YORK & CHICAGO.
Calkins Ear and Voice Training by
MEANS OF ELEMENTARY SOUNDS OF LANGUAGE. By N. A.
CALKINS, Assistant Superintendent N. Y. City Schools ;
author of "Primary Object Lessons," "Manual of Object
Teaching," " Phonic Charts," etc. Cloth. 16mo, about 100
pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra.
An idea of the character of this work may be had by the fol-
lowing extracts from its Preface :
" The common existence of abnormal sense perception among school
children is a serious obstacle in teaching. This condition is most
obvious in the defective perceptions
of sounds and forms. It may be
seen in the faulty articulations in
speaking and reading ; in the ina-
bility to distinguish musical sounds
readily ; also in the common mis-
takes made in hearing what is
said. . . .
"Careful observation and long
experience lead to the conclusion
that the most common defects in
sound perceptions exist because of
lack of proper training in childhood
to develop this power of the mind
into activity through the sense of
hearing. It becomes, therefore, a
^ matter of great importance in edu-
cation, that in the training of chil-
dren due attention shall be given to
the development of ready and accu-
rate perceptions of sounds.
" How to give this training so as
to secure the desired results is a
subject that deserves the careful
attention of parents and teachers.
SUPT. N. A. CALKINS. Much depen(is upon the manner of
presenting the sounds of our language to pupils, whether or not the
results shall be the development in sound-perceptions that will train
the ear and voice to habits of distinctness and accuracy in speaking and
reading.
"The methods of teaching given in this book are the results of an
extended experience under such varied conditions as may be found
with pupils representing all nationalities, both of native and foreign
born children. The plans described will enable teachers to lead their
pupils to acquire ready and distinct perceptions through sense train-
ing, and cause them to know the sounds of our language in a manner
that will give practical aid in learning both the spoken and the written
language. The simplicity and usefulness of the lessons need only to be
known to be appreciated and used."
SEKD ALL ORDERS TO
E. L. KELLOGG & CO., NEW YORK & CHICAGO. 13
Dewey's How to Teach Manners in the
SCHOOL-ROOM. By Mrs. JULIA M. DEWEY, Principal of the
Normal School at Lowell, Mass., formerly Supt. of Schools
at Hoosick Falls, N. Y. Cloth, 16mo, 104 pp. Price, 50
cents; to teachers, 40 cents; by mail, 5 cents extra.
Many teachers consider the manners of a pupil of little impor-
tance so long as he is industrious. But the boys and girls are to
be fathers and mothers; some of the boys will stand in places of
importance as professional men, and they will carry the mark of
ill-breeding all their lives. Manners can be taught in the school-
room: they render the school-room more attractive; they banish
tendencies to misbehavior. In this volume Mrs. Dewey has shown
how manners can be taught. The method is to present some fact
of deportment, and then lead the children to discuss its bearings;
thus they learn why good manners are to be learned and practised.
The printing and binding are exceedingly neat and attractive."
OUTLINE OF
Introduction.
General Directions.
Special Directions to Teachers.
LESSONS ON MANNERS FOR YOUNGEST
PUPILS.
Lessons on Manners — Second Two
Years.
Manners in School— First Two Years.
Second
Manners at Home— First
Second
Manners in Public— First
Second
CONTENTS.
Table Manners— First Two Years.
Second "
LESSONS ON MANNERS FOR ADVANCED
PUPILS.
Manners in School.
Personal Habits
Manners in Public.
Table Manners.
Manners in Society.
Miscellaneous Items.
Practical Training in Manners.
Suggestive Stories, Fables, Anec-
dotes, and Poems.
Memory Gems.
Central School Journal.— "It furnishes illustrative lessons."
Texas School Journal.—" They (the pupils) will carry the mark of ill-
breeding: all their lives (.unless taught otherwise)."
Pacific Ed. Journal.—" Principles are enforced by anecdote and conver-
sation."
Teacher's Exponent.— " We believe such a book will be very welcome."
National Educator.— " Common-sense suggestions."
Ohio Ed. Monthly.—" Teachers would do well to get it."
Nebraska Teacher.—1' Many teachers consider manners of little im-
portance, but some of the boys will stand in places of importance."
School Educator.— "The spirit of the author is commendable."
School Herald. — " These lessons are full of suggestions."
Va. School Journal. — "Lessons furnished in a delightful style."
Miss. Teacher.— " The best presentation we have seen."
Ed. Courant. — " It is simple, straightforward, and plain."
Iowa Normal Monthly.— " Practical and well-arranged lessons on man-
ners."
Progressive Educator.—" Will prove to be most helpful to the teacher
who desires her pupils to be well-mannered."
SEND ALL ORfcEftS tO
E L. KELLOGG & CO., NEW YORK & CHICAGO.
15
Froebel. Autobiography of
MATERIALS TO AID A COMPREHENSION OF THE WORKS OF THE
FOUNDER OF THE KINDERGARTEN. 16mo, large, clear type,
128 pp. Cloth, 16mo, 50 cents; to teacTiers, 40 cents; by mail, 5
cents extra.
This little volume will be welcomed by all who want to get a good
idea of Froebel and the kindergarten.
This volume contains besides the
autobiography—
1. Important dates connected with
the kindergarten.
2. Froebel and the kindergarten
system of education by Joseph
Payne.
3. Froebel and his educational
work.
4. Froebel's educational views (a
summary).
In this volume the student of edu-
cation will find materials for con-
structing, in an intelligent manner,
an estimate and comprehension of
the kindergarten. The life of
Froebel, mainly by his own hand, is
very helpful. In this we see the
working of his mind when a youth;
he lets us see how he felt at being
misunderstood, at being called a bad
boy, and his pleasure when face to face with Nature. Gradually wt
see there was crystallizing in him a comprehension of the means that
would bring harmony and peace to the minds of young people.
The analysis of the views of Froebel will be of great aid. We see
that there was a deep philosophy in this plain German man ; he was
studying out a plan by which the usually wasted years of young chil-
dren could be made productive. The volume will be of great value not
only to every kindergartner, but to all who wish to understand the
philosophy of mental development.
La. Journal of Education.— " An excellent little work."
W. Va. School Journal.—" Will be of great value."
Educational Courant, Ky.— " Ought to have a very extensive circulation
among the teachers of the country."
Educational Record, Can.—" Ought to be in the hands of every pro-
fessional teacher."
Western School Journal.— " Teachers will find in this a clear account of
Froebel's life."
School Education.— " Froebel tells his own story better than any com-
mentator."
Michigan Moderator.—4' Will be of great value to all who wish to under-
stand the philosophy of mental development."
FREIDRIOH FROEBEL.
SEND ALL ORDERS TO
18 E. L. KELLOGG & CO., NEW YORK & CHICAGO.
Hughes' ^Mistakes in Teaching.
BY JAMES J. HUGHES, Inspector of Schools, Toronto, Canada.
Cloth, 16mo, 115 pp. Price, 50 cents; to teachers, 40 cents;
by mail, 5 cents extra.
Thousands of copies of the old
edition have been sold. The new
edition is worth double the old;
the material has been increased,
restated, and greatly improved.
Two new and important Chapters
have been added on "Mistakes in
Aims," and "Mistakes in Moral
Training." Mr. Hughes says in his
preface: "In issuing a revised edi-
tion of this book, it seems fitting to
acknowledge gratefully the hearty
appreciation that has been accorded
it by American teachers. Realiz-
ing as I do that its very large sale
indicates that it has been of service
i to many of my fellow-teachers, I
\ have recognized the duty of enlarg-
ing and revising it so as to make it
still more helpful in preventing
JAMES L. HUGHES, Inspector of the common mistakes in teaching
Schools, Toronto, Canada. &nd training. »
This is one of the six books recommended by the N. Y. State
Department to teachers preparing for examination for State cer-
tificates.
CAUTION.
Our new AUTHORIZED COPYRIGHT EDITION, entirely rewritten by
the author, is the only one to buy. It is beautifully printed and
handsomely bound. Get no other.
CONTENTS OF OUR NEW EDITION.
CHAP. I. 7 Mistakes in Aim.
CHAP. II. 21 Mistakes in School Management.
CHAP. III. 24 Mistakes in Discipline.
CHAP. IV. 27 Mistakes in Method.
CHAP. V. 13 Mistakes in Moral Training.
Cliaps. I. and V. are entirely new.
RETURN CIRCULATION DEPARTMENT
Main Library • 198 Main Stacks
LOAN PERIOD 1
HOME USE
2
3
4
5
6
ALL BOOKS MAY BE RECALLED AFTER 7 DAYS.
Renewls and Recharges may be made 4 days prior to the due date.
Books may be Renewed by calling 642-3405.
DUE AS STAMPED BELOW
FORM NO. DD6
UNIVERSITY OF CALIFORNIA, BERKELEY
BERKELEY, CA 94720-6000
Live Music Archive
Librivox Free Audio
Metropolitan Museum
Cleveland Museum of Art
Internet Arcade
Console Living Room
Books to Borrow
Open Library
TV News
Understanding 9/11