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the decimal. Is not this absolutely wrong? The matter difficult of comprehension for the child is not the size of the number, it is the number itself. . . It is a monumental task for the infant intelligence to grasp the idea of unity, of combinations of units. It is a tedious task to build up a proper idea of five, six, ten, twenty. When these numbers are lastingly moulded into the brain-matter, the step to hundreds, to thousands, is necessarily short. And yet, now we essay to teach simultaneously three distinct divisions of arithmetic, and all to the six-yearold tyro! Is not the result, by necessity, such as teachers now find it-a confused medley? A medley that pursues the child all through the school course, blunting the faculties, stunting the mindgrowth, and giving us graduates of our grammar schools devoid of reasoning power."

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SALIENT THOUGHTS FOR PRIMARY TEACHERS.

THE PROBLEM.

Here is your problem: Given fifty children, more or less, and one teacher eager to apply the newest and best educational thought in teaching them the three R's; how shall it be done?

One thing is certain; you must have the whole child with you if any kind of good work is to be accomplished. This means that not only the child's body must be present in the school-room, that his mind must in some degree be responsive to yours, but that the soul of the child, the feeling, willing, motive-making part of him, must be with you also. For his own good you want him to do certain things. You have the power to make him do them; that is, you can control his body and, in a degree, his mind, by virtue of the authority vested in you as a teacher; but the soul of the child, the part that makes him want to do the thing that should be done, must be won. It cannot be driven or coerced in any way. Authority cannot reach it, but it comes forth gladly, more than half way, in response to the teacher who has the heaven-given power of drawing it to herself.

It is so common a thing to see a child in school in the body only that we have ceased to notice it, the rest of him roaming far afield, God knows where, creating a world of his own more in accord with child-nature than the every-day schoolroom. "Johnny is a good boy," the teacher says, "but very dreamy. He does not learn very quickly. I think I will have to put him back with the C class."

When a teacher, by reason of inspiration or good training, brings to her children the right thing, they respond so freely and fully that half in ecstasy, half in despair, she exclaims: "Why can

not they always be like this?" If they could, the millennium would indeed be here, ushered in by an army of perfect teachers. Our present work is to find out what this "right thing" is in song, in story, in play, and in working methods, that we may give it to our children and keep them " with us", for periods of longer and longer duration.

If you have ever taught little children you know what I mean when I say that often we have only the body of the child with us; you know what I mean when I say we hold the child's mind or attention as well; you also know that even then, unless we have the soul, the will, the love of the child in addition, our work is but imperfectly done.

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What should you do first of all, to give yourself to the children, and to get them to give themselves freely into your hands? Play with them. I do not mean by that that you are to learn some pretty little kindergarten games and teach them to the children; I do not mean that you are to play for them, play at them, or make them play. I mean you are to play with them.

You have learned, perhaps, that "Play is the first creative utterance of man;" that "Play is the expression of self-activity." You know that the child comes to you from a world of play in which he has lived for six years; that its atmosphere is his native air. Now the whole child plays. Body, mind, and soul are all present when he is playing happily. Why can we not use this tremendous fact, and, instead of taking the child out of his play-world all at once and plunging him into a school-work atmosphere, go down into it ourselves to meet him on his own ground, live and play with him there, and, after nature's own method, make him so at one with us that we can lead him where we will? - KATHERINE BEEBE: The First School Year. The Werner Company.

PRIMARY READING.

Divide the time allotted to reading into two periods as widely separated from each other as possible.

In the first of these teach all the new words, and drill upon them thoroughly. Too much emphasis cannot be laid on the importance of this preparatory study.

In general, the following methods will be satisfactory with second and third-year pupils:

I. Write upon the board a new word with all the diacritical marks that may be necessary to enable the pupil to pronounce it correctly.

II. Teach the meaning of the word.

III. Proceed in the same way with several other words.

IV. Drill on the instant recognition of these words without diacritical marks.

V. Let the pupils mark the words from dictation, marking the sounds and accents, and dividing it properly into syllables.

Later in the day let him read the lesson for the sake of the thought. Do not take it for granted that no further teaching is necessary, but remember, too, that it is now the pupil's time to talk.

If he does not read well now, it is because he fails to grasp the thought. A word, a question, will often clear up the obscurity in his mind. Lead him to think, not to imitate.

It is a good idea to have a systematic plan for silent reading. Many of the short stories in this little book will lend themselves easily to this device. On this work may be based a subsequent oral and written language lesson.

Above all do not neglect to cultivate his taste,his literary and artistic instincts. "What stanza, or what line, or what part of this did you like best? Why?" are questions always in order and always interesting.-MRS. L. L. W. WILSON: Nature Study in Elementary Schools. Macmillan & Co.

THE STAR AND THE LILY.

One evening an old chief sat at the door of his wigwam smoking his pipe.

A crowd of little Indian boys and girls gathered about him and begged for a story.

This is what he told them:

Once all the people were happy. There was no sickness and no war. The white man had not

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The earth was covered with a carpet of flowers. There were birds of more beautiful plumage than now.

The red man loved the stars. For he believed that in them the good people lived who had been taken home by the Great Spirit.

One night they saw a star that shone brighter than all others.

Night after night, as they watched it, it came nearer and nearer.

At last it rested on the top of a tree like a beautiful bird.

One morning it spoke to a young warrior of the tribe and said:

"Young brave! I have looked down upon your people for a long time. I have grown to love them and their beautiful land, with its flowers and birds and rivers.

"I have left my two sisters, the Morning and Evening stars in the sky, and have come to live with you forever.

"Ask your wise men what form I shall take, and where I shall live to be most loved."

The star was asked to choose for herself. "I know where I shall live" she said joyfully, -"in the lap of the water, where I can see the gliding canoe. Then I can kiss the naked feet of the little children as they play on the bank of the stream."

With these words she flew down to the water, where she saw herself reflected.

Children, when you see the water-lily, take it in your hands and hold it to the skies, that it may see its sisters in heaven.-MRS. L. L. W. WILSON: Nature Study in Elementary Schools.

PRIMARY ARITHMETIC.

1. Counting.-Counting is of course the first thing to look after; the child can probably count a little when he enters school, but there is now to be counting with a definite end in view-the growth of the relating process which gives rise to number; there is a whole to get an idea of, there are its parts ; there is the how-many; e. g., the child is counting something.

(a) Start with a whole and count by single things. For instance, count the number of girls in the room. Of boys. Of children. Test how far the number names are significant; e. g., name the number and have corresponding objects selected, etc.

(b) It may be that the children cannot countcannot give the consecutive number names and apply them to corresponding groups of objects. In this case the starting-point is the vague muchness (ideas of more and less) and the vague howmany which must be in the children's minds. Have them make comparisons involving ideas of more and less; e. g., the length of the desk is greater than the width, etc. Also practice in the how-many idea; e. g., compare the how-many cubes (say 8) in this group with the how many (say 6) in that. They will be led to see that the muchness of a quantity is determined by the how-many parts in it, etc. Have constructive exercises, bringing out relations in consecutive numbered objects (how many five differs from six, etc.), and arousing interest in number names; e. g., have them make a picket (two splints); try to make a triangle with two splints; they will need one splint more, and will express the how-many as “two and one,' or as "one, and one, and one." Similarly, try to make a square with three splints; they will need one more splint, and the how-many in the square will perhaps be expressed as "three and one," or "two and one and one," or (as we have often seen) "one and one, and one and one," with some rhythmic movement. They will now fully appre

ciate the simple number names which are substituted for the round-about expressions.

The children will hence soon be ready to see that we cannot find how much one quantity (as a line, area, etc.) differs from another without finding the how-many of some one thing (unit) in each.

2. Not to be confined to single things.-Count this two rows of girls; of boys; of all,-how many twos? Count pairs of hands,-how many pairs? Similarly, count groups of 3,-how many threes, etc? Also appeal to the ear: taps with stick, strokes of bell, vocal sounds (as letters, etc.), this both with single sounds, and groups of sounds (i. e., sounds rhythmically marked off).

3. Test this relating process; e. g., start counting with 4; i. e., 4, 5, 6 (units of any kind). Show by fingers or marks or dots what preceded the 4.

4. Count the same quantity with different units of groups; e. g., these 12 pupils: by 2's how many? (6). By 3's, by 4's, by 6's, how many in each case? This lot of 24, by 2's, by 3's, by 4's, etc., to determine the different numbers (how many) that measure the same quantity. Also count different quantities with the same unit of measure. This lot of 6 (pupils, etc.) by 3's. This group of 12 by 3's, this group of 15 by 3's, etc. Use many familiar units.-MCCLELLAN AND AMES: Primary Arithmetic. The Macmillan Company.

FAMILY LIFE.

The dependence of each member of the family upon the whole.

The similarity of family life as seen in comparing our own homes with those of the birds as to: Paternal and maternal care.

Life of the young: Infancy, activity, growth, responsibility.

The bond of common sympathy springing from similar experiences which unites all family lives. Preparation for winter, as seen in the making of winter homes by caterpillars chrysalis or

cocoon.

First Week.-OUR OWN FAMILY LIFE.

Second Week.-OCCUPATIONS OF THE HOME. Third Week.-SPECIAL STUDY OF FRUITS. Fourth Week.-PREPARATION FOR WINTER. CANNELL AND WISE: Outlines for Primary and Kindergarten Classes. E. L. Kellogg & Co.

When sectional feeling is past, when the sons of South Carolina are styled "Yankees" by the Spaniards, and the Massachusetts boys march with joyous step to the tune of "Dixie," when educators meet from North and South and East and West, with never a thought of sectional differentiation, it is most fitting that this convention should close with the singing of "My Country, 'Tis of Thee," with the emphasis on the "My."-E. ORAM LYTE, President-elect N. E. A.

THE WASHINGTON MEETING.

At Philadelphia, four years before the Civil War broke out, leading teachers from various sections of the Union organized the National Teachers' Association. In 1870 the name was changed to the National Educational Association, and in 1886 it was incorporated with a permanent fund of $60,000. Its purpose, as stated in the charter, "To elevate the character and advance the interests of the profession of teaching, and to promote the cause of popular education in the United States," has been fairly well realized, though the enormous size of the conventions tends to make them unwieldy, while politics, the inevitable, has already intruded, impairing in a measure the greatest usefulness of the organization.

It may be urged, too, against this as against large associations generally, that the papers and discussions deal too much with the general and too little with the particular; yet it is a great help and a source of inspiration to attend if one's mind is open to influences and impressions. There is always the enthusiasm of numbers, and there is the uplift due to close contact with the best minds of the profession. If some eminent speaker happens to disappoint our expectations it is encouraging to find ourselves not hopelessly inferior. But there are always prevalent fine influences which make us ill satisfied with past efficiency and ambitious to advance, and in the strength of such ambition we go many days.

A wholesome rivalry among the most attractive cities usually locates the association at some desirable place, and it seems only fair that as Washington and the East had it this year, Los Angeles and the West should have it next year.

The newly-elected president is E. Oram Lyte, principal of the State Normal School at Millersville, Pennsylvania. The office of permanent secretary was created, and Irwin Shepard, who has been secretary for several years, was elected to this office for four years with a salary of $4,000. Secretary Shepard will hereafter devote his entire time to this work. No better selection could have been made. This body has grown so large, and the work of the secretary so heavy, that this move had become a necessity. The attendance this year was very large-10,000 teachers are said to have been present. The time and the place were both favorable. The teachers were delighted with their stay in Washington. The program was carried out as previously announced. It is impossible to do justice to such a meeting with a mere report, and we commend our readers to the bound volume of the proceedings when it shall appear.

THE TOWNSHIP INSTITUTE. FIRST MEETING.

SOCIAL ELEMENTS.

I. INTRODUCTION.

In this volume we are to study, under Professor Henderson's direction, some of the facts, problems and institutions which come to us from our association in human society. Every intelligent teacher is aware that in every stage of its development society is continually presenting a scene of strife and conflict. There are evils to be opposed, wrongs to be righted, dangerous movements to be circumvented and brought to naught. Society is made up of advocates and reformers, dangerous radicals and stupid conservatives, noble men of benevolent designs, unscrupulous demagogues with evil intent, shrewd and selfish men who would pervert and corrupt the State for private gain, of a great army of honest workers who are toiling for their daily bread, of busy men and idlers, of geniuses and scholars, of men of business affairs, of society swells and worthless dudes, of philosophers and saints and sinners. Contention and agitation,-which are essential to social progress,-keep the great complex mass in movement and turmoil. Many causes and reforms, many parties and classes are brought to the teacher's attention. The spirit with which the teacher approaches these themes will measure the benefit which he is to receive and impart from their study. The spirit of the teacher should be impartial, but never indifferent. Divesting himself not of conviction, but of selfishness, partisanship and prejudice, he should cultivate a fair, calm and judicial spirit,-a spirit which will lead him to appreciate the point of view of all parties and classes. It is especially important in the study of society and its problems that that spirit should be cultivated in the teacher which will lead to the realization of the noble motto: "In essentials, unity; in non-essentials, liberty; in all things, charity."

II. THE SCOPE OF THE SUBJECT AND THE POINT OF VIEW. 1. Fix clearly in mind the institutions to be considered: a. The Family, b. The School, c. The Industrial Organization, d. The Church, e. The State. pp. 4-5. 2. Consider by what forces and organizations, present and past, these institutions are worked. What should be the method of study? The relation of sociology to the other sciences? pp. 4-8.

8. In what sense must future social changes be based upon the present constitution of society? pp. 10-12. Explain what is meant by historical development and the empirical method.

III.-NATURE AND SOCIAL LIFE. Ch. II.

1. Why should we consider astronomy, the physical sciences and biology in connection with a study of society? Set forth several specific illustrations of the influence of physical, geographical, and geological elements on man. Are material and physical influences of less importance than formerly? pp. 12-21.

2. Write out a statement of the law of "diminishing returns," and of the Malthusian theory."

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If possible, consult some text-book on Political Economy, -Walker, Mill, Ely, Gide, Lavelaye, Henry George. Consider for discussion the following statement from the author: "Millions of human beings starve to death because they multiply beyond the productive power of the soil, even when carefully and diligently cultivated." (p. 23.) Is this true? Are not other causes behind the starvation? Cite a

list of such causes. Do you consider the theory of Malthus proven?

3. Illustrate the law of competition and natural selection. pp. 25-29.

4. State the social race problem, from the physical point of view. pp. 29-30.

5. Give a brief discussion of Nature.

a. As an obstacle to man.

b. As an ally of man.

Show how man has used and overcome nature. pp. 30-37.

IV. THE SOCIAL MEMBER. Ch. III.

Show how social study is related to the study of the human body.

a. As to the demands of the natural body.
b. As to bodily growth and decay.

c. As to the contribution of the senses to our social
life.

d. As to the development of human emotions. pp. 43-50.

Note the differences and likenesses among individuals, and their social significance. pp. 51-55. Consider the influence of heredity and individuality in society. pp. 56-61.

COMMENT.

At the request of the editor I am to present a few articles for teachers in connection with readings, studies and discussions relating to social problems of knowledge and of action. These articles will not be systematic, nor take the place of a programme; but they will be suggestive reminders, illustrative of principles, and encouragement to renewed endeavors.

TEXT-BOOKS.

It happens that a text-book has been prepared, and a book may be so used as to do great harm. A book is an instrument and not an object. We use a telescope to look through, not to look at ; to see stars and planets, not to gaze upon its polished glass and brass and endless clockwork. The author sincerely hopes that the book will be outgrown; that it will in time make itself useless, as scaffolding is taken down when the walls are up. When a guide has taken a company to a spring they can afterward dispense with his direction and make a path for themselves. Each student can become an original investigator. The world is his laboratory. The book is a slave, not a lord. Use it and use it up. Make a better one for your

self.

THE SUBJECT.

The subject is "Social Elements," not sociology

nor social philosophy. We must all act as members of our little communities. In this matter we have no choice. We must act as we think, be it foolish thinking or wise thinking. Our opinions steer our conduct. It is not possible for us to work out a philosophy of universal humanity. A few rare and specially qualified students, already trained in chemistry, physics, biology, psychology, history, logic and philosophy, may attempt to construct a social system. But the average teacher has no call to scale such lofty hights, at least in the beginning. One thing every teacher must attempt; to rule and influence a social group called a school, and to assist in preparing that group to cooperate in the larger life of the neighborhood, the township and the county.

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Professor Small has recently stated the social problem in these terms: "The problem of knowing society, both actually and potentially. What to do about society at any particular point depends upon assumed knowledge about the facts of social structure and social forces. However we may define our territory, the sociologists are fighting for the perception that every point in every man's life is related to every point in every other man's life." (American Journal of Sociology, July, 1898, pp. 114, 117.) It is worth a year's study to get that grand and fertile idea fixed among our intellectual possessions.

CASUAL CONNECTIONS.

This is not the place for a system of logic, but I wish to urge from the beginning the habitual use of one category, that of causation. For example: What causes a group of people to assemble in a certain place at an election? What causes the county commissioners to levy a certain tax and cut down an appropriation for a general drain? When the student has formed the habit of looking for the cause of community actions, just as he does for the causes of falling rain, dew, disease and thunder, he has made progress toward social science. Only we must learn to be very cautious and modest. The sunset cannon at the government fort always roars just before the sun goes down, but only an ignorant savage would say that the roar caused the sun to dodge below the horizon. The price of wheat may rise when a certain constable is elected; or, say, a president; but there may be no causal connection between the two events.

PRACTICAL INTEREST.

The interest through which the subject may be approached already exists in every citizen. The first interest will be a practical desire to assist in making better some small section of man's estate. We share the life of our neighbors. We instinct

ively desire to cooperate with them in working for some obviously useful end. Perhaps a few illustrations may serve to bring this principle into clearer light. It may be well for teachers who are studying "Social Elements" to write out a list of "social problems," each one on a separate sheet of note-paper, until the mind has become accustomed to deal with the subject at first-hand. These papers can afterward be arranged in some better order.

Take a subject much discussed by town and country: good roads. Every citizen must walk or ride along the highways, to parties, church, school, court, market. Dust, mud, dragging wheels, bumping stones, jarring gullies, exasperating slowness,—who has not had some experience? It is more than an individual interest; it is a social concern. School, church, friendly converse, public business of all kinds suffer from rough roads and are forwarded by smooth roads. Some communities have devised methods and organized efforts to improve their common ways. From these efforts they have derived advantages. Others have been prevented by poverty, apathy, inefficiency of laws or officials from securing similar advantages. Here is a "social problem;" that means an interest of a group, an object of welfare which can be gained only by union of thought and action. To solve this problem many kinds of knowledge will be required, soil, climate, engineering, surveying, law, administration. In solving a simple local community problem every science and every art becomes useful.

Another example may be attractive to other persons: the social system of supplying milk to a town or city. The United States Department of Agriculture sends out to applicants a document, Bulletin No. 20, on "The Milk Supply of Boston and Other New England Cities," by Mr. G. M. Whitaker. Whether the teacher is in town or lives in a dairy region the subject will come home to every thoughtful person. The health of a community depends, in great measure, on the adequacy and purity of its milk supply. Infant life is sacrificed when milk is impure. Typhoid fever and consumption are communicated by diseased milk. Hence the community interest in the feeding and stabling of cows; in the methods of cleaning, cooling and sterilizing the cans, and in the modes of transportation and distribution.

Other illustrations may be easily found in connection with homes, social gatherings, amusements, religious activities, charities, school questions, political assemblies. Those which the student formulates for himself will have for him the highest educational value.

Social problems usually attack us in the form of

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