VOLUME IX.

No. 3.

educational talent of Canada and of the United States is

DISCONTINUANCES.-Any subscriber wishing to stop his paper must notify the Publishers, and pay up all arrears; otherwise he is responsible for payment as long as the paper is sent.

HOW TO REMIT-To secure safety, it is important that remittances should be made by checks, drafts, post-office orders, express money orders, or registered letters, made payable to the Publishers.

MISSING NUMBERS.-Should a number of the JOURNAL fail to reach a subscriber, he will confer a favor upon the Publishers by notifying them of the fact, upon receipt of which notice the missing numbers will be sent.

CHANGE OF ADDRESS.-When a change of address is desired, both the old and the new address of the subscriber should be given.

ALL LETTERS pertaining to the Editorial Department, and all communications for the pages of the JOURNAL, should be addressed to the Editors. All letters pertaining to the business management of the JOURNAL, should be addressed to the Publishers.

WHEELER PUBLISHING COMPANY,

219 NORTH CHERRY ST, NASHVILLE, TENN

NATIONAL EDUCATIONAL ASSOCIATION OF THE UNITED STATES.

MEETS AT TORONTO, CANADA, JULY 14-17, 1891.

Teachers, do not miss this opportunity. Make your arrangements now. Invite your friends to go with you. The National Association is open to all friends of educarion. Its meetings afford the best organized, summer excursions in the United States. These excursions are the cheapest, and at the same time the most select axcursions that can be provided. Arrangements are made by which all crowding is avoided. Tourists select them. on account of the intelligent and agreeable cempany which they afford Those who prefer to do so, can avoid the excursion party by purchasing tickets at the same rate, and traveling as they please.

Prof. Frank Goodman, the manager for Tennessee, has been requested by the managers of a number of Southern states to make arrangements for a large party of Southern teachers. He says that the Southern attendance will be very large.

The meeting at Toronto this summer will be perhaps, the grandest educational body that ever assembled. It will be the first international educational mass meeting. The pro gramme as well as the meeting is international,

The best

hibit of educational work will present a complete picture of Canadian systems and methods of education.

Fellow-teacher, you can learn something from this exhibit. Make your arrangements, at once, and notify Prof. Frank Goodman, manager National Educational Association, at Nashville, Tenn., sc that he can furnish you information, and make early arrangements for you.

PROGRAME OE THE NATIONAL EDUCATIONAL ASSOCIATION.

Tuesday, July 14th, 2:30 p. m.

THE WELCOME.-At the Pavilian, in the Horticultural Gardens.

I. ADDRESSES OF WELCOME.-The Right Hon. Sir John A. Macdonald, C. C. B., Premier of the Dominion of Canada. Sir Alexander Campbell, Lieutenant-Governor of the Province of Ontario. Hon. G. W. Ross, Minister of Education for the Province of Ontario. Rev. Dr. Allison, Superintendent of Instruction for the Province of Nova Scotia. Hon. William Crockett, Superintendent of Instruction for the Province of New Brunswick. Hon. G. Ouimet, Superintendent of Instruction for the Province of Quebec. E. F. Clarke, Esq., M. P. P., Mayor of the City of Toronto. William Mulock, Esq., M. P. P., Vice Chancellor Toronto University. Mr. William Mackintosh, President Ontario Teachers' Association.

Prof. T. Mar

II. THREE MINUTE RESPONSES.-The President, the First Vice-President, the Secretary, the Treasurer, and the Chairman of Trustees, for the Association. The Commissioner of Education, for the United States. Hon. Ray Greene Huling, President American Institute of Instruction, for the North-East. Prof. S. H. Jones, Iudianapolis, for the North Central States. Ex State Superintendent J. B. Thayer, of Wisconsin, for the North-West. Superintendent F. B. Gault, Tacoma, Washington, for the Pacific Coast. cellus Marshall, Chamita, New Mexico, for the South-West. Professor W. H. Bartholomew, Louisville, Kentucky, for the South Central States. State Superintendent John E. Massey, of Virginia, for the South-East. Hon. Solomon Palmer, East Lake, Alabama, for the Gulf States. Josiah H. Shinn; President of the Southern Educational Association, for the South. Superintendent A. G. Lane, Chicago, Illinois, for the World's Columbian Exposition.

Tuesday Evening, Julv 14th.

Hon.

I. ORGANIZATION, ANNOUNCEMENT OF COMMITTEES, ETC. II. THE SCHOOL OF THE FUTURE.- -I. Paper-Francis W. Parker, Chicago, Ill., President of Cook County Normal School. 2. Discussion Superintendent A. P. Marble, Worcester, Mass. 3. Discussion-Inspector S. L. Hughes, Toronto, Canada. 4. Free discussion in five-minute ad. dresses.

Reserves.

Education in the United States Army:-Rev. Allen Alensworth, New Mexico. The Place and Power of the Press in Educational Work:-O. F. Presbrey, Esq., Washington,

D. C.

STATE TEACHERS' INSTITUTE.

The Institutes for white teachers will be held at the following places, and on the dates indicated.

MIDDLE TENN.

Tullahoma, June 8-19. The Institute will be conducted by Prof. A. B. Wharton with Profs. W. Rose and A. P. Lyon as assistants, and Prof. J. E. Bailey director of the music department. Prof. John Webb will be present a por tion of the time and will assist in the work.

The dates for the following are not definitely fixed. Springfield, June 22-26; Columbia, June 26-26; Cookville, June 29-July 3.

The other two are not definitely located, but will probably be at Dickson and Centerville.

The Institutes at Columbia and Dickson will be conducted by Profs. A. B. Wharton and H. C. Weber; and at Cookville and Springfield by Profs. Douglass and A. P. Lyon.

EAST TENN.

The Institutes of Eist Tennessee will be conducted by Prof. F. M. Smith with Prof T. C. Carns and Miss Julia Doak as assistants, and held as follows:

Kingston, June 22-29; Huntsville, June 22-29; Dandridge, June 29-July 3. Benton, July 20-24; Rogersville, July 27-31.

WEST TENN.

The Institutes for this division have not as yet been defi

of Hon. Thos. H. Paine as conductor, with an able corps of assistants. Most likely an Institute will be held in Shelby county, one in Brownsville. The dates have not yet been announced.

MOTIVES.

W. H. PAYNE, LL. D., CHANCELLOR UNIVERSITY OF Nashville.

1. The ultimate aim of the teacher should be to establish motives of the attractive sort, that will act continuously and powerfully. Perhaps a love of knowledge for its own sake, or a confirmed taste for intellectual improvement, is the highest and most comprehensive motive that the teacher can seek to establish. But this motive must be regarded as the last term of an ascending series.

2. A less diffuse, but more intense motive is what Mr. Bain terms "intrinsic charm," a feeling developed and sustained by the particular subject in hand. A ready illustration of this motive is the feeling excited by a work of fiction. It is possible that the sustaining motive in the study of geometry or of grammar may be of this sort.

3. Before the motive of "intrinsic charm" can be brought into service, it will often be necessary to arouse the feeling of pleasure in prospect. Per se, a study may be uninteresting; but if the pupil can be made to see that some future

good is involved in it, he will endure some degree of present discomfort. But when the study is once furly under way, it is always possible to awaken the feeling of interest in the subject.

ARITHMETIC.

ANOLD ALCOTT.

It has been thought that perhaps readers of this department of The Journal would appreciate a few papers giving concisely an outline of methods of teaching various subjects.

In this number we shall take up the subject of multiplication, and shall consider the teaching of it generally and specifically.

Of course, in the teaching of all subjects there are general rules which should be observed in order that we may teach philosophically.

One of the first great principles is simple and effectual, viz.; -teach one thing at a time. Another principle is, let the pupil learn by doing; and another is to divide and subdivide difficult processes until the pupil can easily follow the steps of reasoning.

Many teachers do not come down to a level with the child mind, and so talk away above the heads of the pupils, and pass rapidly onware through a difficult pathway of thought, leaving the boys and girls who are vainly trying to keep up, away in the rear, discouraged, and perhaps careless. Let us revert to the particular lesson in hand, viz., multiplication.

We should let the pupils make their own multiplication tables from the addition tables. Let them put down two ones, two twos, and so on, and find out the whole of the tables for themselves as they need them. Then show that multiplication is much shorter than addition. Perhaps this may best be illustrated by having the pupils put down nine nines and and adding. Of course, the reason that we do not begin by teaching nine times table is obvious, viz: that nine times would necessitate a carrying figure, and so we would be violating the principle: teach one thing at a time. Do not try to teach the whole of two times table in one lesson. Let us take in the first lesson the first three figures: 1, 2 and 3. The teacher has, in her gymnastic arithmetic exercise book, a number of examples, some of which are as follows:

2, 112, 312 X 2.

3, 333, 221 X 2.

Do not have much oral drill. This is the weakest kind of review or teaching. Now, in the above questions, twice three has been taught five times, twice four two times, and twice one four times.

In next lesson, give special questions bearing on twice three and twice four, these being used in connection with the previous lesson.

The next lesson will involve the carrying difficulty. In all these lessons have special questions for the particular thing which is being taught and do not leave one part for another until the former is comprehended.

Having taught the whole of two times table, the teacher may then show how to multiply by more than one figure, and so she will give such questions as follows:

6, 453, x 12, by 21, by 211, by 112, by 221, by 212, and by 222. In a similar manner proceed with three times table When having oral drill occasionally for a change, and to enliven slow pupils, encourage scholars to repeat thus:

4 x 28, in a low, definite tone, without any singing. Drill may be conducted in several ways:

1. Repeat table through once from beginning,

2. Repeat table through once from end.
3. Repeat table taking odd numbers only.
3. Repeat table taking even numbers only.

In this subdividing process of presenting difficulties, the teacher should be careful not to simplify too much. It is best for the pupils to climb as fast as they can. The teacher should not blear the road entirely, but should help the pupils to overcome the obstacles in the path. In other words, in teaching every subject, aids, such as things, construction lines, etc., should be discontinued as possible.

Therefore there are two golden rules to be observed in teaching multiplication.

1. Do nor allow the pupils to put down the multiplier. 2. Do not allow them to put down the carrying figure. Memory to be strong must be exercised.-Educational Journal.

I.

That if I teach well I must have attention. It is not a good plan to attempt a recitation with a very large class. It is better to have it in sections, and supply part with something to do, and then command the attention of the division reciting. Pupils get too tired "paying attention," or "sitting in position" for twenty or thirty minutes at a time. They must and will have something to do. If you have attention you are very apt to have good order. Pupils do not respect a teacher who allows them to do just as they please, nearly so much as they do one who teaches them to be systematic and orderly. In a short time, under the direction of an even temper, they will become fond and proud of the achievements of their orderly school.

One thing in particular that is suggestive of disorder, is for children to sing as they come in from their play. If seems as if there were many points in favor of waiting for wraps away, and hands and feet in order. Then too, I think we are apt to have our children "sing out," and wind up in a kind of a yelling lesson. Our superintendent once said to "Do you think it is best for childrens' voices to sing so loud?" It should be suggested to many of us, and we ought to act on the suggestion.

me,

2. That to give oral commands, or to tap a bell, only adds to or makes confusion. I have found that the louder I spoke, the more noisy my children became, while the contrary is also true. Personally, I have never used a bell, but I have seen so much of its abuse that nothing could induce me to give it a trial.

3. That I could not make set rules. Whenever I have, the penalty has fallen on some who would not be benefitted by it and perhaps did not derserve it, even if he committed the offense. We are so differently constituted, that each one of

us needs special notice. In our school work I do not believe we can have a punishment that can be made practically beneficial for a whole school, and if we have rules, we must have penalties.

4. That to speak once with decision is worth any amount of coaxing. A few weeks ago a mother brought a little sevenyear-old boy to be started into school. She said: "I want you to coax and pet him; he can't stand it to have anybody firm with him." I had never heard such a statement from a mother, and told her so, I said, "I will do what I can for the good of your boy, but I do not coax children, and have no intention of beginning on your boy. I will be kind to him, and I am sure he will do well." Then she said, "You're hired to coax the little ones, and if you won't do it my boy shall not come to you." And she took him away with her. Not long after, it was my misfortune to see that boy on his back kicking and swearing at his mother, telling her to shut her mouth, and he bet she couldn't make him do it (I did not learn what he was to have done). The mother was struggling to hold his hand, uttering such silly things as, "Frankie, darling, you'll break mamma's heart. Come, dearest, please do. I'll give you a nickel to get you some candy." And so on in a similar strain, while F. kept saying, "No, no, no, I tell you I won't, and I won't." The mother let go of his hand, and he was gone, calling back to her, "I told you you couldn't make me do it, and you didn't." When the boy was gone she said, "I wish F. didn't have such a temper. temper. We must break him of it when he get older, but he is so little yet." I could not refrain from saying, "God pity you both." Not only can the parents never conquer him, worse, much worse still, he will not learn to conquer himself. This is the most extreme case I have ever witnessed, and few might grow into such proportions, yet with slightest results to follow, it is a very great evil to practice coaxing to any ex

9.

10.

That sarcasm aud ridicule seldom succeed.

That I must not expect too much from my teaching. We are so sure sometimes that a lesson has been well received, and in a few days discover that the class knew nothing at all. But we cannot always tell. We all learn things that seem lost and valueless, or lie dormant, but when use comes for them they come up ready to be applied. I know I have learned many lessons that teachers toiled to teach me, that never counted for anything until I tried to teach them to others. Can't you say the same?

II. That "out-doors" contain as many lessons as "in doors" these beautiful spring days. The little folks are all eyes now. The faculty of observation is stronger than any other in the young child, and it gives him much pleasure and profit to be

sent to look for things. The whole world seems filled with life. Encourage them to bring things to school-bugs, spiders, fish. larvæ, etc. They can catch them in wide-mouthed cottles. Last spring we had our room full of flying "millers" that kept coming out of the "shells" in the basket on the window. With a little thought, these things will make the children so happy, and you better for your pains. Western School Journal.

DO YOU USE THESE EXPRESSIONS?

1. I thought it as fur to come by train as a foot. 2. I hope our chairman haint going back on us. 3. What I done, etc.

4. That haint the idear.

5. I do not believe in entertainmunts. 6. I haint goin' to say.

7. How can you get um to keep still? 8. Now that's real good!

9. Instid of scolding try to entrest them. 10. I'm agoing to do, etc.

11. I would be very perticular, etc. 12. It is emitted by all that recess is good. 13. Persons that was named.

14. Several such articles was read. 15. A great ways, etc.

16. Hadn't they ought, etc.

A FEW GEOGRAPHICAL COMPARISONS.

1. California is the second largest State.

2. Nebraska is more than twice the size of Indiana. 3. Michigan and Florida are the same size.

4. Texas is four times as large as the New England States.

5. Dakota is larger than England, Ireland and Scotland together.

6. Kentucky and Portugal are about the same size. 7. California is nearly five times as large as Ireland. 8. The Island of Cuba and the State of Tennessee are equal in area.

JACOTOT'S FOUR MAXIMS.

1. Learn something so as to know it thoroughly, perfectly, immovably, as well for all time as for the present recitation. 2. Repeat that something incessantly, entirely, day after day, so that no part be forgotten.

3. Reflect upon the matter thus acquired so as to make it a possession of the mind as well as of the memory, (that is, as similate it thoroughly,) so that, being appreciated as a whole and in its minutest parts, what is as yet unknown may be referred to it and interpreted by it.

4. Verify or test what is said about it by others, by com paring what they say with the facts which you yourself have learned.

The reduction of courses of study to essential branches, and a rigid adherence to these principles would work wonders in informing the minds of children and youth, and in making men and women self-reliant and able to think.

Only those studies which are ends in themselves, are suitable to be taught to children.