ars with the stylus, and Cæsar, in full senate, seized and pierced the arms of Cassius with his stylus.

The monks of the Middle Ages employed both reed and quill pens, as they had need for broad or narrow lines.

The calamus, or reed pen, is used in its native place, Egypt, but better reeds are found on the Persian Gulf, where they are gathered in the month of March and immersed in fermenting manure for a period of six months. This coats them with the yellow or black varnish for which they are prized.

The first mention of a quill pen is by St. Isidore, of Seville, who lived about the middle of the seventh century. It gradually came to be the principal instrument of writing, and its use continued to be general until superseded by the steel pen about half a century since.

The first metal pen, properly so-called, mentioned in his tory, was the gold pen of the famous writing master, Peter Bales, of Queen Elizabeth's time.

The first steel pen was manufactured in 1803, since which time constant improvements have been made until now its use is nearly universal. In China a hair pencil is used with india ink.

The diamond pointed pen, although usually ranked as a modern combination, seems to have been known away beyond the memory of the oldest inhabitant, for the prophet Jeremiah uses the expression, "written with a pen of iron and with the point of a diamond."

Of ink a poet has said:

"Hard that its name it should not save,

Who first poured forth the sable wave."

The most ancient ink, sepia, has been found in the solid rock where it had remained for a hundred thousand years, and yet possessing all the qualities of the cuttlefish of to-day. The Spartans used sepia for making inscriptions on sarcophagi.

The ink of the ancients was usually a preparation of lamp black and a gum. Dioscorides gives the proportions 3 of soot to I of gum. This was formed into cakes or rolls, and tempered with water when it was to be used.

Charlemagne signed his charters and ordinances by "dipping the thumb of his dexter glove into a fluid resembling blacking, and dabbing it boldly on to the royal sheepskin.". The American Stationer.

HINTS IN PREPARING FOR THE STUDY OF

GEOMETRY.

MISS JULIA A. SEARS, STATE NORMAL COLLEGE, NASHVILLE.

Among earnest, progressive teachers, "a more excellent way" of teaching is being eagerly sought. Not only is this true, but teachers of primary and lower grades of grammar schools are seeking, also, more excellent things to teach.

The time has gone by when reading and lessons in number were thought sufficient for pupils in these schools; and by a greater variety of intellectual food, not only has the mind of the child been more fully developed, but a love for school and an increased interest in school work has been awakened. Subjects are now brought before children that, a few years ago were thought suitable only for children at least twice their age. Of these subjects, that of geometrical fig

ures could be presented in such a way as to be not only of present practical benefit but so as to prepare the mind for the study of Geometry. This is done at present in our best primary schools. There are so many interesting ways of presenting this subject and so many illustrations surrounding the pupil in the school room, that a teacher with any skill, can hardly fail of teaching with at least a fair degree of success. But this instruction should be such as to give definite and accurate ideas.

Is the combination of numbers or the formation of letters in writing more easily taught or more easily comprehended than the different kinds of lines, angles and surfaces? Having been taught the difference between straight and curved lines the child cannot fail to notice that in his writing he is constantly combining these lines in the formation of letters. We do not mean that the child should be required to memorize a definition, but simply to be able to recognize the objects when seen and to observe carefully the points of resemblance and of difference between them.

An exercise in vertical, horizontal and inclined lines should result in the child's being able to hold his pencil or his finger in such positions as to represent these lines; to tell what kinds of lines the edges of the blackboard, doors, a ladder leaning against a house, the rounds of the ladder etc. represent; then he can be taught that the opposite edges of the book, blackboard, etc. represent parallel lines; the adjacent edges of the same objects illustrate one line as perpendicular to another. A drill of this kind, allowing the child to give as many illustrations as possible will fix these things in the mind.

In considering angles, require the fingers or two pencils to be held or the arm bent at the elbow and wrist to represent angles of different kinds, notice the different kinds of angles that the hands of the clock make at different times of the day, or the streets as they meet or cross.

In teaching plane figures, require the pupil to cut from paper as many kinds of figures bounded by straight lines as possible; call attention to the number of sides and let him place all those having the same number of sides into one group, then give the name.

He will notice that, although those in the same group have the same number of sides, they are not of the same shape, this leads to a division of each class.

These figures may now be drawn upon the blackboard, formed of sticks, etc., and different surfaces in the school-room and grounds named as illustrations.

Care should be taken to lead the pupil to discover quickly the points of resemblance and of difference between figures so that, for example, he can tell in what respect a square is like a rhombus and in what respect they differ.

A similar course may be pursued to familiarize children with geometrical solids.

Instruction in this subject need not stop here. Many of the principles in Plane Geometry are not more difficult than other things they are learning every day.

We do not mean that a textbook, however simple it may be, should be introduced at this time, neither should those principles be taught of which the child cannot be made to see the application.

A few such lessons a week, if continued, will result not only in a store of useful information but be a solid foundation for the after study of Geometry.

III.

A BEAR STORY.

An outline for the black-board.

A trip to the West.

1. Leaving home.

2. On the train, through the country, across rivers, in and out of cities, over prairies. STOP AT DAVENPORT! Describe all scenes and events worthy of note.

3. The mountains and the magnificent views.

4. "Manitou," the "Saratoga" of the Rockies.

5. A trip to Pike's Peak, and an adventure with a bear. This trip may be made with rare interest and profit, if the teacher will supply the necessary pictures and descriptions. Follow the oral work with a written exercise.

Is this not a wonderful place?

Did you ever see a place at all like it? Where?

What animals are these?

You may look at them very carefully and tell us all you

can about them.

Why is there so much ice there?

How can these animals live where it is so cold?

Did you ever walk on ice?

How can the bear go from place to place?

What do you suppose he eats?

Can the seal move about on the ice?

Where and how does he live?

Now, each one may write a short story about the picture, taking pains to spell all the words correctly, and to use capi tals and periods in the proper places.

[See illustration on next column.] II.

Is this bear like that one pictured on page 145? What difference is there between their homes? Are their bodies, heads and feet alike in size and shape? Would you like to hear me tell of the way in which the black bear gets its food?

As the teacher proceeds he may write the principal words on the board for the children to use in their compositions. Questions for the home-folks: How does the bear spend the winter?

things. These descriptions should be incorporated in some narrative composition to train the pupil in using the various forms of composition for different ends. For further exercises on the use of "Quality of Words," I refer the reader especially to Mrs. Knox's Elementary Lessons in English, and Powell's How to talk.

Some years ago, while reading "The Friend" of Coleridge

this question met me, "What is that which first strikes us,
and strikes us at once, in a man of education ?" The an-
swer to this set me to an earnest thinking, which has in a
great measure determined my life and my work. Applied
specially to the use of language, the answer Coleridge gives
to this question is in substance the power to foresee in each
integral part, in every sentence, the whole he wishes to com-
municate. This power enables the man to create such forms
from the materials at his disposal as will be not merely forms
but bodies all instinct with life and power, all inbued with
that beauty and charm that will be ever engendering influ-
ences to add newer, higher glories to human existence.

Why not begin the development of this power in early
childhood? How can my exercises be suited to produce
this development? In my opinion nothing can take the
place of the study of those compositions that have within
themselves the elements of life, that are living souls sure to
be powers even unto the end of the eternities. This must
be followed with the devoted studies of those who produced
these master pieces. We must see the condition of produc-
tion and how these conditions were brought about. If we
ever cause the growth, the flowering, the fruition of the hu-
man being into living thought-bodies invested in language-
we must do somewhat as Milton did. Before undertaking
the composition of a great poem, most earnestly, devoutly
did he labor to transform himself into a living poem. Many
were the long years he communed with the noble minds of
the past with "all his mind set to learn and know, and thence
to do what might be public good"-"The Outgrowth," "Par-
adise Lost and "Paradise Regained."

In conclusion of this matter, of all the schools for the
training of teachers for their language work, none is superior
to that in which Shakspere presides, assisted by such noble
masters as Milton, Goethe, Schiller, Chaucer, Wordsworth,
Carlyle and Macauley. Think of such text books as "Ham-
let," "Paradise Lost," "Faust," "Canterbury Tales," "The
Great Ode" and "Sartor."

BOOK NOTICES.

THE NATIONAL QUESTION BOOK. A Graded Course of
Study for Teachers and Those Preparing to teach. By
Edward R. Shaw. New York: E. L. Kellogg & Co.
354 pp. 12 mo.
Price to teachers, $1.50, post-paid.

This book is a valuable contribution to pedagogical study.
It supplies a standard of the requirements which a teacher
should possess in order to be qualified for his work. It af
fords the means of self examination, and self preparation.
It is based upon the usual normal school course, and will be
invaluable to the teacher who wishes to prepare himself or to
test himself by a professional standard.

trust without inquiring into their history or utility. The
fact that Alexander and Charlamange have left their hand-
writing upon thc educational system of the world, is a matter
of interest to the professional teacher as well as to the anti-
quarian.

We can give no adequate outline of a work so full of
facts. It should be in the library of every student of the
history of education.

WHO'S THE PATRIOT? A story of the Southern Confed-
eracy, by Mrs. Flora McDonald Williams, Louisville, Ky.
This is a handsome volume of 288 pages, and is descriptive
of the social life during the eventful deriod in our country's
history from January, 1860, to 1865. The scene is laid in
Virginia, and the story is told in a charming manner that can
not fail to interest every one. The matters of national mo-
ment are not referred to except in so far as they are connected
with the characters of the story, but they tell what has been
so often told before, of the heroism and bravery, the priva-
tion and hardships of a people struggling for independence.
It is a valuable addition to contemporaneous literature, and
we most cordially commend it to our readers. Price, $1.60.

New

A COMPANION FIRST READER. By F. M. Wood.
York, Boston, Chicago: D. Appleton & Co. 1887.
This is a supplementary First Reader, and a good one.
We believe in using several first readers with the little
ones before plunging them in a second reader.

A very valuable manual prepared by a teacher of experi-
ence, and one thoroughly familiar with the needs and tastes
of children, is "Schoolroom Games and exercises," by
Elizabeth G. Bainbridge, brought out by The Interstate
Publishing Company, of Chicago and Boston. The intro-
duction of such exercises as the book contains will not only
rest the pupils, but will brighten their faculties, concentrate
their attention, and strengthen them for a renewal of more
difficult mental work. It is really teaching by new methods;
no less teaching that there is amusement in it. Many of the
games lead to exactly the same results as what are called se-
rious studies, and there are none of them but what call for
some healthy exercise of the mind. The volume has been
compiled from many sources, and is one which can be warm-
ly and conscientiously commended to school superintendents
and school teachers everywhere. Price, 75 cents.

LITERARY SALAD. A Game of Instruction and Entertain-
ment. By Rose Porter. Price, 50 cents. Chicago and
Boston: The Interstate Publishing Company.

This pleasant game consists of 250 cards, each containing
a choice literary gem. Some of these are distributed among
the players, and the players, under penalty, state the names
of authors. The game is accompanied by rules and a key.
THE BOOK OF PLANT DESCRIPTIONS; OR RECORD OF Plant
ANALYSIS. By George G. Groff, A. M., M. D. Sixth
Edition, revised and enlarged. Lewisburgh, Pen.: Geo.
G. Groff, author and publisher. 1886.

This work contains forms and blanks for plant analysis,
with directions for teacher and pupil. The author claims,
with justice, the following advantages for the methods which
he uses:

1. They are more complete, thus requiring more system-
atic, careful, minute and exhaustive observation than any
other Plant Record. 93 entries can be made for each plant,
and with half the writing needed in other plans.

2. They are most easily used by beginning, because of the
natural arrangement, and the complete glossary.

3. Their use greatly lightens the labors of the teacher,

SEED THOUGHTS FOR THE GROWING LIFE. From Robert
Browning and others. Selected for the use of teachers
and the help of children and parents. By E. Burt. Sec-
ond edition. Chicago: Charles H. Kerr, publisher, 135
Wabash Avenue. 1886.

This is a neat little pamphlet of 62 pages, containing well
selected extracts for the young.

MEMORY GEMS. For scholars nnd the general reader. By
George W. Hoss, editor of the Educationist, and Ex-Pro-
fessor of English Literature in the Indiana State Univer-
sity. Published by the author: Topeka, Kansas. Price
10 cts.; $1.00 a dozen.

The 32 pages of this little volume contains a beautiful col-
lection of sayings, mottoes, proverbs, and delicate senti-
ment in choice language.

DUTTON'S ANYLITICAL BOOK-KEEPING CHART. A complete
Exhibition in Tabular form of the Science of Accounts.
By Charles Dutton, Expert Accountant, President of the
Bureau of Audit, New York, and member of the Institute
of Accounts. New York: The Office Company. 1886.
The work differs from all other volumes relating to ac-
counts, in the fact that it answers questions about book-keep-
ing, just as a map answers questions about the relative loca-
tion of cities and towns, and the routes leading to them.

It is of interest to business men because it gives them an
insight into the principles that govern the work of their ac-
countants, and it is of value to accountants, however expert,
because of its comprehensive analysis and intelligent ar-
rangement.

SECOND NATURAL HISTORY READER. By the Rev. J. G.
Wood, M. A., Author of "Homes Without Hands," etc.
With numerous illustrations. Boston: Boston School Sup-
ply Co.
1886.

This series of readers is carfully graded, both as to matter
and language. The material is drawn from animal life.
Nothing more interests children, nothing is more instructive,
nothing can be be more readily verified, and nothing leads
to more accurate observation and investigation, than the
study of animal life. The books are well bound, the print
excellent, and the illustrations copious and beautiful.
PRIMARY LESSONS IN LANGUAGE AND COMPOSITION. BY
W. H. Maxwell, M. A., Associate Superintendent of Pub-
lic Instruction, Brooklyn, New York. A. S. Barnes &
Co., New York and Chicago. Retail price, 35 cents.
This volume is the first of a two-book series. Leaving the
technicalities of grammar to be taken up in the second vol-

HAND BOOK FOR SCHOOL TRUSTEES. A Manual of School
Law for School Officers, Teachers, and Parents in the
State of New York. By Herbert Brownell. Syracuse,
N.Y.: C. W. Bardeen, Publisher. 1886.

This is an invaluable work to the teachers and trustees of
New York, and is useful as a book of reference to teachers
or directors outside that State.

THE RIVERSIDE LITERATURE SERIES is published by Hough-
ton, Mifflin & Co., Boston, 4 Park Street; New York,
11 East 17th Street.

This series consists of neat pamphlets published monthly,
and contain each about 100 pages of choice literature from
Longfellow, Whittier, Lowell, Hawthorne, etc. The price
of the yearly subscription is $1.25; single numbers 15 cents.
Number 21 is "Poor Richard's Almanac and Other Papers,"
by Benjamin Franklin. Numbers 22 and 23, issued respec-
tively for December, 1886, and January, 1887, contain Parts
I. and II. of the "Tanglewood Tales, For Boys and Girls,"
by Nathaniel Hawthorne.

COMMON SENSE MUSIC CHART.

By W. C. Hafly, 19 W.

Sixth Street, Chattanooga, Tenn. Price $1.00.
This is an ingenious arrangement which any one can use
to read and play a piece by following the printed directions.
MATHEMATICAL TEACHING AND ITS MODERN METHODS.
By Truman Henry Safford, Ph. D., Field Memorial Pro-
fessor of Astronomy in Williams College. Boston: D. C.
Heath & Co., Publishers. 1887. Price, by mail, 25

cents.

This pamphlet of 47 pages is invaluable to the teacher of
mathematics. It contains a historical sketch of the develop-
ment of mathematical teaching and literature in this country.
The main part of the work is devoted to the methods of
teaching the various branches of mathematics.

CAPTAIN GLAZIER AND HIS LAKE. An Inquiry into the
History and Progress of Exploration at the Head Waters
of the Mississippi River since the discovery of Lake
Itasca. Ivison, Blakeman, Taylor & Co.: New York
and Chicago.

This pamphlet, together with the accompanying pamphlet,
entitled "The Source of the Mississippi," are issued by Ivi-
son, Blakeman, Taylor & Co., to expose the fraudulent
course of Capt. Glazier in claiming the discovery of Elk
Lake, and naming after himself. This Company made a
thorough investigation into the statistics on file in the arch-
ives of the United States, and also equipped an exploring
party to visit and explore the head waters of the Mississippi.
The report of this exploring party seemes to establish the
fact that Capt. Glazier entered Elk Lake, and made the mis-
take of supposing himself its discoverer. The two pam-
phlets furnish entertaining reading.

LABBERTON'S NEW HISTORICAL ATLAS AND GENERAL HIS-
TORY. Townsend MacCoun, Publisher, 150 Nassau St.,
New York. By express, $2.40. For introduction $2.00.
This work is bound in cloth, contains 312 pages, 198 col-
ored maps, and 30 genealogical charts. It is indispensable
to libraries and schools. It is a capital text-book, and an
invaluable reference book. The text is brief, suggestive,
and facinating. The maps are chronologically progressive.

This work, though comparatively small, and sold at a fraction of the cost of the ordinary grammar, is more complete and exhaustive than any of those in general use.

Knowing the value of this work and the satisfaction found in its use we publish a part of it in the form of this pamphlet and present it to teachers free of charge to enable them to test the merits of the new plan and the truth of the statements made in this circular."

FROM GINN & Co., Boston, New York, and Chicago, we have received the following books:

First Weeks at School, J. H. Stickney, and S. C. Peabody, 12 cents; a First Reader, J. H. Stickney, 30 cents; a Second Reader, J. H. Stickney, 40 cents.

The Third and Fourth Reader of this series are in preparation. It is difficult to see how readers could be made more attractive, instructive and practical than these; or how they could be better adapted to the purposes of teaching reading and language culture. These books are intended to be strictly readers. They are suited to teach reading. They are well graded, and contain lessons full of "bright, spirited, narrative prose, in conversational style, and the ballad and lyric poetry in which our language is so rich." The thoughts are suited to children not by any affectation of baby-talk, or baby spelling, but by the author's sympathy with children, and an insight into their minds which enables him truly to style his series "Classics For Children."

THE PEASANT AND THE PRINCE. A Story of the French Revolution. By Harriet Martineau.

HANS ANDERSEN'S FAIRY TALES. Second Series. By J. H. Stickney.

These additions to the series of "Classics For Children," are among the best volumes of the series, and are adapted to children reading in the Fourth Reader. We have so of ten commented on this series that we can do little more than repeat what we have formerly said. We have had occasion to see boys in whom we felt an interest gradually weaned from the dime novel, purified in taste and sentiment, and won to a love of literature by having this series of books placed in their hands. We cannot measure them with the love of a friend.

ELEMENTARY LESSONS IN ENGLISH. PART SECOND. The Parts of Speech and How to use Them. By Mrs. N. L. Knox-Heath.

This is a capital text-book. It is just what is needel by teachers who wish to unite language culture with tech i al grammar. Send for it and examine it.

ADJUSTMENT OF THE COMPASS, TRANSIT, AND LEVEL. A. V. Lane, C. E., Ph. D., Associate Professor of M ematics, University of Texas.

Many teachers who are well aquainted with abstract prin ciples of mathematics, experience much difficulty when required to teach the practical application of these principles to surveying. This difficulty frequently arises from ignorance of the use of instruments. This little work of 43 pages.

COURSES AND METHODS. A Hand-Book for teachers of primary, grammar, and ungraded schools. By John T. Prince, Agent of the Massachusetts State Board of Education. Teacher's Price, 75 cents.

This is a practical work, giving a brief plan of studies which may be pursued in elementary schools--both graded and ungraded-with a simple and direct statement of good methods of organization, teaching and discipline. While designed primarily for untrained and inexperienced teachers, the hints and directions will commend themselves to all as based upon correct principles of teaching.

Part I maps out a course of studies, neither so general as to be of little direct use, nor so definite as to apply to only a few schools.

Part II. treats of methods of teaching the various subjects usually taught in primary and grammar schools, including many topical outlines.

Part III. contains plans of organization, with reference to school buildings, apparatus, reference books, classification, programmes, etc. It also treats to the means of moral training and school government.

We commend the modesty of the author's preface. It may be said of his work, loquentiæ parum, sapieutiæ satis. LATINE REDDENDA; Exercises from the Beginner's Latin

Book. By William C. Collar, A. M., Head-master Roxbury Latin School, and M. Grant Daniell, Principal Chauncy-Hall School, Boston.

The authors of "The Beginner's Latin Book" are of the opinion that a separate edition of the exercises for turning English into Latin will be a great convenience to teachers.

Teachers who use elementary Latin books will be glad to have, in cheap and convenient form, a set of exercises which they can use as supplementary to their regular work. For such, an edition is published with an English-Latin vocabulary.

Both editions have the Glossarium Grammaticum for the aid of those who wish to conduct recitations in Latin. PRINCIPLES OF ELEMENTARY ALGEBRA. By W. H. Keigwin, Professor of Mathematics, Glenwood Collegiate Institute, Matawan, N. J. Price 22 cents.

"This little book is intended as an outline of thorough oral instruction, and is all the "text" I have found it necessary to put into my pupils' hands. It should of course be accompanied by a good set of exercises and problems.

Pupils study algebra with much more interest and profit when they are led to discover and to interpret their own formulas and to compose their own rules. I have left much for the teacher and the pupil to do, and have aimed to make the outline brief, accurate, and useful as a text book."