For the Schoolmaster.

school you allow the class, in recitation time, to Hints in Regard to Conducting Recitations. to be seated at the desks.) How shall it be done? Some call for the class, and the mem

1. If you are to hear a recitation to-morrow, bers of it, without any order, and as they may you wish to do it with credit to yourself and profit to your scholars. To enable you to do so, special preparation on your part is necessary This may occupy you a few minutes, or an hour; it can often be done better without a book than

get ready, ramble out to the recitation seat, or platform, where, after some debate and bickering, and change of places, they settle down, not quietly, though, into their positions. The teacher who allows such proceedings, generally comwith one. Of course, I suppose that no one plains that his school is hard to govern,-no would undertake to teach a subject, the main wonder; at each recitation they are trained in principles of which he had not mastered beforehand. Thus much preparation is imperative on order of exercises what class is to come out,) disorder. Other teachers, (it is known by the every one who makes the slightest pretensions strike the bell once, and the class rises, each boy facing the way he is to go. At a second stroke of the bell, the first scholar in the right aisle, steps forward, according to directions previously given, to his place at the head of the class; the after the first aisle is empty, the second aisle is second in the aisle follows three paces behind; cleared in the same way, all ranging themselves in the class in the order in which they come out. This takes but a few minutes; no disorder is manifested, and the scholar who will mind his teacher so far will give him but little trouble during the day. Some teachers range their pupils in the class according to height, and others according to rank; at the second tap of the bell, one steps to the head calling out, one; the next, from some other part of the room perhaps, calls out, two, &c. The method of bringing out a class may vary according to the age, number Each recitation, as well as each hour of our and discipline of its members, and according to life, embodies in itself the results of much prethe position of the aisles, desks and platforms. vious preparation, of which we may, or may Now, suppose you wish to send this class back not be aware. The condition of the mind and to the seats, the lesson for the next day havof the body alike affect it. In nature we see reing been assigned. At a signal, the scholars sults suddenly exhibiting themselves; in spring from one, or from both ends, file off in order to Let the methods of calling out a the trees, just now bare, are quickly covered their seats.

to be a teacher, and can be best obtained at some good school. Then there are many of the older teachers, who have that preparation that results from long familiarity with a subject, which they have frequently been over with their classes. Still, all, I think, will find it to their advantage and to that of their pupils, to review the morrow's lesson before entering the school-room. The memory is treacherous; this class differs from that of last term in the same subject, and different explanations, and different modes of presenting the subject, will suit it better. Besides, the teacher wishes to be a live teacher, to get a better knowledge of a subject each time he reviews it. In what way can he do this so well, as by previous preparation in each day's studies? For myself, whatever success I have had in teaching, has resulted, in a great degree, from pursuing this method.

with leaves; the autumnal woods, to careless class and sending it back, ever insure order and observers, suddenly flame out in gorgeous dyes. despatch.

But the botanist can tell you that in the fall be- 3. How shall the class walk so as to make fore, the buds for spring were perfected, and the currents of sap in summer prepared the pigments that tint the autumnal scene.

the least noise? Some teachers have their scholars walk on tiptoe; in some private schools, all wear slippers; but it is well for all to learn to The pupils should also prepare themselves be- walk throwing the weight of the body upon the rehand. An hour's work out of school by the balls of the feet. Tell the aspiring youths who older children of our district schools, is always walk on their heels, making a loud noise, that profitable, rarely injurious to them. By no that is not a sign of strength and manliness, but means let your pupils acquire the habit of com- is indicative of weakness, and they will soon ing to the recitation with lessons but half learn-give it up.

ed. You must so conduct the recitation, as to allow the lazy ones no chance of escape.

4. If the pupils stand during the exercise, and it is often well to have them do so when

2. You are now ready to call out a class, spelling orally and in exercises in elocution, (for I do not suppose that in a large public what is the position that gives most ease and is

elegant and healthful? Stand in a line, the the school session. It takes a strong person to weight of the body resting equally on both feet, do so, and some are injured by it. Others like head erect, shoulders and stomach back, the to sit, which has its advantages also, while to chest forward, the weight of the body on the some constitutions it is injurions. What is balls of the feet, heels together and the arms at most healthy for the teacher must decide this the side. If the scholars sit, let them sit erect, matter. I like to change from one position to and keep both feet on the floor.

5. In what recitations shall scholars carry

the other, but not too frequently. For the teacher to sit is more favorable to study, quiet

and good order; sometimes standing conduces

to vivacity or to impressiveness.

7. Get the attention of a class before begin

out their books, and in what ones not? Generally, I would say, let books be carried out, when they will be needed in the recitation, by those who have their lessons perfectly. In his- ning a recitation. Let the uneasy ones get still; tory and in geometry books are not needed by the last slate or book find its resting place; let the class, nor in Latin or English grammar, ex- that boy who is looking on the floor, out of the cept in certain exercises. In spelling, no books window or behind him, recall his wandering are needed, except to pronounce the words at thoughts to the business before him, and let all the close of the exercise. eyes be directed to the teacher before going on; a stop of a quarter of a minute may secure good attention for half an hour.-" A stitch in time saves nine."

But why, says some one, leave the books at the seats? Because there is a great temptation for many scholars to peep into their books, and as this is done furtively and against orders, deThat boy who is to learn any trade or proception and disobedience are practiced and be- fession, or as a naturalist would learn of nature, come habits. Again, if they often look into the must first learn to give attention, to notice; so book, they are indirectly encouraged to make in the recitation-room, and you want your pupoor preparation in their lessons, which is bad; pils to form habits, as well as to get knowledge. and again, depending on the book to help them 8. Teachers should be careful in their use of out of difficulties, self-reliance is not developed, language; first, that it be not ungrammatical. which also is bad. When two persons who are together during And it may be asked, of how much advantage much of the day, as two members of the same is that recitation to a class, in which, besides class, two chums at a boarding school, or memspelling and arithmetic, there is indirectly taught bers of a family, wish to correct their English, deception, disobedience, blundering and depen- a good way is to criticise each other, and the addition of a fine of one cent for each mistake,

dence.

The teacher generally needs no book, except is a great sharpener of the wits for preventing a new one has just been introduced, and he and detecting mistakes. Let the teacher correct should not, note well, carry his book into the the mistakes made by his scholars as they occur, class to learn the lesson himself there. or else, which is the better way, note them down

It might be well for teacher and for scholars and reserve the last ten minutes of each day for to bear in mind, that in active business life, on- the whole school to correct them. Let the scholly that knowledge and those facts which a man ars also at the same time correct whatever errors carries about with him, in his head, are of much in the use of language they have heard during value to him. Why should it not be so in the the day. It is wonderful what interest they school-room, and why should not the recitation will feel in this exercise, in which they should prepare one for real life? be required to show why the phrases corrected 6. If the teacher stands, let it be in the man- are ungrammatical. Second, that their pronunner already indicated for the scholar, except ciation be correct in respect to accent and the that he is free to move his hands and arms. proper sounds of the vowels and consonants in Some teachers, at the commencement of a reci- each word. For this purpose use the method tation, begin to walk to and fro, by degrees go- of criticism spoken of above, and a good proing faster and faster, until their classes either do nouncing dictionary, Worcester's or Smart's. not look at them, or, if they do, are half dis- Third, that their statements be clear, embodying tracted. Let calmness and dignity preside at a at the same time fullness and brevity. To have recitation; both are favorable to clear and con- statements clear, ideas must be definite and well nected thought, as well as to good order. Some arranged, and then, if suitable words are selectteachers prefer to stand during the whole of ed, there will be a full and yet brief expression

of the thought. To express what we mean, all we mean, and nothing more, is an art so difficult and so rarely attained, that it cannot be expected of many teachers. Still, it is well to know which way perfection lies, so that we may tend towards it, if not reach it, and the difficulty of the task must not deter us from trying to make our language a correct picture of our thought. Expression as an art must be studied by teachers; it is a part of their trade; and I leave it for others to determine which is the better teacher, he who has ten ideas and can state none of them clearly, or he who has five and can fully express them.

From the Independent.
The Bag of Beans.

In a country village of New England there dwelt, not many years since, a lawyer and a physician, both intelligent, educated men; both members of the same church. They have both passed away, but not without doing some good in the world.

Just ten years ago this month, one frosty morning, there walked into that village a little boy, looking very tired and desolate. His garments were old, but neatly patched; his hands and face were clean and his hair smoothly combed; withal, there was about him a most attractive air of decent poverty.

So thought Dr. A., as he drew near the lad, who had seated himself upon a stone opposite his gate.

"What are you thinking about my little man?" he kindly asked.

This fullness of expression should be demanded of pupils. Do not let them, in reply to questions, give ends and fragments of sentences only, but make their replies propositions, sentences containing a subject and predicate. Fourth, that their articulation be distinct and that their voices have sufficient volume, or quanThe boy started, stared at the doctor with his tity. Distinctness of articulation is best obtaingreat brown eyes, as much as to say, Can it be ed by practice on the elementary sounds, under that such as you take any interest in me? then a good teacher of elocution. By following this the tears began to trickle over his bronzed fourth direction in regard to language, we shall cheeks, and fell fast upon his patched garments. be enabled to follow the fifth. Fifth, avoid re- The doctor was moved. He patted the boy petition of your questions and statements, and gently on his head, and again asked what he of the scholars' answers, except indeed at the was thinking of. The child seemed reassured, close of some remarks, you wish to make a brief and, despite his choking sobs, exclaimed, summary of what has been said. A great deal "I was thinking, if God would only open a of time is lost in many schools while such ques- way for me to become great and good like you, tions and replies as these are passing to and fro how I might help my dear mother, who is workbetween teacher and scholars :- I cannot hear; ing her life out to get bread for her children." What did you say? Please repeat; I do not The doctor himself now brushed a tear from understand, now. This deadens interest and his eye, and softly said, still keeping his hand wastes time. First be sure that you speak so upon the boy's head, "Good you can certainly as to be easily heard by all; then, if the pupil become; great, too, in virtue; and all other does not hear, pass the question to the next. greatness God is able to add thereto. Take Speak not only so that your scholars may hear heart, my son - act if you would be." you if they will, but so that they cannot help it if they give attention.

[TO BE CONTINUED.]

K.

-

"Oh, sir, if you would only help me," exclaimed the lad, springing up and confronting his new-found friend with glowing face and sparkling eyes.

"DEAD AS A HERRRING."-The herring is a The graceful attitude of the child, the vigor delicate fish. Whenever it is taken out of the of his expression, the seeming firmness of his water, even though it receives no hurt, it gives purpose, turned the scale with the doctor. "I a squeak and immediately expires; and though do not need you, child," he said, "but I will it be thrown instantly back into the water, it take you and give you a start; may God help Hence the proverb, "Dead as you do the rest. You may be my chore-boy. I will board, clothe and teach you till you can do better. No thanks, lad; but take my horse the stable and tend him carefully."

never recovers.

a herring."

66

AN IRISHMAN'S OPINION OF A YANKEE.-to Bedad, if he was cast away on a desolate island he'd get up next mornin' an' go round sellin' maps to the inhabitants."

The boy silently obeyed, and his benefactor turned away. The hearts of both were full of gratitude the child's for his new found home,

and its donor's for the rich assurance that he ted, the polished and the refined; yet he is not was but doing his Maker's bidding. now untrue to his mother's teachings; and now Neither the boy nor his patron had ever rea- even he grasps her homely hand just as warmly son to regret the decision of that morning. The as he did on the day when he took from it the one proved a kind and considerate master, the bag of beans wherewith to buy his first gramother a careful, diligent servant. His evenings mar. the boy eagerly spent in study, and quickly mas- As we have said before, his kind patrons have tered all the branches taught in district schools. gone to their reward; went before the poor Here he might have stopped, despite his long- lad whom they cheered had rewarded, by his ings, and have passed the rest of his days in achievements, their kindly efforts; but we doubt humble, honest poverty, had not a most trivial not from heaven they look down with loving incident turned the whole current of his life. hearts upon this worthy son of their adoption. Child of penury, God is no respecter of perHe who runneth winneth the race.

One morning, the good doctor, in his daily visit to the stable, while rummaging in his hay-sons. mow, stumbled upon a bag full of beans- -a Man of means, "Cast thy bread upon the

half bushel of nice, fresh beans. Here was a waters."
mystery. How came they there? To whom
did they belong? Was there anything wrong
about it? His wife could tell him nothing; so
he next had recourse to James. The boy color-
ed, hesitated, stammered, and then was silent
altogether.

66

God loveth a cheerful giver."

For the Schoolmaster.

Cyclopædias.

THE entire circle of education among the Greeks, to whom we are indebted for this

A faint suspicion flashed across the doctor's word, as well as for so much in learning and mind. Could it be? No! he flung the idea from him at once. Honesty was stamped upon every feature of that manly face.

The boy seemed to read, by intuition, his every thought. Again he put himself in the half-tragic attitude of his first appeal to the doctor, and exclaimed, "A thief! No; I'd sooner die than touch what did not belong to me. Those beans my mother saved to help me buy a Latin grammar with. Do you think I could be untrue to such a mother's teachings?"

... No, my lad,” said the doctor, firmly grasp ing his hand, and your mother may well be proud of such a son. Henceforth the way to learning shall be no thorny one to you, if friends can help you."

literature, consisted in the "seven liberal arts and sciences," which constituted, with the ancients, the course of education for the higher classes of citizens. These seven arts and sciences were grammar, arithmetic, geometry, music, astronomy, dialectics and rhetoric. The word is now used as the name of a work designed to contain a summary of human knowledge, alphabetically arranged.

A nephew of the great Plato is supposed to haye written the first Cyclopædia. His name was Speusippus, and he called his work Diologoi ton peri ten Progmateian Hamoion. The Historia Naturalis of Pliny was a noted Cyclopædia of ancient times. It contained articles, longer or shorter, on twenty thousand matters of importance, as was stated in its preface, and the So it proved. The physician and the lawyer material was drawn from two thousand volumes. went hand in hand in such works of benevo- Astronomy, metaphysics, natural philosophy, lence; the large heart of the one and the abun- botany, mineralogy, medical science, arts, agridant means of the other went well together. culture, all came within the compass of his HisTheir kindly interest and good advice cheered toria Naturalis.

on the struggling boy. Books he had in abun- The earliest of the modern cyclopædias wordance; and when the time came for him to be- thy of note was Alsted's elaborate work, pubgin his student career amongst new scenes and lished under the name of Cursus Philosophici Enfaces, their influence found him a place where cyclopædia, four volumes, published at Herborn, his native power could begin to carve out his 1620, and afterwards at Lyons in 1649, under destiny. the title of Scientiarum Omnium Encyclopædia. That destiny is now well assured. The for- Soon after the year 1600 appeared the De Diglorn, distrusting chore-boy is now the self-pos-nitate et Augmentis Scientiarum, and in 1620 the sessed, honored professor. Nature had given Novum Organum Scientiarum of Lord Bacon. him a comely person, and the graces have been These works were not large, but were rich and kind to him. His home is amongst the educa- valuable in “ deep and acute thinking," and

here we find the foundation of a logical arrange- price. It can be obtained at from $3.00 to $4.50 ment of the sciences. a volume, according to the style of binding. From this time cyclopædias have become nu- It is very full in all its departments, comprismerous; some designed for the instruction of ing, among many others, history, geography, the young and uninformed, some written with biography, politics, government, natural histothe object of bringing universal knowledge into ry, physiology, chemistry, botany, mineralogy, systematic order. technology, and the useful application of sci

The first English cyclopædia was the Lexicon ence to the arts of life. There will be found, Technicum, or "An Universal Dictionary of the when the work is completed, something like Arts and Sciences," by John Harris, (two vol- forty thousand different articles, yet the whole is umes, London, 1706-10). This was principally a model of neatness, compactness and condenlimited to the mathematics and the physical sci-sation. At the same time the most lucid order ences. The first great English cyclopædia of prevails throughout the volumes. It gives us real merit was the " Cyclopædia" of Ephraim accurate and reliable information of the latest Chambers, (two large folio volumes, London, character. And the amount of matter is truly It will consist in about twelve 1728). Within eighteen years five editions were astonishing.

published, and it was soon translated into French thousand pages, and each page contains about and Italian. The great modern work of this four times as many words as a page in ordinary sort, "The Encyclopædia Britannica," was pro- books. The entire work will give, therefore, as bably suggested by Dr. Coetlogou's" Universal much matter as a good library of two hundred History of Arts and Sciences," (London, 1745). common duodecimo volumes. The eighth and last edition of this immense work We notice particularly in the last volume -the Encyclopædia Britannica,-has been pub- (thirteenth) the articles on Providence, Philalished during the last eight years, by A. and C. delphia, Pennsylvania, William Penn, Peter the Black, Edinburgh, and Little & Brown, Boston. Great, Photography, Printing, Prison, Political It consists in twenty-two large quarto volumes, Economy. This volume includes the alphahet with supplement, general index, and numerous from Par. to Red.

engravings. Elaborate articles have been fur- As the work is now rapidly approaching comnished for this great work by the most distin-pletion, and - in spite of the general depression guished English and American authors; but its of the book business, owing to the war,― will high price will prevent it from receiving an ex- probably be brought to a close within the comtended circulation among the masses. ing year, we would urge upon our school com

The list of the principal English and Ameri-mittees and teachers the importance of securing can cyclopædias which have appeared within it for our public schools. Fifty dollars cannot be expended more wisely or usefully than in the about thirty years, makes an average of nearly purchase of this library for every school in the one every year. State. It is a repository of an immense variety of useful information.

Of these, the Encyclopædia Americana is the most popular and the most widely circulated. It was first published in 1829-'32, in thirteen volumes. An appendix was added in 1847. This work was founded, principally, on the German Conversations-Lexicon, and cannot be called fully an American lexicon.

A Prayer.

M.

IF always on the thorns my feet must tread, And heavy clouds hang darkly o'er my head; If all the sunshine from my life depart, We are indebted to Messrs. George Ripley And cold, gray ashes lie upon my heart; and Charles A. Dana, gentlemen well known to If all my hopes, like swift-winged birds, must fly, And every flower of promise droop and die; the American literary world, as editors, and to If always through a mist of gathering tears Messrs. D. Appleton & Co., as publishers, for My eyes watch sadly for the coming years, the first complete American cyclopædia. We Oh, Father, when Death's river I've passed o'er, need not say that the work to which reference And my feet stand upon the further shore, is here made, is the New American Cyclopædia. Shall not Thy seal upon my forehead be, This valuable repository of useful knowledge| "Perfect through suffering," purified by Thee? will be comprised in sixteen volumes, the thir

teenth of which is recently from the press. The

MYRTA MAY.

work is edited with great ability and impartiali- WOMEN should set good examples, for the ty, and published in excellent style, at a low men are always following them.