DEC 22 894 * SUREAU OF EDUCATION VOL. X., No. 47. PHILADELPHIA, PA., DECEMBER 22, 1894. DIRECTORY MISSOURI TEACHERS. Comprising a complete list of Public School Teachers in the State of Missouri, issued in regular form of the AMERICAN SCHOOL AND COLLEGE JOURNAL. Will make nearly SIXTY PAGES of the Journal, each page being 8 x 12 inches, and completed in three issues. August and September numbers now ready, Price 25 CENTS each. Send Fifty Cents NOW for a year's subscription and get the complete list. Specimen Copies of Journal mailed. Address: AMERICAN SCHOOL AND COLLEGE JOURNAL, 100 North Fourth Street, ST. LOUIS, MO. $1.50 A YEAR $75.00 to $250.00 PER MONTH can be made working for us. Spare hours turned to good account. This is of especial interest and value to teachers Never mind about sending stamp. Address B. F. JOHNSON & CO., Richmond, Va. Prize Books on Education. A NEW LIFE IN EDUCATION. $600 PRIZE. 12mo. 288 pages. 90 cents. Linen cloth binding. "We believe that the future of the country would grow distinctly brighter, and its chances in the race with other nations better, if every parent, teacher, boy or girl in the land would give the book a good reading."-N. Y. Independent. HOW JOHN AND I BROUGHT UP THE CHILD. In a story are woven gems of practical thought and NORTHWESTERN SCHOOL AGENCY. A first-class Teachers Bureau. teachers in Minnesota than all other agencies We place more combined. Large business throughout the northwest. Send for our new catalogue. R. B. HAZARD, Manager, 457 Temple Cour, Minneapolis, Mion, The Educational News is published weekly AT $1.50 A YEAR. It costs no more than a monthly journal. Why not add it to your list? Read our special offers on last page. You can get the paper at two cents a week. If you subscribe now, we will send the paper 13 months for a year's subscription. We will also allow three months' time to make payment. The paper will be sent at once, and the premium when payment is made. 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We secure patents and to induce people to keep track of their bright ideas we offer a prize of one hundred dollars to be paid on the first of every month to the person who submits to us the most merito:ious invention during the preceeding month. We will also advertise the invention free of charge in the National Recorder, a weekly newspaper, published in Washington, D. C., which has an extensive circulation throughout the United States and is devoted to the interests of inventors. NOT SO HARD AS IT SEEMS. The idea of being able to invent something strikes most people as being very difficult; this delusion the Company wishes to dispel. It is the simple things and small inventions that make the greatest amount of money, and the complex ones are seldom profitconceives an idea, which, if patented, would prob able. ably be worth to him a fortune. Unfortunately such Almost everybody, at sometime or another, ideas are usnally dismissed without a thought. simple inventions like the car window which could be easily slid up and down without breaking the passenger's back, the sauce pan, the collar button, the nut lock, the bottle stopper, the snow shovel, are things that almost everyone sees some way of improv The Reporting upon, and it is this kind of inventions that bring WALKER'S CONVENIENT CLASS RECORD systematizes the teachers' work; no guess work about it; absolutely accurate, wonderfully convenient; 100 pages and will keep record of 50 pupils in ten studies or less two terms of nine months each: 8x15; handsomely and durably bound, cloth back; sent postage paid for 50 cents; $35.00 per 100 copies. Monthly Report Cards postage paid, 60 cents per 100 or $5.00 per 1000. Sample sheet of Class Record and Report Card sent free. Address BENJAMIN J. FOCHT, Publisher, 3943 Market Street. Philadelphia, Pa. greatest returns to the author. The prize we offer will be paid at the end of each month, whether the application has been acted upon by the Patent Office or not. Every competitor must apply for a patent on his invention through us, and whether he secures the prize or not, the inventor will have a valuable patent. THE PRESS CLAIMS COMPANY, JOHN WEDDERBURN, Gen'l Manager, 618 F St. N. W.. Washington, D. C. P. S. The responsibility of this company may be judged from the fact that its stock is held by about seventeen hundred of the leading newspapers of the United States. VOL. X., No. 47. AWEEKLY JOURNAL OF EDUCATION. PHILADELPHIA, PA., DECEMBER 22, 1894. $1.50 A YEAR. It seems to me that in a and c but is a relative pronoun; that the meaning of a is: There's not a white hair on your face that should not have its effect of gravity; ofc, There is no hearthstone, howsoe'er defended, that hath not one vacant chair. In each sentence, but resolves itself into the relative that and the adverb not, so that but might be called a negative relative. In a, but represents hair, and joins to it the adjective clause but should have its effect of gravity; in c but represents hearthstone, and joins to it the adjective clause but hath one vaeant chair. Thus, in each sentence 740 but fulfills the double cffice of representative and connective, 741-the test of a relative. In each sentence, but is nomina741 tive, subject of the verb following. 739 .739 .742 742 In b, but retains the meaning of that not that it has in the other sentences; the sentence meaning, There is no 743 flock, however watched and tended, that one dead lamb is not there; but the that in this case is not a relative as in the 744 others, but a subordinate conjunction, introducing the adverbial clause following a denial. Hence in b, but is a subordinate conjunction, used by poetic licence for that not, and introduces the adverbial clause one dead lamb is there. ELLEN JORDAN HOWARD. ....745 .749 .750 For the EDUCATIONAL NEWS. FOR THE CLASS IN PHYSICS. C. H. DONNELL. 1. A cube of iron one foot in diameter is submerged, without tipping, until the top is a foot under water. (a) What is the pressure on the top of the cube? (d) Is the cube rendered lighter or heavier by this difference? 2. What would be the answers to a, b, c, and d, respectively, if top of cube were 2 feet under water? 3. Take a prism 9x8x24 inches, submerge horizontally until the top is a foot under water. Answer questions a, b, c, and d, as applied to this case. Sink a foot deeper. Answer as before. 740 4. Submerge same prism vertically until top is a foot under water. Two feet. Apply questions a, b, c, and d to both cases. 5. From the above, would you infer that Pascal's principle is based on that of Archimedes or the reverse? The teacher will note that the volume of each of these solids is one cubic foot, and that, independent of shape and manner of submerging, each is lightened by the weight of one cubic foot of water. Having developed Archimedes' principle from the law of the pressure, and before reading the law of buoyancy; and having also seen that his theory will stand the test of actual weighing, the pupil will be delighted to find himself already in possession of Arhimedes' law when called to read it. ELEMENTARY SCIENCE WORK. BY LOUISA PARSONS HOPKINS, BOARD OF BOSTON SCHOOL Elementary science lessons should be at first purely The child observational, for the cultivation of the senses. uses his various senses as means of information regarding natural objects and phenomena. scientific study as well as for spiritual insight into the harmony of material interchange and growth, and the continuity of law. The manual-training or expression-lessons should involve the taste and affections as far as possible, that the ethic and moral sense may be developed. The idea of beneficence should be associated without activity, and the motion of helpfulness should prevade all forms of expression. The observation-lessons as well as the expression-lessons to the senses and should appeal to the taste as well as intelligence, that a foundation for artistic development may be co-incident with that of learning. Observation and expression should go together, as closely as possible. Expression by oral language should be immediate on the part of the child and will be spontaneous under pleasurable excitement. Written language, drawing, coloring, molding, cutting, sewing, etc., should accompany or follow observation that the idea shall be conceived and represented in a variety of ways and through any medium most congenial to itself, its material, or the distinctive powers of the child. Neither observation nor expression should be continued He learns form to the point of fatigue, but the interest rather suspended and color, size, place and qualities of objects by his sense- before exhausted. The children should be encouraged to activity. This should be so directed by the teacher as to bring to the class the subject for observation or to bring mamake it more and more accurate and complete in its results;so terial, or to select it. Advantage should be taken of opportuthe child lays up a store of reliable knowledge as a ground-nities of observation where the interest is already awakened work of further study. Observation well-directed upon the various forms and phenomena should be observed as they elementary facts and processes of nature arouses his mental are naturally suggested by circumstances or relation. In observation-lessons the teachers should control the activity, stimulates thought, and provides the mind with ideas which it assimilates and stamps with its own individ-work chiefly by questions and by assistance iu summarizing uality. This leads to the necessity for expression. Ex- or classifying the facts gained by the child's observation. pression of some kind is inseparable from thought, it is the Nevertheless the child's own work should enter into every natural completion of thought. The lessons in observation part of the lesson, and he should be made more and more should therefore be supplemented by expression which em- self-helpful and self-reliant, as well as helpful to the teacher bodies the ideas aroused by the facts of observation plus the class. All this time the child should be trained unconthe creative power of the mind. The interaction of the sciously in scientific methods of study and expression. The observation-lessons in nature, therefore, train the outer and inner world is, therefore, shown by natural sequence of sense-preception and expression,involved in the senses, the perceptive faculties, the powers of comparison observation-lessons and the manual-training lessons; the one is the extension and application of the sensory nervous system in order to connect the child with the outward material universe, and the other extension and application of of observation, train the senses also, with the muscles, and the motor nervous system to reconnect the mind with the outward universe by the expression of his own originative force of brain and muscle. The observation of nature tends also to keep the child in loving communion with the spirit of nature, which is healthful to the moral sentiment and prepares for later and classification, of induction and reasoning, as well as the taste; they also lay up knowledge and ideas in the mind. The expression-lessons, which are essential complements all the powers of expression,-in clearness and exactness as well as artistic development. Both educate the soul by awakening its activities, in both receiving and giving, and lead to productive and creative energy and communication of every individual personality to the sum of created things for the highest ends.-New Education. WRITTEN EXAMINATIONS. BY B. W. MILLER. for obtaining method and exactness; but oral work tends to quickness of thought and mental activity. Both, then, appear to be necessary. The written reviews should be occasional with oral reviews between; and should be followed by class recital covering the same subject mat METHOD OF TEACHING GRAMMAR, What importance is to be attached to written examina-ter.-Normal Instructor. tion? How often should they be held? These questions are more pertinent than is usually supposed. The fact of its almost universal adoption is strong evidence in its favor. It is evidence so strong that it would appear useless to call an investigation were there no rumblings of discontent. But the cry comes from responsible sources that one, if not more, of the ends for which it was instituted is not being subserved. The purposes for which written examinations were instituted may be stated as follows: (1) A review of the subject; (2) To furnish data for grading the work and determining the standing of the pupils; (3) To train the pupils to be methodical and precise. We shall now try to determine the adaptibility of the means to these ends. All admit that reviews are beneficial; nay, that they are necessary. But reviews may be either oral or written, and the question now is, in which does the greatest advantage lie? The subject matter is more deeply impressed in written examinations; but, on the other hand, written reviews re. quire more labor for both teacher and pupil. Again, if a pupil misses he has no means of knowing the correct answer without investigating the text for himself or having the teacher go over the work. Few pupils will take this trouble unless required to do so. The following hints and suggestions as to method of teaching Grammar are given by Dr. Hinsdale. I. Formal or technical grammar is an abstract metaphysical study, and the pupil should not enter upon it at too early an age. If he does, the time so spent is wholly or mainly lost, and future interest is impaired or altogether killed. Language exercises should form a regular approach to grammar. II. The two main elements of the sentence may be taught in the sixth school year. That is, the child should be taught that every sentence has such elements, that they perform such and such functions, that there can be no sen tence without them, that they form its framework or skeleton; and in addition he should be taught to point out the subjects and predicates of simple sen tences. To center the young mind on the subject and the predicate as the two things that are essential to the expression of thought, is an important step in education. III. In the sixth year also the larger features of the doctrine of modifiers may be taught and illustrated; also the principal parts of speech,-the noun, the verb, the Thus we see that, from the standpoint of review, the oral pronoun, the adjective, and the adverb, and the pupil be method should be used frequently, the written, occasion-required to practice upon suitable examples. No book should be used, nothing need be said about grammar, and ally. the work should be affiliated with the language lessons. As furnishing data to be used in grading, the written IV. Formal grammar with a text book should begin examination appears to have the advantage; but it is from this standpoint that the cry of dissatisfaction is heard. A with the seventh year. Etymology should first be taken written examination furnishes more reliable data for grading up, if the sentence has been previously taught as recommen if honestly passed; but the inducement to cheat and to ded; if no attention has been given to the sentence gramsteal are too powerful for the average schoolboy, and unless matically considered, then the work should begin with closely guarded he will yield to temptation. What shall analysis as before, but should proceed much more rapidly. we do? Shall we stand over him to force him to act hon- Emphasize etymology in the seventh year, syntax in the estly? That will never inspire confidence; it will never eighth. teach pupils to be self-reliant. The best plan I know is to V. For a time parsing and analysis should conform to spend one recitation in going over the questions, bringing out definite models. This will secure regularity and thorough the correct answers. This will uncover dishonesty where treatment. Afterwards the two processes may be carried it exists without casting suspicion on any one. We then on more rapidly, dwelling on only the more difficult points. have the most beneficial review without the evils. From the third point of view the written examination has the advantage. Written work is the most beneficial When a certain stage has been reached it is sheer waste of time to require a pupil to parse articles, to compare adjectives, to decline pronouns, and wearisomely to go |
