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XXXXXXXXXXXXXXXXXXXXXXXXXXXXXX The Study-Guide Series

CLASSIC STORIES

Suitable for Pupils above

the Seventh Grade By DR. EDWARD BROOKS, Supt. of Schools Philadelphia, Pa.

Profusely and handsomely illustrated, well printed on good paper with durable bindings. Price $1.00 each, Postpaid.

A Guide to English Syntax Part one is a

condensed grammar of English syntax; part two is an illustration of the study of syntax in prose text.

Special Price for Classes, per copy, 25 cents, net The Study of Henry Esmond Arranged es

pecially for and The Study of Romola study clubs

and reading circles. Topics and reading for one year in each. Advanced study of plot structure, etc. The Study of Ivanhoe Map of Ivanhoe Land, plans of Conisborough Castle.

Special Price for Classes, per copy, 25 cents, net Study Guide Courses contains plan of work,

suggestions for the guidance of classes and lists of courses arranged for studyclubs, special classes, and reading circles.

Price 10 cents The Creative Art of Fiction definitions, and suggestions for the study of fiction,

Single Copies, 40 cents, with another Guide, 25 cents. Single Copies,Study-Guide Series, each, 50 cts.

Published by H. A. DAVIDSON CAMBRIDGE ....... MASS.

THE STORY OF KING ARTHUR

Illustrations by Aubrey Beardsley. Youth 3 is the time for hero worship, and nowhere 3 in literature can be found nobler examples 33 of lofty heroism than in this story. The 33 principal events of King Arthur's reign and

the conquests of the Knights of the Round
Table are set forth in an interesting man-
ner.
THE STORY OF SIEGFRIED

Illustrations from the German. The
wonderful story of the life and death of the 33
hero and the subsequent events which fi-
nally rent asunder the kingdoms of the 33
Burgundians and the Huns are told in a 3
charming and simple style.
The Story of Tristram.

Illustrations by Aubrey Beardsley. This
delightful tale has furnished the theme for
Wagner's opera, “Tristan and Isolde.”
The Story of the Fairie Queene.

With numerous illustrations. One of the
greatest poems of English Literature. The
archaic style of Spencer is converted into 33
the purest of modern English prose.
The Story of the Iliad.

Illustrated by Flaxman drawings. The
wonderful inventive skill, the beauty and
variety of imagery and Homer's sim-
plicity of style are graphically exhibited in
this book.
The Story of the Odyssey.

Illustrated by Flaxman drawings. The
wanderings of Ulysses are absorbing and
instructive.
The Story of the Aeneid.

Illustrated by Pinelli drawings. Virgil's
epic poem has been rendered into choice
and simple English which cannot fail to
create an admiration for classical litera-
ture.

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New York Education Co., }

81 Chapel St., Albany, N. Y.

SCRIBNER'S NEW TEXT BOOKS

SYKES' ELEMENTARY ENGLISH COMPOSITION

By Frederick Henry Sykes, A.M., Ph.D., Teachers College, Columbia University. 300 pages. Illustrated Price, 80 cents, net.

A continuous, practical, thorough grounding in the essentials of writing English for the first two years of the High School course. It meets in every respect the requirements of the New York State Syllabus for Secondary Schools. MARSH'S ELEMENTARY ALGEBRA

By W. R. Marsh, Head Master of Pingry School, Elizabeth, N. J. 400 pages. With cuts. Price, $1.00, net.

The aim of this text-book is to meet college entrance requirements. 1985 examples appear which have been selected from college entrance papers of the last six years. It is in perfect accord with the Algebra requirements of the New Řork State Syllabus for Secondary Schools. MOODY & LOVETT'S A FIRST VIEW OF ENGLISH LITERATURE

By William Vaughn Moody and Robert Morss Lovett, of the University of Chicago. Illustrated. 400 pages. Price, $1.00. net.

An adaptation for High Schools of the standard college text-book, "A History of English Literature," by the same authors. The language is simplified, certain topics are omitted, but the charm of the original narrative is in no way impaired. The difference is one of grading only. KING'S ELEMENTARY GEOGRAPHY

By Charles F. King, Master of the Dearborn School, Boston. Profusely illustrated. 218 pages. Cloth, 4to. Price, 65 cents, net.

A text-book for the first two years of the geography course. Geography is taught through home scenes, type forms, and journeys, accompanied by illustrations and maps more numerous and attractive than in any other geography published. THE EUGENE FIELD READER

By Alice L. Harris, Supervisor of Primary Schools and Frank W. Cooley, Superintendent of Schools, Evansville, Ind. Illustrated. Price, 40 cents, net.

A new school reader for the second grade, with lessons based upon selected poems of Eugene Field, which especially appeal to children. It is an attractive little volume beautifully illustrated in three colors from original drawings. OCCUPATIONS FOR LITTLE FINGERS

By Elizabeth Sage and Anna M. Cooley, of the Domestic Art Department, Teachers' College, Columbia University. 17 full-page plates. Over 1oo illustrative figures and patterns. Price, $1.00, net.

A manual for Grade Teachers, Mothers and Settlement workers, brim full of valuable suggestions and practical helps, designed to increase the happiness and usefulness of little workers in the school, settlement and the home.

WRITE FOR DESCRIPTIVE PAMPHLETS

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A MODERNIZATION OF THE MOST POPULAR SYSTEM OF PENMANSHIP EVER PUBLISHED

Spencers' Practical Writing

By Platt R. Spencer's Sons
Six Books. Each, Per Dozen, 60 Cents

This new system of writing has been devised because of the distinct and wide-spread reaction from the use of vertical writing in the schools. It is thoroughly up to date, embodying all the advantages of the old and of the new. While it has many advantageous features, the following are especially noteworthy:

1. It teaches a plain, practical handwriting, moderate in slant and free from ornamental curves, shade, and meaningless lines.

2. Each word can be written by one continuous movement of the pen. 3. The stem letters are long enough to be clear and unmistakable. 4. The copies begin with words and gradually develop into sentences.

5. In the first two books the writing is somewhat larger than is customary because it is more easily learned by young children,

6. Books One and Two contain many illustrations in outline. 7. The ruling of the books is very simple and is a help, not a hindrance.

8. Instruction is offered showing how the pupil should sit at the desk and hold the pen and paper.

9. A series of drill movement exercises, thirty-three in number, with directions for their use, accompanies each book.

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FROM KINDERGARTEN TO COLLEGE

Vol. IX.

DECEMBER, 1905

No. 4

THE SCHOLARLY MIND *

PROF. FRANCIS RAMALEY, UNIVERSITY OF COLORADO THERE are so many good things to be mind? Not by mere study of lecture notes

said about modern university courses and assignments in books. This may help and the students who pursue them that it or it may not. The real way is for him may seem, at first, unpardonable to sug- to look things up on his own account. gest any improvements. One feature, how- Perhaps a student has assigned to him ever, I think may be mentioned which is some special subject for study. Will he not just as it should be.

gain much thereby if he only consults cerOne does not need to be a student of tain authorities cited by the professor ? zoology to know that a sponge remains No, he will gain knowledge, but will add in one place during its life and takes in, little to his mental ability. as food, what comes to it. There is danger Suppose he finds in his reading various of students becoming intellectual sponges, side branches of the subject mentioned. sitting in the lecture room and absorbing He says: “Well, maybe those things would the knowledge which is given them and be interesting to look up, but I don't beyet never going out to learn things for lieve they are required.” And that ends themselves.

it. Let me tell you that this sort of thing When such a student finishes his course, long continued is mental suicide-nothing whether in a professional school or in col- less. lege, he has stored up in his mind a great The true student studies for the sake of many facts. But before long a good part finding out. He should find many a referof this group of facts will be forgotten. ence every day, which he will look up just Then what has he to show for his years for his own satisfaction. Such a habit of study? Only his diploma.

formed now means much in after years. I believe that thinking people will agree It is not enough to inquire from the prothat the mere acquisition of knowledge is fessor about some obscure point. Let him not the aim of higher education. It should find it out for himself. Once away from be only a part of such an education. Far the university, there will be no professors more important than to have a horde of to ask. facts stored up in the mind is to have that It does not suffice to know how men mind trained in reasonable habits of have acted in the past when a certain diffithought. Accuracy in judgment, ability to culty has confronted them. Your trials distinguish between truth and error, men- and difficulties are going to be different tal alertness—these are the things which from these. No two people live the same should distinguish the educated man and life. New situations are always arising. woman.

When a crisis comes you must act and How may the student gain the scholarly act quickly. To do this you will need, not property of him who sits languidly in his the best they can to their classes. They chair and memorizes what the professor can not take the students separately and tells him. Active thinking and self- say to this one: “You need to do this,” and directed study, not passive absorption of to that one: “Your mind should be trained knowledge—these train us to cope with the in that way.” But each student can do difficulties of life.

only a store-house of facts, but you will *An address to the students of the University of Colorado, Oct. 23, 1905.

need mental agility--and this is not the

much for himself. Let him get the habit He who would wish to be a power among of studying things out alone, whether in his fellows must put his mind in training the library or in the laboratory; whether by his own individual study, sometimes of this be required by the instructors or not. things related to his university work,

The really able man or woman has a sometimes of things far afield. There

mind trained through years of active exershould be more use of reference books,

cise in real thinking--not mere remembermore use of current magazines, especially the solid ones, more consultation of origi

ing: To be of scholarly mind is to be nal sources and less dependence on text- mentally alert, quick to see, quick to think, books and lecture-notes.

quick to distinguish truth and error, to The instructors are busy men. They be accurate in judgment—therefore, to lead have their time fully occupied in giving a life governed by right reason.

THE LIBRARY A LIVING FORCE

SUPT. J. E. VANCE, MARION, OHIO

THE library is a silent school of learn- consequently libraries amount to nothing

ing and helps to complete that edu- in the hands of such teachers. cation which the schools fail to accomplish. Until teachers have a higher conception This subject of reading for the young has of reading thán the teacher mentioned who of late years come into unprecedented had regarded reading as the art of proprominence, and I take it, this is the rea- nouncing words, the library will be of little son we hear such nonsensical objections force. Teachers have heretofore put too raised against the library movement by much confidence in the ability of children the older generation. Reading is the store- to read when they have shown themselves house of intellectual wealth and the basis able to repeat every word in a given selecof all education. We fail in a large tion, or when they can glide sing-song measure in the teaching of reading in that through a beautiful poem without the we teach the text-book instead of teaching faintest conception of the meaning of the the child to use books. It has never yet lines and the sentiment contained therein. occurred to some of our teachers of the Others imagine the pupil has reached a rural schools that the end of reading is to state of perfection in reading when he is learn to appreciate the beauties of litera- able to read a whole paragraph without a ture. An applicant for a teacher's certifi- mistake, never failing to count one for cate a month or more ago, in answer to every comma and four for every period. the question, "What is reading?” wrote Have you not seen teachers following that “ Reading is pronouncing the words of religiously that pernicious practice of ala piece correctly.” Now that answer con- lowing a pupil to read only as far as he veys the conception that a great many of can without making a mistake? To be our teachers have of the art of reading sure this sort of work teaches carefulness

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