what Teaching really means, and, to present it from the We believe that the professional spirit has been widely disseminated thru the influence of WE WE E believe that thru it thinking teachers Why Published ? The public is at last concluding that it takes brains Our Expectations. With the aims we have and the efforts we make, we feel that we ought to have the support of every progressive superintendent, principal, school official, and advancing teacher in the entire country. We have given untiring labor for nearly thirty years to a times over. O SPECIAL OFFERS: ors. Folio, of Barnard, Pick's Memory Culture. new book, by a leading exponent of scientific memory training, worth its weight in gold to every one who has to pass examinations. Price, $1.00 net. to new subscribers sending the subscription price of THE JOURNAL ($2.00) direct to the ducational Publishers, 61 E. 9th St., New York. GG'S KATALOGS ★ ★ 3 ★ ★ chers' Katalog. 44 large pages illustrated-revised to date. "he most complete list of books for teachers, eachers' aids, etc., in existence. Free. New Century Katalog. A descriptive list of pedagogical books and ucational Publishers, 61 E. 9th St., NEW YORK. For anouncement of Corres) address H. A. DAVII No. I Sprague Place, New York, New Yo Two Years' Course-Oper k Returns During August and September we fill more positions than at Frank A. Manny, Supt. any other time of the year. Many good positions come to us and lled promptly. It is the season for quick returns. 80-page Year Book free. , C. J. ALBERT, Manager. The Albert Teachers' Agency, Fine Arts Building, CHICAGO. 'merhorn TEACHERS' AGENCY eldest and best known in U. S. Est. 1855. 3 East 14th St., New York JOHN C. ROCKWELL, Manager. was established in 1889. In 1901 more teachers gg's Teachers' Bureau "upplied with good places than any previous year. -Steady demand for good normal primary teachers to N. Y., N. J., and Pa. Normal Principals. Teachers needed NOW. Particulars for H. S. KELLOGG, Manager, No. 61 East Ninth Street, New York City. AND SCHO 9 WEST 18 ST. NEW BULLOCK & CR 528 Arch Street, Ph ERICAN AND FOREIGN TEACHERS' AGENCY. ses to colleges, Schools, and Families, Superior Professors, Principals, Assistants, Tutors, CHEMICAL ses, for every Department of Instruction; Recommends Good Schools to Parents. Call 38 Mrs. M. J. YOUNG-FULTON, American and Foreign Teachers' Agency, 1 Square, New York. PRATT TEACHERS' AGENCY 70 Fifth Avenue New York nds college and normal graduates, specialists, and other teachers to colleges, public and hools, and families. Advises parents about schools. WM. O. PRATT, Manager. PACIFIC TEACHERS' AGENCY. APPARA AND CHEN Sole Agents for Dreverhoff's S mends teachers for all classes of positions in Washington, Oregon, Idaho and Montana. Complete owth of Pacific Northwest is making an unusual demand for teachers. We fill positions. FOUNDATIONS tle of a unique monthly magazine devoted to an exposition of the principles The Maga ation. It is now in its twelfth year and has numerous subscribers in every EDUCA the Union. Its great value is this-it carries the student forward each year Systematic Course in Pedagogy and General Culture. Supt. RICHARD G. Bo Records the carefully prep of many of the ablest edi It is the oldest of the h monthly magazines. Fully up-t within the reach of every teache fact that teaching is a great prof "make-shift" to get a living. Librarians should include E for the benefit of teachers and of abreast of the best educational commended by the best authorit. $3.00 a year, 35 cents a copy. 2-cent stamps. We offer a $2.50 Waterman (per registered mail); any one do one dollar book, FREE, for on education. THE PALMER C 61 East Ninth Street, New York. 50 Bromfield St., LID SATISFACTION CAN BE OBTAINED from the use of ESTERBROOK'S PENS present: John Dewey Parker Hughes Boone Holbrook Rooper 61 E. 9th St., New York ok itary Psychology 1. KELLOGG t is made to exhibit the processes by examples and illustrations. It is a nners in pedagogy before taking up entary ideas about the operation of =h chapter. Size, 61 x 41, 50 pages. Pestalozzi Beneke Earl Barnes Hailman Scripture Diesterweg Harris Hinsdale Seeley Jones Froebel Herbart The statements of these leaders of educational thought, thus brought together under one cover, make a book of the greatest value for every thoughtful educator and student of pedagogy. In a nutshell, it gives the sum total of the world's educational thought. Chapters are devoted to analyses of Herbart and Beneke and a comparison of their creeds. A good portrait accompanies each creed. East 9th Street, New York E. L. KELLOGG & O., 61 E. 9th St., NY Th [Con When "Fortune suggestion cotton? O known to t are reckon whose virtu our experin valuable pla pear that w eries if we is being pus schools. In a fair start lish langua structure of some of the elementary in connectio graphs. M announced b and in what the most plea tion have th that it is an loss of time a In all of t tendency to s Copyright, 1902, by E. L. Kellogg & Co.. he Teaching of English in the Sch By Supt. J. M. Greenwood, of Kansas City, Mo. [Continuation of "Training of Systematic Arrangement of Ideas and Clear Expression" in THE SCHOOL JOURNAL of las hen Emerson wrote that thoughtful address, tune of the Republic," among the many excellent estions it contains is this one :-"And what is n? One plant out of some two hundred thousand n to the botanist, vastly the larger part of which eckoned weeds. And what is a weed? A weed e virtues have not yet been discovered." With all xperimenting in teaching English, hardly a single ble plant has been discovered, and it does not apthat we are likely to make very important discovif we keep on in the direction in which the work ng pushed, except in various grades of the ward ls. In these schools the pupils are generally given start in speaking, reading, and writing the Enganguage, and they are drilled in the mechanical ture of sentence building and in letter writing; in of the upper grades they have entered upon the entary stage of appreciating the beauties of style nection with the formation of sentences into para1s. Many of these pupils know when a topic is inced how to seize upon the more striking features n what order they should be arranged to produce ost pleasing effect. A few broad facts in construchave thus been so thoroly grounded in their minds it is an easy matter for them to express fairly well they know and feel. is knowledge of guiding principles is not acquired 1. There are many persons who lack the power to dinate their thoughts with the pen movements of and. Such as experience very great difficulty in ng their thoughts run out thru ink at the point of should not waste time in working at a performwhich yields such meager results. It is clearly a of time to try to get the diffident and tongue-tied come easy and fluent talkers. Intelligent, wellted practice will help somewhat, but we ought to sense enough to let each express his thoughts in wn way, and upon such topics as he chooses. Unted talent may be discovered accidentally, but is usually enough of the natural bent cropping o indicate what may reasonably be expected. It is f the great privileges the teacher or principal has pick out what particular line of work one is best ed to, and to keep him in touch with it. It was that the old dominie discovered George Howe. avoid wasting time, the pupils that begin English e high schools should be separated into two disgroups, those who had received considerable trainn reading authors, or parts of books, in the eleary schools, and those who had none or little of reading. Last year I heard several recitations in rst year English in the high schools that could been duplicated in several of the seventh grade in the elementary schools, and it was clearly a of time and of interest for the first year pupils to er this work a second time. all of the elementary schools there is a marked ncy to study authors as a part of the mental equipthe pupils ought to have before they leave the pupil, say, has read "The House of Sever the lower school, in taking it up agai ing year in the high school the novelty is l the interest, if any at all, is at a low heat, r ing the effort of the teacher, however en put life into the recitation; while the recit high school usually consist of paragraph re spersed with what each one thinks, supple some verbal criticisms or historical or biog erences. The same general method is co wider way upward thru the high school pupils, except when one is given a special up, go thru the same routine; peep into th read the same chapters, take the same n judged by the same standard of literary cri When I look at the ponderous mechani to teach our boys and girls English in the I confess that I do not understand, if tha the correct one, how the most graceful writers of good English of the past and learned in their rugged, off-hand way to be understood. Herbert Spencer in his ve haps last book, says that he never studie never read authors to learn style. He si write so as to be understood and not to mi mislead the reader as to what he intended style is not always clear, yet he balanced in his own mind and then he tried to say most direct manner. There is no doubt bu ceived his training in the grammars and use in England when he was a boy, and th stood fairly well what they contained, and sciously he was influenced more or less by and assimilated. We get similar experiences from the live and women who have left records of how to write, and hardly one can be found who worked by rule in learning to write, just a sons read books or newspapers alike. Th tainly three objects in having our high sch girls put in so much time in studying Englis the greatest benefit, or the highest one, acquainted with the best minds thru their w or to get their world view of questions. ject is to perfect one's self in spoken or course, and it is generally believed that most effectively accomplished by habituati to the contemplation of standard literary is somewhat after the plan of inducing "t bend Ulysses's bow." It does not succeed an educational theory than for one to dres in the cast off clothes of a departed ance secretly claim that he is that ore. The tl to teach one how to appreciate and how to erary productions. Whether we are getti qualified writers than formerly, in proporti tire number who study above the gramm simply a matter of opinion. The quantit that is done is in wholesale job lots, and under a mild sert iracle that I ever ing my name. I or attempted to ter studying quite rear later Bullion's y Butler's Gramoric, a book which 1 it, understood it, ant. The author avoid. I learned that were interint of merits or satisfy myself criticisms. This ind into a critical al composition exnext picked up a Ive with my marks ider range to this ously enjoyed. I 1 to clearness of While Blair ocI did not get any n I had acquired one supplemented keep balanced the shape in my mind worked into the I ever decide to ell's Philosophy of Rhetoric, which I I began to read r the morals they mar without writand I am not connot a good way to is personal phase ; where there is a it may be a most secured along this - large majority of ave been regarded ent time, learned e one I have de om taking a letter ome one of recogby an entire class, 38 write a so-called -ude performances d and cried aloud hat, outside of the g letters and deirst to build up a gard to writing in let the student at is the proper use to express the s. A short letter, ce topic, is an expondence, since it of writing. egard to what was ing and balancing own mind, than I Es. This was one ed much benefit in began to weigh literary productions without reference Another thing that impressed me and grew into habit The last year or two has been a period of remarkable activity among the teachers of English thruout the country. There is a widespread feeling that the experiments recently tried in many institutions have yielded very inadequate returns compared to the amount of time and energy put on the work. Committees and conferences have been, or are, at work on this subject in nearly every state or group of states. The immature scheme that spread so rapidly over the country some ten or a dozen years ago, and which was embraced with so much enthusiasm by teachers generally, while poɛsessing some merit, needs rectification all along the line. A strong committee in Colorado undertcok an investigation of the subject nearly two years ago, and as a result of their investigation a report was made in six sections covering the following points: 1. The general condition of teaching English thruout the state. II. English in the graded schools. III. English in the high schools. IV. Requirements for admission to college. V. Recommendations by this committee. (a) Result Present condition should be improved. (b) The language work in the best graded schools was (c) In general, the high schools give less than five recita- lavishing the instr has resul may have effort was plify and has been recitation. Two obj course; to propriate, writing; s means of i will power problems o Before o several poin shall now p mentioned t perhaps the fifty boys an talk up, and eject this un rangement, some sheets sition. The her room and to the author own wretche never consid the teacher's and that the f material for a be grouped un then the kind lated should be While one is concentrated he should sear ideas, and arra ferred to wh gathered all must next give jecting whatev ent discussion must now be a one upon whic He has now to where to put th graph or topic precede or to f tions are to be a good beginnin these two ideas the chapter, or handle material the best test of It affords a wide tact, skill, and 1 properly proport sub-head, its du steps are prelim in detail by the relatively consid tered. There n matter has been paper or cards, |