66 Richardson's New Method." Just published. The new edition. Revised, enlarged, embodying the latest ideas-in teaching New Amusements, New Annotations. Dr. Mason's famous system of touch and technics. 500,000 of the old edition sold. Price, American or Foreign Fingering, 83.00. Mason and Hoadley's Sytem for Beginners." American or Foreign Fingering, 83.00. "NEW ENGLAND CONSERVATORY METHOD." The official book of piano instruction in this famous school. Three parts, each, $1.50; complete, 83.00. American or Foreign Fingering. "Mason's Pianoforte Technics." By Wm. Mason and W. S. B. Matthews. $2.50. "PETERS'S ECLECTIC PIANO INSTRUCTOR.' Over 300,000 of this standard work sold. 83.00. "BELLAK'S ANALYTICAL METHOD." Paper, 75 cents; Boards, $1.00. "WINNER'S EUREKA METHOD." Price, 75 cents Any book postpaid on receipt of price. Send for catalogues and bulletins of new and standard piano music. OLIVER DITSON COMPANY, 453-463 Washington Street, Boston. C. H. DITSON & CO., N. Y. BULLETIN SCHOOL PUBL 1874 LICATIONS Cardboard Helps in Teaching. 1. 500 Every Day Business Problems in Arithmetic. 500 cards, 1 x 34 inches, 50 cts. These problems are printed on slips of cardboard, one problem to each slip, so that a single box will answer for an entire school. Answers are given in an accompanying Key for the teacher's use. Superintendents find these problems of great interest and practical value in visiting schools. 2. Brislot's Honesty Cards in Arithmetic, giving every pupil a different problem. Per box, with Key, 50 cts. 3. 500 Questions in Civi. s. 250 cards, 1 x 4 inches, 50 cts. These questions are printed on slips of cardboard 1 x 4 inches, two questions on a card. The questions are not confined to the Constitution of the United States, but include many pertinent questions on important subjects of the day. These questions are designed for general or class use in High, Grammar, and Rural Schools. A Key for the teacher is included. 4. Historical Game, "Our Country," for Home and School. 100 cards, 2 x 3 inches, 50 cts. These cards contain 500 questions and answers, and afford a most interesting as well as profitable game for home and school. 5. Historical Cards, with Topics, Questions, and References on all important events. (a) General History, 200 cards, 3 x 5 inche', $1.00. (b) United States History, Part I, extending through the Revolutionary War, 92 cards, 50 cts.; (c) Part II, from the formation of the Constitution to the present time, 10s cards, 50 cts.; or (d) Complete, 200 cards, 3 x 51, $1.00. On each card there is a topic, with subdivisions and questions. On the back of each card reference is made to all the leading histories used in the schools of the country. Thousands of References are cited. Space has been left on each card for additional questions and references. The cards may be used with any text-book in daily recitations and reviews. In addition to the many Histories cited, a large number of books are referred to under the head of "Interesting Reading." The references alone are worth ten times the cost of the cards. The cards are made of strong stock, and different colors are used for the different Historical Epochs. 6. Geographical Cords, with Topics and Questions, (a) Part I, Physi cal Geography and North America. 100 cards, 3 x 5 inches, 50 cts.; (b) Part II. The Rest of the World, 100 cards, 50 cts.; or (c) Complete, 200 cards $1.00. These cards are intended to accompany any text book in Geography. The topics and questions emphasize a necessity for thorough knowledge of commercial relations, exports, imports, routes of travel, expense of transportation: in fact, the cards deal with the Essentials of Geography, omitting that which is of little or no importance, The topics are suggestive rather than exhaustive. A set of these Cards will save the teacher many needless hours of study and research, by preserving clasified memorandu in compact form. 7. Geographical Game, "Our Country" for Home and School. cards, 2 x 3 inches, 50 cts. 100 The p pil's interest in the study of Geography may be doubled by the use of this game. 3. Numbers Made Easy. Bv Louise Valentine. Per box of 300 inch squares of Cardboard, with Manual, 50 cts. Send for circulars of the School Bulletin Teachers' Agency. Helps in Reading and Speaking. 1. The Sentence Method of Teaching Reading. By GEORGE L. FARNHAM. Cloth, 16mo, pp. 50. 50 cts. As the word method was a step above the alphabet method, so the sentence method is a step beyond the word method. "The unit of thought is the sentence," and if the child considers the words as units in learning to read, he must unlearn his habits of reading in order to read naturally. Mr. Farnham shows how much more easily children will learn to read, and how much better they will read, where this method is employed. The book is in general use all over the country -in Col. Parker's Cook County Normal School, among others. It is especially valuable for teachers' institutes. 2. A Practical Delsarte Primer. By Mrs ANNA RANDALL-DIEHL. Cloth, 16mo, pp. 66. 50 cts. This is a remarkably compact and forcible presentation of a system of elocution now so widely known and employed that no teacher of reading can afford to be ignorant of it. Mrs. Randall-Diehl is an ong the most eminent teachers in the land, and she has given here precisely the method she herself employs. It contains a series of twelve charts which present the principles of the system so clearly that they cannot fail to be understood. 3. A Manual of Elocution. By JOHN SWETT. Cloth, 12mo, pp. 300. $1.50. 4. Arbor Day Manual. By CHARLES R. SKINNER. Cloth, 8vo, pp. 475. $2.50. This was compiled as an aid in preparing programmes for Arbor Day exercises, and contains choice selections on trees, forests, flowers, and kindred subjects, with 60 pages of Arbor Day music, etc., etc. It tells what trees to plant, and how and when to plant them, tells how the day is observed in different States, and gives specimen programmes in full. It is by far the most complete and helpful manual for its special purpose ever published, and is also available for daily use in reading and in elocutionary exercises. It should be in every school library. The music pages may be had separately at 25 cts. 5. Memory Gems. By GEORGE H. HOSS. Paper, 16mo, pp. 40. 15 cts. 6. Memory Selections. By CHARLES NORTHEND. 24 manilla cards in a box. Three series, Primary, Intermediate, Advanced. Each 25 cts. 7. The Table is Set. A Comedy for Schools, from the German of Bendix. By WELLAND HENDRICK. Paper, 16mo, pp.30. 15 cts. Nothing is in greater demand than little plays for school enter. tainments, with few characters and requiring no scenery, and yet thoroughly bright and entertaining. This play will be found to meet all requirements. 8 A Glimpse of Grammar-Land. A Farce. By M. FRANCES BROWN. Paper, 8vo. pp. 24, 15 cts. This is perhaps the most amusing and appropriate play for a school exhibition ever written. It is interleaved, and contains the music in full. C. W. BARDEEN, Publisher, Syracuse, N. Y. Supplementary FOR PRIMARY SCHOOLS. Every primary teacher or county superintendent of schools should send for a sample copy of "Our Little Ones and the Nursery," now used in the public schools of Boston, Buffalo and many other cities. Little Children Need the Best, and neither labor nor expense is spared to procure it. Every article admitted to the pages of the magazine is read many times, and subjected to the most rigid criticism. Everything objectionable, whether in sentiment or expression, is carefully excluded. The editor insists upon simple ideas and simple language, free from slang and doubtful forms of expression. Long and intricate sentences are simplified or cut out, and the vocabulary is adapted to the youngest readers, with a reasonable allowance for progress. The reading matter is interesting and amusing as well as instructive, Useful information is imparted in such form as to be within the comprehension of the little reader. JUST PUBLISHED. COMMON ERRORS IN WRITING AND SPEAKING WHAT THEY ARE AND HOW TO AVOID THEM WITH A PRACTICAL TREATISE ON PRONUNCIATION AND PUNCTUATION WHO By EDWARD S. ELLIS, MA. Author and Editor of many valuable books. does not wish to know how to write and speak the English language correctly? And how few possess that ability! The best educated, even editors and authors, sometimes write sentences that will not bear the test of rhetorical construction or grammatical analysis. The universality of such errors is one of the most astonishing facts connected with our literature. A second fact, however, is the absolute ease with which a writer or speaker can free himself from a careless and inaccurate style through a careful study of "COMMON ERRORS IN WRITING AND SPEAKING." This has been prepared by a scholar noted for the purity and beauty of his style, and the directions are so simple, the explanations so clear, and the suggestions so practical, that the work is worth all the other books on the subject put together. It is pre-eminently a book for to-day, not for fifty years ago, but one which recognizes our steadily changing modes of expression, the elastic nature of our language, and the evolution that is continually in progress. READ WHAT IS SAID ABOUT IT. "Since Miss Caroline Le Row showed up English as she is taught no better detector of the bad article, British-English a well as American English, has appeared than Edward S. Ellis' Common Errors in Writing and Speaking.” – Brooklyn Eagle. "Teachers and pupils will find this book of much service. . . Worth every cent it costs."-N. Y. School Journal. "Everything about it is pleasing-contents, binding, paper, print." - Prin. of Portland Training School. --GET IT. .. Beautifully bound in cloth boards, colored edges and sent prepaid to any address. PRICE, 50 CENTS. Introduction price on application. WOOLFALL PUBLISHING COMPANY, 114 Fifth Avenue, New York. NEW YORK OFFICE, 70 FIFTH AVENUE WESTERN OFFICE, 211 WABASH AVENUE, CHICAGO Published on the 15th of each Month, September to June, Inclusive, Subscription: $1.00 per year. Single copies 10 cents Entered at the Post Office, Boston, Mass., as Second Class Matter (Copyright, 1892, by Educational Publishing Co., Boston) EVA D. KELLOGG, EDITOR HEN Freedom from her mountain height, This is the month for the special teaching of patriotism, and this number has been prepared with that thought in mind. Let the observance of Washington's birthday be the centre around which cluster the thousand associations of home, country, fatherland. Let the children begin the month with Washington as a little boy companion and let them grow up with him day by day. Every primary teacher if she is a true one has imagination enough to picture Washington in his boy life, at home, at his games, full of boyish thoughts and feeling. Seek for some fresh, new way of putting this story till the children get the full spirit of the honest, manly little fellow, who did not spring into life a full uniformed general, or a stately president as we used to think of him in our childhood. Teach the humanity of Washington and let the children learn to love him as a boy and a man before they are taught to revere him as a patron saint. Our Flag! Bring it into the school-room and read into every fold and into every star and stripe, the grand meaning of this national emblem. Let faraway mythical myths rest awhile and teach even to the babies the thrilling facts of the birth-struggle of America. The meaning of being an American boy or girl is healthful character-food for these little American citizens. And with the glory of their national inheritance comes in the duty of little republicborn children which they can grasp with the feeling, if not with the intellect. If the school is partly, or wholly, made up of foreign children this opportunity is unmatched for teaching loyalty to America. The patriotic teacher, with these daily lessons, morning talks, and stirring songs, can fire every soul in her presence, with patriotic fervor. Where would be the danger of future anarchy if children imbibed this spirit in the baby school-rooms of the country? Would that Number 2 the thrilling words in the formula of the flag-salutation were daily on the lips of the children of the public schools. Sing the Old Songs. In many a patriotic exercise in our public schools the absence of genuinely patriotic music is positively painful. Too often, on these occasions, the musical selections are such as show off the fine musical training of the school or perhaps the marked talent of a few picked pupils. Now classical music is all right. It is educative and let our American children, by all means, have the culture of it. But let us lay aside this classical music on patriotic occasions and let the whole school join with a hearty will in the rousing old national songs that wake up genuine love of country in the little men and women who sing them. These children, as a whole, have looked on with pride and admiration while the exercises were going fortoned up thereby to an aspiring pitch of enthusiasm ward whether they joined in them or not, and are where a ringing patriotic song like "Hail Columbia or "Rally Round the Flag," would be a physical relief. Instead they have listened rather ruefully to the finely executed music with unfamiliar words. and have gone away silently with all their music in them. More than one such mistake occurs every year in the schools and nobody dares say anything for fear of losing their reputation as admirers of classical music just as crowds go silently away from symphony concerts that have meant nothing to them. A nineteenth century public school is made up, ofttimes, of every nationality under the sun. These children snatch only a few months or years from the clutch of Necessity for attending school. Is it not wise to improve every opportunity with this miscellaneous collection of boys and girls who are here to-day and there to-morrow, but who will be a permanent part of the future republic, to deepen every loyal impulse and lead their training toward good citizenship? They are in a stage where character is cooling in the mold and everything that can be done to fashion and form them aright must be done quickly. How can this be done better, as far as loyalty to country is concerned, than to encourage this singing together in contagious enthusiasm such inspiring old songs as "Columbia the Gem of the Ocean," "Star Spangled Banner," and always, first and last, "America?" Besides these the old war songs have not lost their inspiring power. "Three Cheers for the Red, White and Blue," has stoutened sinking hearts and quickened lagging footsteps when all the preaching and precepts in the world would have failed to have done either. Old songs are like old houses: they have acquired a sentiment, a history, a mellowness of feeling, from hallowed associations that communicate a heart-warming, enriching influence. - Humane Teaching in the Public I nor my antagonist had any feeling of hostility, and although The inhumanity of the young is in a great degree to be ascribed to thoughtlessness and ignorance. "Humane Teaching in our Common Schools," in order to be effectual, must be, directed towards the enlightment of the children's minds and the enkindling of their higher and nobler sensibilities. I have not much faith in teaching by precept, telling them every day that they ought to be humane, and that they must be virtuous if they would be happy, and that it is wrong to do this thing or that, they know all this well enough. In preaching to children I have never found that they listened with much attention until I began to tell them a story or bring in something to illustrate what I was saying or take them into the region of facts. There is an immense amount of ammunition wasted in firing at the young. Blank cartridges never do much execution. To bring the matter home, you must begin your "Humane Teaching" by interesting your pupils in the animal creation, showing them how wonderfully the beasts and the birds and the insects are constructed, and what a beautiful thing the little wing is, which they tear off so ruthlessly from the body of the poor fly, and how much sense many of these creatures have, and what extraordinary things they can do, how they can make paper out of wood, just as men have to-day learned to do, and construct trap-doors with hinges, and "play possum" when they want to escape their enemies; as you all know, there is no end to the marvels that open here, and if the children do not listen while you are telling them about these marvels, they are not worth educating at all. After interesting them thus in a general way, in order to impress the minds of the children with a sense of the cruelty of some of the sports in which they thoughtlessly indulge, it might be well to give them one or two object lessons, such, for instance, as calling their attention to the construction of a bird's nest, and showing them how the little bird went about in the spring-time, picking up a thread here and a straw there, and a few hairs to work in with the rest, and how happy they were when they found their comfortable home completed, and how they rejoiced when they saw the beautiful little eggs lying there, and how wretched they were when they came home one day and found the eggs all gone, and how sad it was when they had to pass the summer alone. The young folks would be likely to remember this, the next time they went bird-nesting. In like manner the girls, who aspire after feathers and beautiful stuffed birds to gratify their vanity, might be impressed with a sense of the cruelty involved in this. It is appalling when we read of a single consignment to one dealer in London of 32,000 dead humming-birds, 80,000 aquatic birds, and 800,000 pairs of wings; and of one auction where there were sold 404,389 West Indian and Brazilian bird-skins, and 356,389 East Indian, besides thousands of pheasants and birds-of-paradise ; - and those lovely birds were deprived of life for what? There is one ground of appeal to the young of which I have not yet spoken. If there is any one charge that effectually rouses a boy's indignation, it is that of being a coward, and you have gained a great point when you have convinced him that cruelty to animals is cowardly. If he is obliged to kill them because they are noxious or dangerous, that is not cowardice; it may indeed be the bravest thing he could do ; but if he should undertake to put such creatures to death by slow tortures, that would be mean and cowardly. One boy may fight another if he is his equal in size and strength, without any feeling of hostility or cruelty. I had an experience of this sort in college, when I fought as long as I could stand it, because I was afraid not to fight. It would have injured my reputation not to have done so, but neither From an address before the Rhode Island Institute of Instruction. we pommeled each other until neither was fit to be seen for several days, the first time we appeared in public we drove out together for a social ride. When the boys tumble each other to pieces in a cane-rush or a tumultuous game of football, they may inflict a great deal of pain and harm upon each other, and in so doing they act foolishly, but they do not mangle their mates because they like to see them suffer. But A Cruel Boy is Always a Coward and it is very desirable to impress this upon him as early in life as possible. Young people do not like to be despised, and if they can be made to feel that they are despicable because they show themselves to be cowards, whenever they inflict needless pain upon anything weaker and more helpless than themselves, a great deal is gained. As only a limited time can be given in school hours to the subject we are now considering, it is important for you to interest your pupils in the publications of various sorts that are now devoted to it. There is a great deal to be found there that will be sure to interest and profit them. No one can begin to estimate the amount of good that has been done by the Black Beauty and other similar works. The literature of the subject is peculiarly rich, and the periodicals are full of edifying and fascinating matter. Much may be accomplished by the pictorial illustrations, which always come close home to the youthful mind. There is one thing more of minor importance to which I Last winter I went to see the exhibition will briefly allude. of trained animals in New York, which was a prominent feature in the World's Fair, at Chicago. It was a wonderful exhibition of the triumph of man over the monarchs of the forest, but after all it was a painful and unwholesome thing to see these noble creatures bending abjectly before the fear of the whip, and performing all their menial tasks with a look of suppressed rage and contempt. If they had known their power, instead of entering in formal possession and taking their places submissively around the room on their respective platforms, and then, as they were ordered, performing all the unnatural antics they had been taught, they might in a very few minutes have had undivided possession of the vast edifice in which we were assembled, with no keepers to direct and no spectators to applaud them. I have never seen a more wretched collection of ill-natured creatures than that which was once exhibited by Mr. Barnum, under the title of "The Happy Family,"-cats caressing rats, or pretending to do so, and all sorts of preposterous affiliations between animals, who would have torn each other to pieces in a moment if they had dared,—even the monkeys grinned artificially, and as it were under protest. I do not think it is well to encourage our young people to patronize such exhibitions as these. They learn nothing from such sights that is worth knowing, and cannot help losing, in a measure, the respect which they ought to have for the animal creation at any rate such sights do not tend to cultivate a humane spirit. Vivisection. I have been asked to say something on this occasion in regard to the introduction of vivisection as one of the exercises in our common schools. It is the first time that I ever heard the idea suggested, and not having the remotest idea as to what might be said in its favor, I am at a loss to know what needs to be said on the other side. If vivisection is ever justifiable, it must be when it is necessary for the purpose of determining some important principle, which it is impossible to settle in any othar way, and in this case when that principle has been once determined, there is nothing to justify a repetition of the inhuman and repulsive operation. The proposal to introduce this into our schools is something that we would suppose must be unthinkable. Just try to imagine the scene. "Children, the hour has arrived for the class in vivisection to come forward to the table. You must be careful in coming forward not to allow your rabbits to escape, and not to leave behind any of the instruments you may need. The dissection to-day will relate to the nervous system, one of the most beautiful branches of our study, and you must be careful to conduct your dissection |