1 Directness and Simplicity 2 Usableness by the average teacher and pupil 3 PRACTICAL, not theoretical, treatment of subject AUGSBURG DRAWING is contained in three books-Book I., Book II. and Book III.-containing over 2,000 drawings, illustrating every phase of the work. Book I. is a Teacher's Hand Book, showing simple and effective methods of teaching drawing in the first, second and third grades. Book II. presents a regular course in Free Hand Drawing for pupils of the fourth, fifth, sixth, seventh and eighth grades, laying a broad foundation in graphic representation, which enables the pupil to follow afterwards any special branch of drawing. Book III. contains short yet complete courses in brush drawing, water-color work, pen drawing, chalk modeling, drawing the human head and figure, designing and mechanical drawing. Practice Tablets. In the system there is also included a series of practice tablets for pupils. Each practice tablet is arranged to cover one half year, and all are uniformly graded for the successive years. Price of practice Tablets, either course, Retail, 15 cents each: Wholesale, per dozen, $1.50. Manuals I., II. and III., each, 75 cents. I F YOU TEACH a Primary Grade you should know how to draw. If you can't, you have never followed the AUGSBURG METHOD::: Send 15c for a sample Tablet and let us tell you all about the System. Tell us whether you teach in city or country, and what grade or grades. EDUCATIONAL PUBLISHING COMPANY 228 Wabash Avenue, Chicago San Francisco 18 E. 17th St. New York 50 Bromfield St. Boston Atlanta 717 Market St. San Francisco SIX PRIMERS OF THE ACTION, IMITATION AND FUN SERIES By MARA L. PRATT-CHADWICK Though so lately from the press, though novel and unique in treatment, they are yet so practical, so singularly appropriate in matter, illustration and mechanical execution, that they have met with MARKED COMMENDATION AND WIDE DEMAND The Best Five Cent Copy Books Published RATIONAL WRITING BOOKS Medium Slant Edition-Vertical Edition Each in Six Books. Per Dozen, 60 Cents FROM WORRY TO HAPPY SUCCESS TH THIS SYSTEM is the result of special study and experience in the training of school children to write, and combines perfectly the elements of simplicity, utility, and beauty. It contains many valu. able features not possessed by any other series at any price, and covers in six books the work which in other series requires eight books. The same copies occur in both the Medium Slant and Vertical Editions, thus making the books interchangeable. In the first two books, the copies are repeated halfway down the page, thus enabling the beginner to do better work. The lower books contain attractive illustrations and interesting and instructive work. In the higher books many practical forms are introduced. OBJECT DRAWING AND DESIGN COMBINED WILL GRADE TEACHERS FIND THE SCHOOL ARTS BOOK a most inspiring and helpful publication. Trouble and worry over Drawing and Design will disappear with the study of this unique magazine. It stands alone in a class and thousands of grateful teachers testify every day anew as to its many excellencies. For the Superintendent, Principal and Supervisor THE SCHOOL ARTS BOOK is invaluable, because it is the foremost authoritative ONE DOLLAR A YEAR THE DAVIS PRESS, Worcester, Mass. Should be in Every School HOME GEOGRAPHY BY PROF. HAROLD W. FAIRBANKS BERTHA CHAPMAN, Director of Nature Study, Oakland, Cal. It has given me great pleasure to use your "Home Geography" in some of the classes under my supervision, and I find it very suggestive. The children and the teachers alike show a deep interest in the book, and I am sure you will have little trouble in introducing it where it is given a trial. The charming way it is illustrated attracts one at once, and the development of the book lends itself well to the grades. I am pleased with the book and it will be the basis of much of our work at once. Primary Education Volume XIV A Montbly Journal for Primary Teachers PRIMARY EDUCATION PUBLISHED BY THE January, 1906 Number 1 A Mutual Obligation In the bits of eulogy that appeared here and there, of the late Henry Irving, were found these words: His voice would sensibly soften when a woman entered the room." Nothing in all the outpouring of praise of this man's character touched the fineness of his manhood like these words of tribute. It was not that he was polished in manner and deferential toward woman in a conventional sense, but that there existed in his complex nature a lofty ideal of womanhood that was instantly manifest in her presence. Such impersonal homage is rare in these days; the strenuous new woman who would construe the softened tone as a siren lullaby to lure her from her rights seldom calls it forth. What has this to do with teaching a primary school? Much. One trembles at the power in the hands of the primary teacher. And in nothing does she need more wisdom than in her interpretation of the sex relation that should exist between her boys and girls. The need of delicate management in this matter is apparent from the day they enter school together. The boy inherits a boisterous delight that he escaped being a girl, and in these early days, treats the little victim who was not so lucky with scorn or condescension as the mood suits him. He is impatient of the girl who cries and can't do things. She, in turn, looks upon this tyrannical boy as her natural enemy and pettishly appeals to him or resents the merest trifles, according to temperament. How is the teacher to adjust these two very natural beings to each other in the long months before her and put them on the neutral plane of a just and happy comradeship? However successful she may seem to be in this in the school-room she knows that in nine homes out of ten her work will be undone by contrary influences. Still the duty cannot be ignored. In this matter, the setting of the mould vitally influences the after life of these children. The primary school boy is not too young to understand what knightly protection means. He loves the word knight when told the stories of the old days. His little soul longs to do brave deeds. He is capable of the purest chivalry if he is managed tactfully. But he is neither to be forced, shamed, or nagged into a knightly attitude to overbearing, whimsical little girls and the teacher makes a sad mistake who attempts it. Only the old-fashioned womanly qualities of gentleness, unselfishness, and kindly helpfulness will call out the best in boy nature, even as his knightly qualities will best win her loyalty. The obligation is mutual. The little girl who is broken-hearted because the boy will not draw her sled up hill is not to be coddled by the teacher and told she is abused. She had no right to demand that he should do it simply because she is a girl. The favor is to be won and gratefully accepted. If she is not favored by the gods with the winning power, or the boy does not "appeal" to her (such things have been), let her draw her own sled independently, patiently, and with a true comrade spirit. To indulge in a defiant I-askno-favors spirit is to shut up every avenue of good fellowship from her boy companions. Like her older sisters she pays the price, in this, of her mental attitude. Little by little the teacher can make it understood that the vain, selfish little girl who is aggrieved because she is not the belle of the coasting ground, and the lordly, mannish boy who cannot be just and helpful because he is not adored by the little girl, are both wrong; they must begin the life-lesson of mutual obligation under the teacher's guidance. School is life in miniature, and the teacher with a mixed school of girls and boys must deal with social relations that make or mar life's happiness. Literature in Second Grade of Horace Mann School (New York City) T EDITH VERY HE social evolution of the life of primitive man in the pastoral and agricultural period is made the basis of study in the second grade. To illustrate the social conditions and problems of the pastoral stage, the Bible stories of Abraham and David are related by the teacher, because there are no books of simple vocabulary about these shepherds that are adapted for the second grade. The children memorize the Twentythird Psalm, "The Sheep Shearer's Song," "The Shepherd Dog," and poems about sheep. In the manual work, they model in clay the corrals, huts, and sheep. To carry out the ideal of individual development, each child is permitted to work on the part which appeals to him. Closely following these clay modeling lessons of the distinctive features of the shepherd's life, come the jessons about sheep skins and woolen garments. A large sheep skin is brought into the school-room, where the children can examine it carefully; they are allowed to shear for themselves about two handfuls apiece. They see its grimy, oily, and dirty condition; they observe the burrs, and are eager to pick them out and to understand their presence; they wash the wool with soap and water; they dry it and pull it apart, and learn its real texture. They make small carding combs to separate and prepare the wool for the spindle upon which the coarse fibre is wound. The simple rudiments of making yarn are thus acquired. Finally small looms are made, and the methods of weaving, including the use of the heddles and needles, teach the children to produce a bit of material, essentially alike, in all its chief qualities, to that used by man of the pastoral age. At this point of the development, the modern processes of manufacture are explained, which give the children knowledge, although elementary in character, of some processes of the textile arts. All this work primarily illumines their literature, while the songs and stories fill their imagination with pictures of actual life. Many illustrations of sheep and shepherds are used from paintings of Millet and Mauve, which help to visualize their studies, as well as cultivate a taste for good art. The study of the Biblical shepherd's life is followed by the Swiss shepherd and his picturesque surroundings, then by the shepherd of the northwest in our own country. The child gains from many sources a definite knowledge, and an actual experience of the difficulties that a people following a shepherd's life must encounter to obtain many necessities which in the child's own life are apparently his without effort and by right. Knowledge of this kind brings powerpower of thought and power to execute. The teacher makes the evolution gradual from the pastoral life to that of the agricultural, by introducing the Pueblo Indians. There are many incidents delightfully recorded of these early people in the book of "Stories of the Cliff Dwellers," by Clara K. Bayliss. Photographs, showing the houses of the Pueblos, their utensils, their pottery, and wagons drawn by oxen, are given to the class. On the sand table the children eagerly construct the model of a Pueblo home, by using wood for the foundations and sticks for beams; they build the house of brick moulded in clay; they place and make the rain pipes, build the quaint ladders for entrance, and the outside ovens; they terrace the grounds and plan the water system, and plant the gardens with oats and corn. Figures of men are moulded in clay, and painted or dressed in traditional costume to complete the model. The study of the pottery is also introduced. Many children bring from their own homes beautiful bits of Indian pottery, not distinctly of Pueblo origin, yet fine as examples of the development of the art. Lessons in paper cutting of the shapes and forms from the real jars, or photographs, are given. These paper models are colored with the designs of the original pieces, and mounted on a soft, appropriate background. One of the teachers used these vase forms, mounted on a twelve-inch band of paper, for an artistic frieze in the school-room. As the work of the children in the second grade advances, language lessons are more frequently given as written ones; their vocabulary has been constantly increasing, and their knowledge, as well as their use of language, has grown with their intelligence of the life of primitive man. One can easily picture all the delights that may be brought to the child's mind from lessons about the farmer's life of a hun dred years ago. They think of, and discuss the few luxuries of their ancestors of the days of candle light, even looking into the art of candle making. Robinson Crusoe becomes a real hero, his adventures are talked about, and his primitive way of living is worked out as far as possible on the sand table, to illustrate the beginnings of the modern farm. The farm life gives the opportunity of studying the seasons spring, summer, and autumn and the work that must be accomplished on the farm in each season to bring good results. The literature is chosen with care, in order to give the child classic lines from the great poets. He memorizes Shelley's "The Cloud," "The Rain," and "Daybreak"; "The Sigh of Silence," by Keats; "November," by Alice Cary; "The Birds," by Edwin Arnold; "Golden Glories," by Christina Rossetti, or Emerson's lines: April cold with dropping rain Willows and lilacs brings again, The whistle of returning birds And trumpet lowing of the herds. Beautiful thoughts about nature and out-of-door life expressed with artistic touches from the poet's pen are of educational value. In connection with these memory lessons, the children are urged to bring selections from books in their own home that seem exceptionally good to them thus a new store-house is opened and may become a treasure-house for future years. The study of the animals is an important factor in farm life. The children read stories about them, about their habits, their forms, and characteristics, and discuss them in the class. They read in "The Book of Nature Myths," by Florence Holbrook, about "The First Butterflies," "The Woodpecker," "Why the Cat always falls upon her feet," "Why the Raven's Feathers are Black," or "Why the Rabbit is Timid." These myths and legends furnish fascinating material for study that will content their first years of ideas—of curiosity and eagerness, resembling the hunger of the nestlings, ever ready for something to satisfy their wide-open mouths. Towards the end of the year, language expression and helps to the imagination are furthered by the dramatization of fairy tales, "Cinderella," and "Robinson Crusoe." The hour is given to the children, who conduct the play by giving their own impersonations and ideas; a few of the class take part while the remainder form the audience. The |