where. In any event, you will desire for your own use the information contained in the chapter. What is your opinion of the desirability of a general acquaintance with the elements of military drill among the youth of the land, as an element of national safety? Apart from this view of the subject, have you fully considered the value of military exercises as a means of physical culture and of discipline? How can you make use of the military drills among the boys of your school? How can you adapt them to the training of girls in flag drills? Consider the advantages of encouraging your pupils to practice boating, swimming, cycling, etc. FOURTH MONTH, CHAPTERS VII. AND VIII. — Chapter VII. will prove valuable to any teacher, of whatever school or department, as a means of general culture. The mnemonic rhymes in Chapter VII. will prove serviceable as a labor-saving device in the teaching and study of general history. The work of the iconoclasts and the relation of folk-lore to history are necessary to a comprehension of the modern idea of history. If you teach history, make use of the "original sources of history" quoted, and extend the number of the quotations by a selection of your own, as opportunity offers. Acquaint yourself with the mythical British and pre-Columbian American accounts. Follow out, as far as possible, the historical characters and themes mentioned in the chapter. Compare historical writers as to style. Acquire for yourself an appreciation of the essence of history. If you teach the subject, present it in the light of modern thought and criticism. The outdoor amusements presented in Chapter VIII. include various games, some old, some new. Consider w? of these can be used most advantageously by the pu your school, either on the school grounds or elsew holiday recreations. If you do not find it nece exert an active influence in the healthful pupils, at least indicate your interest in quaintance with the great national games of the most cultured peoples of the world is desirable for its own sake; and apart from the recreations of the pupils, every teacher should acquire personally some definite knowledge of the more famous outdoor games of the present time. FIFTH MONTH, CHAPTER IX.-The subject of this chapter is one of special and practical interest to all teachers. Note, first, the recommendations of the Committee of Ten in reference to grammar and composition. What has been your experience in the use of reference books by pupils in composition? In teaching composition, make use of the abstract, the outline, amplification, and paraphrase. Require your pupils to write letters of various forms. Note the great and growing importance of business correspondence. Follow out, as a means of personal culture, the authors and subjects presented. Note the origin of the English novel, and the changes wrought in correspondence. SIXTH MONTH, CHAPTERS X. AND XI. - Note the contrast presented between school life in the United States and in other countries, and consider how national patriotism and local spirit may be fostered in the school. Arrange for the celebration of the birthdays of certain authors and statesmen. Consider carefully the time to be devoted to any special exercises, and the nature of the observances. Consider how your Friday afternoon exercises may be improved. Give attention to the enunciation and the expression of your pupils in reading and speaking, and consider how the principles of elocution can be applied most generally and profitably in the school. If you have in mind a general exhibition, you can avail yourself of the suggestions of Chapter X. in the selection of representative materials. If you have not, make full use of the chapter for your own improvement, acquainting yourself with much of the literature to which reference is made. Note the origin of the English drama; the corrupt drama, and its evil influence; the revival of the classic drama in colleges. In almost every school there are pupils sufficiently advanced to conduct simple debates, and to transact the ordinary business of a school society. The brief summary of parliamentary forms will be of value in any literary organization of the pupils, and the list of subjects will be found to contain a wide range of topics suitable for discussions. Apply the suggestions of the chapter in bringing out the ability of your pupils to think clearly and to express their thoughts naturally and logically. If you have no immediate occasion to make use of the forms of parliamentary procedure, at least make sure that you yourself have a ready acquaintance with them. Note the recom SEVENTH MONTH, CHAPTER XII. mendation of the Committee of Ten in reference to the study of simple, natural phenomena in the elementary schools, and the contrast which this presents to the former theory and practice of science teaching. The "Easy Experiments" of this chapter are somewhat general in their scope, and for the most part may be adapted to use in various grades. The younger the pupils, the more careful and specific must be the explanations. What use can you make of any of these experimental lessons? Adapt them, in your own way, to the advancement of your pupils; or, if for any reason you find it unnecessary or impracticable to make present use of them in the schoolroom, study them carefully for a review of principles in physics. It is one thing to know a principle, and another to be able, on a moment's notice, to explain and illustrate it with a simple experiment and demonstration. It is one thing to secure a result, and another to be able to explain clearly how it was secured. A mastery of this chapter, and the experience which will come from the actual performance of the experiments, will add materially to the equipment of any teacher. Often experiments of the kind suggested, performed with simple apparatus, can be used for an evening entertainment, wholly outside of school hours, and will serve to interest parents and other visitors, as well as the pupils. Winter evenings in the country may be thus employed to great advantage. Some of the experiments may be utilized in teachers' meetings and Institutes. The ability to perform them readily, to explain them clearly, and to adapt them to the occasion, is one of sufficient importance to justify the teacher in devoting to the subject a month of careful reading and study, supplementing the chapter with additional readings in recent publications on the subject of physics and experiments. EIGHTH MONTH, CHAPTERS XIII. AND XIV.- What has been said in reference to the work of the preceding month will apply generally to the subject of experiments in chemistry. Comparatively few pupils make a study of chemistry as a science, and the opportunity of the many for any clear ideas on the subject is to be found only in the object lesson or in the evening lecture. Apart from the benefit which you personally receive from a review of the subject, what use can you make of this chapter? Perhaps you can present some of the experiments as object lessons in your school. It may be better for you to present them in an evening entertainment of pupils and patrons. At least you will have occasion, at times, to make general use of some of the explanations of chemical changes. Note which of the experiments possess an element of risk or danger when performed by the unskillful, and observe great caution in the case of such. The Recreations in Latin are not intended for teachers and pupils of Latin classes exclusively. Every teacher should have some knowledge of Latin words and their equivalents especially of the Latin phrases which have come into common use. If you are a teacher of Latin, make use of the extracts from classic authors, as suggested in the chapter. In any event, familiarize yourself with the immon Latin phrases and their definitions. Motions, in school societies, 277-279. Orations, 264, 265. Motley's Letters, 235; Life of John of Oratory in relation to government, 273. Moulton's Translation of Job, 29-34. Mühlbach's novels, 200. Order of business in school societies, 276, Orderlies, 162, Organic substances, 313. Organization of school societies, 275. Music for school exercises, 270; for songs, Orientation, 84, 85. My Merrimac, 87. Mystery of Edwin Drood, 241, 259. Nadowessie Chieftain, The, 87. Napoleon, 201. Napoleon, Life of, 199. Narrative an aid to teaching, 88. National airs and songs, 95, 150-153; Need of outdoor amusements, 202, 203. New Jersey, Derivation of, 96. New pupils, Welcoming, 59, 60. New York, Derivation of, 96. Origin, of chemistry, 310-312; of English, Original compositions, 223-226; sources of Orleans, House of, 176. Outline, compared to abstract, 229, 220 Ovid, Extracts from, 335. Oxygen, Discovery of, 326; Experiments Oyster Hills, corrupted from Ostarius, 101. Pamela, 234. Paracelsus, alchemist, 312, 326. Parallel bar exercises, 136, 137. Paraphrase and amplification, 230-233. Nitrogen, Discovery of, 326; Experiments Parliamentary usage in school societies, Newton, Sir Isaac, 190, 327. Niagara River, 42. Nicholas Nickleby, 240. with, 318, 319. Norman Horseshoe, The, 229. Normans, 174. North Sea, 94. Norma, March from, 72. 279, 280. Paronomasia, 329-331. Parthenon frieze, 54. Paul Revere's Ride, 229. Paul's Epistle to Philemon, 18, 19. North star, Orientation by means of, 85, 86. Peasants, game, 65-67. Northern Colonies, Life in, 197-199. Northern Pacific Railroad, 89. Notable utterances in Latin, 331, 332. Pericles, Extract from, 255. Personal equation in history, 193; letter, Philadelphia, Derivation of, 96. Observation, cultivated by science, 290; Photographs in schoolroom, 54. of the weather, 92, 93. Observational geography, 110, 111. Odd People, 89. Ode on the Morning of Christ's Nativity, Officers of school societies, 275. Old Curiosity Shop, 240. Old Jewish Cemetery at Bridgeport, 87. Old South Leaflets, 195. Oliver Optic, 89. Oliver Twist, 240. On Lending a Punch Bowl, 229. On the Heights of Mission Ridge, 87. One Hundred Choice Selections Series, 264 n. Onesimus, Plea for, 18, 19. Only an Armor Bearer, 15. |