As we haven't enough cubes to do this, we must use something else.

Jimmie, come to the table and measure this plinth. What do you find? (It is twelve inches long, 12 inches wide, and 1 inch high.) Is it like anything else we have had? (It is a solid such as our 144 cubes would make if glued together.) Then, whenever we wish to use exactly 144 cubes, we may use this plinth.

You may now put the second layer upon the first, Jennie. Now, how long is our new solid? How wide? How high? How many cubic inches in it?

We may then add to our table:

A solid, 12 inches long, 12 inches wide, and 2 inches high=288 cubic inches.

Thus we add layer after layer and increase our table at each step until we have:

A solid, 12 inches long, 12 inches wide, and 12 inches high contains 1,728 cubic inches.

Then as the figure stands, let some one measure it. It is found to be one foot each way.

At the beginning of the hour you told me how you named cubes. Rollo may name this. (A cubic foot.)

Do you see any two things that we have learned which we may say are equal? Ask several until this answer is obtained:

A solid, 1 foot long, 1 foot wide, and 1 foot high 1 cubic foot, and since this solid contains 1,728 cubic inches, we may say

1,728 cubic inches 1 cubic foot, the beginning of our table.

End of first lesson may be followed by examples like these:

1. How many cubic inches in 1, 1, 3, 3, and so forth, of a cubic foot?

2. How many cu. in. in 23, 19, 18, 81, and so forth, cu. feet?

3. What part of a cu. foot are 144 cu. in.? 256 cu. in.? etc.

4. How many cu. ft. in 26,897 cu. in.? In 879,654 cu. in. ? etc.

In this way children master reduction as we proceed. It is also a good review of fractions.

When the teacher feels as if this work has been mastered, he may continue the development of the table as follows:

[We must use these same cubic inches for the want of something better, but

the children can now, without difficulty think of each as a cubic foot.]

Can you imagine this block that I hold in my hand to be a cubic foot? How long must we think it, Eddie? How wide? How high?

How many linear feet in a yard, Arthur? Then how many cubes one foot each way (which we shall now call this cube, without saying think or imagine) must be laid side by side to make a yard? You may lay them, Arthur.

We must now consider these three blocks as a solid, as we did in our first lesson. How long is it? How wide? How high? How many cubes does it contain? Lillie may write the statement on the board, under this:

A solid, 1 ft. long, 1 ft. wide, and 1 ft. high=1 cu. ft.

A second row is placed by the side of the first and our table increased. A third row is added and then we find what a second layer will do to the solid. a third layer, questions being asked at each step.

Then

The last equation upon the board reads: A solid, 3 ft. long, 3 ft. wide, and 3 ft. high 27 cu. ft.

After questioning, we may rewrite this, substituting 1 yard for 8 feet in each place.

But a solid, 1 yd. long, 1 yd. wide, and 1 yd. high, may be called what? Then we may say that

27 cu. ft. 1 cu. yd.

Now open your text books and you will there find this table. Do you see how men are able to make these tables? They could build them as you have done. But it would take too long to build it each time we needed it, so you must commit it to memory. Perhaps some one can already recite the table, as there are but two lines. (Several can and do.) Follow by problems and examples as in first lesson.

Then use text-book and solve all prob. lems under these cases. If book is too meagre in problems, teachers must com. pose others.

Children are now ready to see that the product of the three dimensions will give the number of cubic inches or cubic feet. Do not teach that feet-feet-feet-cubic feet, as this isn't true.

How to Avoid Waste of Time in the Recitation.

The complete solution of this problem I shall not attempt in this paper, but only suggest a few points that have come under my observation.

In the solution of any problem there are two things to be considered. Firstwhat have we given? Second-what is required? In this particular case we have given twenty minutes and a class of active boys and girls. We are required, first to find what they have done with the task assigned. Have they been able to apply the principles previously learned? Have they made any new discoveries? Have they made mistakes in their reasoning, or misunderstood what they have read? The next duty is that of impart ing instruction. If pupils have fallen into errors in the preparation of the lesson, these must be corrected, or they may prove a source of trouble in the future.

Have you never seen a child cling tenaciously to an incorrect solution of a problem because he has thought it out for himself, and so understands his way better than yours? A little foresight on the part of the teacher might have saved time here. A few words in the assignment of the lesson might have made the point clear and so have avoided the difficulty. Now time must be taken to show the error, and then to present the truth. Then the teacher must supplement the text-book. She must make the dry facts of the books, as far as possible, living realities. But above all, she must lead

the child to think—to think aright and to make use of his previous experiences in the acquisition of new knowledge.

In order to accomplish all this we must first be systematic.

Be definite in the assignment of work. Much time is lost by a pupil in trying to study something-he knows not whatand by a teacher in attempting to hear a recitation of a lesson prepared in such a manner. In the end both are dissatisfied and discouraged for they have fixed nothing on which to build.

All mechanical work must be reduced to a routine. Collecting papers, passing books, pencils, etc., should be given into the hands of monitors who work according to a definite plan. This plan should be understood from the first so that no time need be lost in explanation.

Give a few minutes between recitations for the pupils to change books and ask any questions that may be necessary. Do not allow pupils more time than is actually required for getting books but have it understood that all wants must be attended to at this time, and so prevent interruptions during the next recitation.

Perhaps the most fruitful source of wasted time is in the lack of preparation on the part of the teacher. She should have clearly in mind the whole from the beginning. She must know the ideas to be developed and points to be dwelt upon in order that the pupil may have a clear understanding of the subject. Having a definite aim in view, she should study carefully the art of questioning. Make her questions clear, concise, and adapted to the capacity of the pupils. Arrange these questions in logical order so that the pupil following her questions will be led step by step to a clear understanding of the whole, but she should not waste time in trying to get him to express the thought in her words. I have heard of teachers whose ideas had taken such definite form that they could not be recognized by them unless expressed in their own words. Do not expect your pupils to read your thoughts in your words. You cannot do as much for him. When you see he has the thought give him your expression if it be better than his and will mean as much to him.

Those dull pupils need special attention but I believe they sometimes get more

than their share. It seems hardly just to take the time of an entire class for only a few. If these few cannot get it with the class give them a little outside help. Some of them will have their wits quickened by a little help after school. One pupil who has carelessly slighted the preparation of some part of the lesson can take the time of the entire class, and avoid detection himself, if the teacher can

be induced to explain and talk long enough about one point which he cannot see because he will not. If they really cannot grasp the points as presented to the remainder of the class perhaps they should be placed in another grade. Classes should be graded as nearly as possible so that all can do the same work.

Having such a class we need not waste time in trying to get recitations from pupils who have not prepared the lesson. Why should we take the time of the class in trying to get one to tell what he does not know? When it becomes apparent that such is the case let him be seated and the time given to one who is prepared. If it is thought best, appoint a time at which he may have a private hearing.

Another source of wasted time is in the

lectures which we teachers delight in delivering. The teacher who is full of the subject in hand and has much of interest to tell is deserving of praise, but we must learn to be temperate in all things. The most of us like to talk, and the pupils soon learn that a few suggestive questions at the beginning of a recitation will keep the teacher talking for the greater part of the hour, while they have nothing to do but listen, and forget. Encourage the pupils to ask questions but do not let them lead you too far from the topic in hand. It will be better for them if you can lead them to answer their own questions, but if you do tell them as you often must, have them understand that they will be held responsible for what has been told them. After all, it is what the pupil thinks of and gains through his own activity that is a benefit to him. The teacher who awakens within her pupils a desire for knowledge, and leads them into habits of careful observation and thought is the one who has best improved the recitation hour.

RUBY ROBINSON,
Lincoln School, Bloomington, Ill.

The Storks and the Fisherman.

A TRUE STORY.

In a far country lived Oom Pete and his wife, Minna. Their little home looked out upon the great sea. Oom and Minna loved one another dearly. But one thing often made them very unhappy. had no children.

Oom Pete was a fisherman.

They

Every

the great sea.

day he sailed out Sometimes, while he steered his boat, he would say to himself:

"How I wish the storks would build their nest upon our house-top. It is such a good sign. I feel sure, then, the dear Father in heaven would send us a child.

And Minna, while she sat by the doorway and knitted, would also say:

"Perhaps next spring the storks will build upon our roof. It is such a good sign. Surely then the heavenly Father will send us a little one.

But year after year went by. Not even for a night did the storks rest upon the lonely house-top.

Oom Pete and Minna were growing old. Their faces were sad with disap

Then she ran to the doorway, for she trembling, she called Oom Pete to her. heard a strange noise outside. Pale and Softly she led him into the yard and pointed up to the house-roof. It was building their nest by the side of the the storks-two of them. They were chimney.

"Surely now, said Minna to her husband, "the good Father will send us a little child."

Oom held her hand in his, and they were both happy. Spring grew into summer. Some little storks were born in that nest upon the house-top.

"That is well-that is well," sang Minna at her spinning-wheel. She was still thinking of the baby she longed for.

And then the great storm came. Oom Pete expected it, for all day he had watched the clouds. Ever the wind blew louder and the waves dashed higher. The night came. A wild night it was, lighted only by the glare of the lightning.

Oom and Minna stood by their window and looked out upon the waters. The great waves were washing up almost to their very doorstep.

"God save the poor souls who to-night are on the sea," prayed Minna, softly. The storm grew wilder every moment. Suddenly Oom Pete pointed far across the waves.

"Look," he cried, "there's a light out there. Some ship is going to pieces on the rocks."

Together they ran to the doorway. Each time the lightning flashed they could see the people on the ship clingng to its masts.

"Can't we do something for them?" "Can't we go to them in

sobbed Minna. the boat, Pete?"

Then the light on the sea went out. The ship had gone to pieces. And the storm howled on as before.

The man and woman watching on the beach returned to the house. For a long time they sat before the fire. Neither could speak for sorrow.

"Hush! what is that?" said Minna, at last. "Can't you hear it?"

"Tis the storks upon the housetop," answered Pete.

"No," said Minna, "its something else." She opened the door. The firelight streamed out over the wet sand. The waves were washing up great pieces of the ship. Bound to a part of a mast was something which moved and moaned.

Minna ran and loosened it. With a cry of joy she gathered it up in her arms. 'Twas the baby whose crys had come to her from the ship.

All night long she and Pete worked over the little thing. At daybreak it opened its eyes and smiled into their faces.

Together they fell upon their knees. In tears they thanked the kind Father for sending them a child.

"The babe clothes I made will be worn," said Minna, joyfully.

"It is a good sign when the storks build upon the housetop," answered Oom Pete. CHARLES A. MYALL.

LIST

Geography.

OF HELPFUL BOOKS FOR TEACHERS.

of this article is to give a The purpose list of books helpful to teachers in study. ing and teaching geography.

There has been much improvement recently both in the geographical textbooks and in the value of the supplementary matter furnished in geographical readers. Teachers who can get the time and the books suitable can now specialize to a considerable extent so as to show expert knowledge and skill in teaching this subject.

Perhaps the most important improvement that can now be made in teaching geography is found in concentrating more attention upon a few important topics, gathering from the supplementary geography readers that special information which is too voluminous and detailed to be incorporated into our regular geographies, but still supplies the meaty and relishable part of instruction. Our more experienced teachers are now fully able to select out of a geography the more central and significant topics and if supplied with some help in the way of opportunity and freedom for the use of collateral reading they will greatly enrich this kind of instruction. Such specialization as this can be carried on by quite a number of teachers in regular graded or ungraded schools.

It will be necessary for the teacher to select from any given book just that part needed for the topic under treatment or to give pupils specific directions what to read in case these books are used as references.

The following list is short but contains the more common books, mostly in cheap form, which will be helpful to teachers.

1. Tilden's Commercial Geography.-- A few important commercial topics treated much more fully than is usual in the geographies. Leach, Shewell and Sanborn. Price $1.25.

2. King's Picturesque Geographical Readers, 5 Vols.--Lee & Shepard. Especially good for North America and all parts of the United States. Well illustrated. Price $1 to $5. 58, 83, 64, 64, 64.

3. The World and Its People, 7 Vols. --Silver, Burdett & Co. These are full of good material; especially Vols. IV, Our American Neighbors, V, Modern Europe, VI, Life in Asia, and VII, Views in Africa. Prices vary from 40c. to $1.

4. The Information Readers, 4 Vols.--Boston School Supply Co. Good treatment of leading industries and occupations. 60c. each.

5. Stories of Industry, 2 Vols.--Occupations well treated and illustrated. Educational Pub. Co.

6. Footprints of Travel, Ballou.--Very interesting and instructive book of travels. Ginn & Co. Price 70c.

7. National Geographical Monographs, 10 pamphlets.--Very full and scientific treatment of a few large topics. American Book Co. Single pamphlets 20c. Whole set $1.50.

8. The Earth and Its Story, Heilpin.--A physical geography, not large, but instructive and interesting. Silver, Burdett & Co.

9. Physical Geography, Tarr.-Macmillan & Co. Price $1.40. A large physical geography, very valuable for reference.

10. A Geographical Reader, Johan not.-American Book Co.

11. Little Lucy's Wonderful Globe, Younge. Macmillan & Co. Interesting for third or

fourth grade. Price 50c.

12. The Seven Little Sisters, and Each and All.--Ginn & Co. These two books are especially used for introductory geographical reading in third and fourth grades. Price 50c. each.

13. Brooks and Brook Basins, Frye.-Ginn & Co. Suitable for early work in geography and natural science. Price 60c.

14. Natural Resources of the United States, Patton.--The American Book Co. Much very interesting material in small compass. Price

35c.

15. Geology, Primer of, Geike. -American Book Co. Price 25c.

16. Special Method in Geography-Full treatment of important topics in the Miss. Valley. Public School Pub. Co. Price 50 cents.

17. The Great World's Farm. Seeley & Co.Very full on the geological phases of geography. Price $1.50.

18. The cyclopedias are good for references on many topics-e. g., the blast furnace.

19. Guide Books are excellent for maps and details of notable places-e. g., Baedeker's

Switzerland and Great Britain. Also Appleton's Guide.

20. Railroad advertisements and tourists notices are excellent for pictures and descriptions.

21. The Great Round World-A weekly newspaper for boys and girls, with much incidental geography. Pub. by Wm. B. Harrison, 3 and 5 West 18th st., N. Y. Price $2.60 per year.

22. There are series of articles published in the educational journals, notably one by Prof. Henry McCormick in the Public School Journal, that are full of valuable suggestions, both as to matter and method.

BOOKS OF METHOD FOR TEACHERS.

1. How to Study Geography. Parker-D. Appleton & Co. Price $1.50.

2. Methods and Aids in Geography. King— Lee & Shepard. Price $1.60.

3. Practical Work in Geography. McCormick-A Flanagan. Price $1.00.

4. Comparative Geography. Ritter-American Book Co. Price $1.00.

5. Map Modeling in Geography. Maltby-E. L. Kellogg & Co.

C. A. McMURRY.

SCHOOL-ROOM DEVICES.

E. C. HEWETT, EDITOR.

Study of Words.

Children generally use words thoughtlessly, and the same thing is true of many who are not children. It is always the mark of a cultivated mind to choose words with care and judgment, so that they shall express clearly and exactly the thought that lies in the mind of the speaker or writer. In order to do this successfully, much study of words is necessary, study that shall have special regard to their essential meaning and to their reference and connection one with another. Now, a skillful and thoughtful teacher can contrive to do a considerable amount of this work even with children in the common, district school. We are persuaded that a large amount of valuable work can be done with boys and girls of twelve and fourteen, in the ordinary English school, in leading them to a knowledge of the derivation of English words from Latin and Greek roots. this way, they will come to think of a very large proportion of our words, as

In