not forthcoming in sufficient numbers and of the right kind unless the State makes provision for their preparation.

4. Normal schools are the best means of preparation, and hence are as truly and legitimately a part of the public school system as any

other part.

In conclusion, Dr. Curry urged the passage of a bill for the establishment of a normal school for the education of white teachers. He said that it was only a question of time; that if not passed now it would be only a few years before public sentiment would demand it. He promised that if such a school were established at least a third of its current expenses would be defrayed by the Peabody Educational Fund.

Outline of Primary Arithmetic.

BY S. T. PENDLETON.

IV.

MULTIPLICATION.-This is taught on ex

actly the same plan as addition. Commencing with what the scholar knows, addition, we get

2+2=2X2= 2+2+2=2X3=

him to make the multiplication table-first the 2+2+2+2=2X4= 2d column thus:

Then get him to memorize it in order, forward, backward, out of order; and writing down on the blackboard, point at the different figures in every order and get the scholar to give the product of each figure into 2; or, without pointing, let each scholar in succession say, 2 time 9 are 18, 2 times 4 are 8, &c. (and some

times only the products, 18, 8, &c.), around the class, starting at different figures at different rounds.

&c.

I

Also, as another method of drill and test, call out 4X2, 8X2, 5×2, 9X2, and getting them to write the products on the slate, and to prevent copying, holding the slate at the breast, or putting a book over each product as written, or sitting or standing a yard apart. Another plan,

number the scholars 1, 2, 3, 4; give No. 1's one set of such questions, No. 2's another set, &c.; let them turn their slates, when finished, and write the whole column a number of times, while you examine either by going to the slates, or by having the slates passed to the front, and examine all of each number at one time, &c.

We are then ready, as the next step, to give large numbers to multiply by 2; as

985473

2

Give a good many examples.

As a preliminary mental drill, the teacher can have before him the multiplicand, as 985473, and pass around the class, asking, 2 times 3? 2 times 7? 2 times 4, and 1? 2 times 5? 2 times 8, and 1? 2 times 9, and 1? (and so for any multiplicand or multiplier); and then get the class to write the example on their slates and work it out.

Do the same with the third column, and then the second and third mixed, and then give examples, the multiplicand containing 1, 2, 3, and the multiplier being any number, as

But notice the following triangle and principle of 3X2=2X3, which will shorten the work by half, always drilling in each column, beginning with the second, 3X2, 2X3, 8X2, 2X8, 2X5, 5X2, &c.:

We then need only to begin each column with the number of the column into itself; as, third column, 3X3; fourth column, 4X4, &c.; so that when we get to the ninth column the scholar knows all of the ninth column except 9X9; as

8X9=9X8, in eighth column; 7X9=9X7, in seventh column; 6X9=9X6, in sixth column; 5X9=9X5, in fifth column, &c.

We also use oral drills and practical questions, mental and written, combining +, X. Also o's in multiplicand; o's in multiplier, as 10,100, &c., also, 20, 30, 3200, &c.

because 7 times a number plus 3 times the number equal 10 times the number.

When we have taught multiplying by a single figure, and by 10, II, and 12, as by a single figure, we teach multiplying by a number of several figures, using as multipliers, 23, 34, 45, 54, 56, 76, 78, 79, then miscellaneous multipliers of two figures; then the multipliers 234, 456, 576, 678, 789, then miscellaneous multipliers of three figures, &c. Three cases are to be noted: Ist. Multiplying numbers containing

*Say in roth_line, o at end; 11th line, repeat the figure; 12th line, multiply in mind, as

12

2

24

Then we have left only 11XII, 11x12, 12x12.

small figures, because there is a difficulty in sometimes carrying, and sometimes not. 2d. Multipliers containing the larger figures, as 6879. 3d. Multiplying numbers containing o's, as 4089, 43009, whether multipliers or multiplicands; 2089009 X 12. We sometimes use such proof as

and add products and get 9846900, because 27 times plus 73 times equal 100 times.

And

567489
23467

567489
76533

and add products and

get 567 48900000, because 23467+76533=100000.

Keep up accuracy, quick oral work, and plain figures; also time the scholars and see how many examples each can work in a given time, to get up a spirit for quick work.

Pendleton's Arithmetic Cards contain any number of suitable examples for drill.

The Teacher's Influence.

SUPT. G. J. LUCKEY, PITTSBURG, PA.

The education of an individual, or of a community, is a much more rapid process to-day than it was in the ages that are past and gone. Then the only educating agencies were the church and the family; then the thoughts, the convictions, the customs and the prejudices of a generation were almost exact duplicates of those of preceding ages; but to-day we have so multiplied the educational forces that it has become possible for individuals and communities to be entirely changed in their customs, habits and convictions in a single genera tion. The invention of printing makes the thought of each individual the common property of mankind; the telegraph daily brings into every household the important doings of all nations; and the improved modes of travel make it possible for us to visit the remote ends of the earth, and for people of different climates and languages to mingle together and learn from each other. But we must

not suppose that the open, visible and recognized educational agencies are the only ones that influence the belief and actions of mankind. From the cradle to the grave our opinions and actions are, in a considerable degree, molded and controlled by a thousand subtle agencies; they are influenced by the words and acts of our companions in childhood, by the mountains that encircle our homes, by the rivers. upon whose shaded banks we hold our childish sports, by the storms of summer, by the snows of winter, and by the delicate flower that sheds its perfume on the gentle breezes of spring time. But of all the educational agencies, there is no one that exerts so powerful an influence upon the human mind as does the professional teacher. In his hands is the destiny of the American people; to his care has been committed human liberty and free institutions, and he should be prepared to accept the responsibility which the people, the nation, and the nineteenth century have imposed upon him. This great nation was not born of chance; the principles of free government were not the discoveries of a single generation; the love of liberty and the hate of tyrants were the results and outgrowth of a long-continued process of education; thought was quickened by perception, cultured by hardships and suffering, and ripened amid scenes of carnage and bloodshed. The result of this education of our fathers is a nation of freemen. As it was developed by education, so must it be preserved by education; and under our peculiar system of government the chief responsibility for its preservation has been placed in the hands of the public school-teacher; hence the necessity that the teacher should realize his responsibility, and that he be thoroughly prepared for the great work in which he is enlisted. What shall be the nature of the preparation?

He should have a sound body. I know that great things have sometimes been accomplished by men whose souls have been confined in fragile shells, but the rule is the other way. A forest tree, planted in the crevice of a rock, may sometimes be the peer of its more fortunate neighbors in the valley below, but yet men do not search for the finest timber upon the rocky hillside. The fruit from the blighted apple-tree may, in the distance, look red and luscious, but on close inspection you will find the marks of disease plainly written in the core. The work of the teacher is of such a nature that it will soon destroy a sickly body; and he who possesses an unsound constitution, if he values life, should never preside at a teacher's desk.

Accompanying a healthy physique the teacher should have a cul