36 compound words, or words of two syllables, such as lap-dog, dustbrush, puzzle, candy, etc. Each child in the class can tell every word.

Impress words on the mind by actions. "Buzz" is read with a buzzing sound; "purr," soft and purring, while "hurrah" will allow shouting and even waving of a handkerchief. One little one comes in saying, "We had mush for supper last night and I could spell it," while another says, "When I picked up chips for mamma this morning, I said c-h-i-p, chip."

Blackboard exercises can be made very interesting. They are given in script. Among the first script lessons are given the names of each child in the class. Soon these are learned by sight, and the child is delighted, not only to be able to point out his own name, but the names of his classmates.

After we

After this, short sentences are given making a request. have made out all the words by sounding, (this work is not commenced until we know most of the sounds) the name of some pupil is added and another child asked to read. Thus, Gertie at my request reads, "Please open the door, Johnnie," and Johnnie walks over and opens the door. Then Frank reads the next sentence, which is, "Please shut the door, Ada," and Ada shuts the door. After looking at each word until we think we know it, the sentences are erased and the words written again, but not in order. We now have a game of "I spy," and find all the words.

Capitals and punctuation are taught from the first. Proper names are spelled with capitals; so, when the child is ready to write and compose for himself, there will be but little trouble in marking and using capitals correctly. Answers to questions are given in complete

sentences.

Numbers are taught to this class by objects. Short examples in addition and subtraction are given. They like mental work. Now, at the end of five months and a half, they can readily tell you, that if 10 apples are divided equally among 5 boys each boy will get 2 apples; or, if I have 8 marbles, lose half and find 3, I shall have 7.

Lessons must be short and frequent as possible to keep the little ones busy. Give them work at their seats, writing, drawing, numbers, etc. The first year I taught I allowed no drawing, for so I had been taught, but I found this a mistake. Then, some little mischieflover could not resist the temptation to draw on the sly, and cause his neighbor to laugh; now, no matter how comic a picture is, it is shown to me to admire, and if nicely done, can be drawn on the board, and remain there for awhile. It keeps him busy, causes closer observation, and in some cases develops quite a talent in this direction.

In the second year's work, the First Reader is completed and the Second commenced. Care is taken to secure clear enunciation. Smooth reading is required. The lesson is so prepared that the child

does not stop to make out words in the class.

A good plan when assigning a lesson is to read it over with the class, bringing out ideas and expression, allowing them to tell in their own words their opinion of it, and finding out what lessons can be drawn from it. Let their imagination have full play. Then the study hour will be pleasant.

Don't let them read in a sing-song fashion.

Don't be satisfied till you are sure by their reading they know what they are reading about. I don't mean by this that a lesson should be given over and over again, for that will discourage any class; but how much is anyone interested in something he does not understand? Remember that you are laying the foundation. Be sure your work is well done.

A danger will arise here which you must guard against. Children will read from memory. They may not make one mistake, yet if you point out certain words they can not tell you what they are. There are several ways of counteracting this. Have them read word about, read a word and skip a word, read to a mark, telling what it is and its use, or read the lesson backwards.

This year, they are expected to write their reading lessons without help, carefully placing capitals and marks. They are drilled in oral composition, facts about our neighborhood, county, State and rulers. Even these little ones are interested in our coming centennial celebration.

The work of this year includes exercises in reading and writing numbers of two periods, Roman notation to D, and special drill in addition and subtraction.

Our third year completes the Second Reader, and includes general ideas of geography and maps, oral and written work in all the fundamental rules, and written descriptions of pictures, of homes and familiar scenes.

Why not make our work pleasant by pleasant names? Our geography and mental arithmetic are best remembered when used as games. The questions in geography have been written on slips of paper, and each child draws one in his turn, announces his question, and if unable to answer passes it to the next, and so on. The one who answers keeps the slip, and the one having the most when done has the game. Soon these are all learned and more questions are added, so keeping up the interest. One little girl who took no interest in her geography lesson, and was quite careless in her answers, was aroused one day

by a little friend saying, "I like to sit below Becca in the class, for then I get all her questions, and am likely to get the game.' " "Well," said Becca, "its the last time you will say so, for I shall get every question and keep my own slips." And she did. The game in mental arithmetic is always a little exciting. One pupil takes his place on the floor, and each child in the room is allowed to give him an example. If he can answer, he keeps the floor. If not, the one who asked the question answers it, and takes his place. No one is allowed to ask what he cannot answer himself. How the eyes sparkle, from the little beginner who gives 2X2 to the bright scholar who is determined to have the floor, and requires change from $10, having spent a quarter, a dime, and a nickle out of it.

Reading lessons are more interesting when illustrated in some way. Last week we had a lesson about a parrot, with a picture of a parrotstand. The next morning a little boy brought in a parrot-stand he had made. What boy does not love to whittle? Many little things will be made, showing ingenuity, if you are but interested. Girls are not behind, either, but will find ways to show what they can do.

And so we could go on telling different ways to keep little folks busy, but will take no more of your time.

At the beginning of the fourth year, the pupils enter the intermediate room, and text-books are placed in their hands. At the end of the fifth year, they are expected to have completed the Third Reader. Spelling lessons from geography, reading lessons, and McGuffey's Spelling Book. Go to addition of compound numbers, with corresponding course in Stoddard's Mental Arithmetic. Small geography to Europe. Language lessons. Eclectic Copy Book, No. 2, and Drawing Book, No. 3. In this room object lessons are kept up, and a taste for geographical and historical reading cultivated. Clifton, O.

ATTENDANCE AND TARDINESS.

BY O. T. CORSON.

[At the suggestion of one of our subscribers in West Virginia, we requested Superintendent Corson to give the readers of the MONTHLY the benefit of his experience in securing prompt and regular attendance in the Cambridge schools. On behalf of the whole MONTHLY fraternity, we tender him thanks for the readiness and fullness with which he has responded.-ED.]

We generally succeed best in that at which we work hardest. Our most earnest thought and hardest work should always be directed toward the solution of the most difficult problems which arise in what

ever work we have undertaken to do. Any success attained by the present administration of the Cambridge schools, in the line of good attend ance and a decrease of tardiness can be accounted for in a general way on the principle above stated. Irregular attendance and a large amount of tardiness are looked upon by the writer as the two things most detrimental to the entire schools as well as to the individual pupil, and hence an extra effort has been put forth by all persons interested in the success of the schools to secure the best possible results in this line. We presume, however, that an article on this subject, to be of any practical benefit to the reader, should deal with particulars, and an effort will be made to state plainly a few of the many things which have been done to secure results which have been very satisfactory.

In order that these results may be indicated to the reader in a manner which we hope will aid in the intelligent consideration of this subject, we here insert the following brief summary of the superintendent's reports to the Board of Education, the teachers and the local papers for the first six months of the year:

The writer took charge of the Cambridge schools Sept. 1, 1887, and hence no comparative reports with last year are given. A careful study of the subject of attendance and tardiness for several years past developed the facts that in the great majority of instances the irregular pupil and the tardy pupil are one and the same; that tardiness is almost never necessary; that irregularity in attendance just as seldom results from anything except indifference and carelessness; and that the overwhelming majority of pupils, when properly managed, are both regular and prompt in attendance.

With a firm belief that the rights of the majority should be respected, and that a very small minority of careless and indifferent pupils should never be permitted to interfere with the work in any way, the first step firmly taken by the teachers and superintendent was the determination

"to regulate the nuisance" in such a manner that the evil resulting from it should be reduced to a minimum. (We did not undertake "prohibition" at once.) This determination, by a little judicious management, was easily imparted to the minds and hearts of the children, and with such an array of sentiment among scholars and teachers as was naturally produced, good results of necessity followed.

We must never forget that all law, in school or out, is worse than no law, without a sentiment to enforce it, and this principle must be recognized by all who would truly succeed in school government. With this idea in mind, every effort was made in the start to encourage promptness, and concentrate sentiment in its favor. Every room was closely watched, and pupils soon found that tardiness was in bad repute not only in one room, but in all rooms. We have seen boys and girls severely punished by a simple requirement made by the superintendent for all who were tardy the previous day, week, or month to stand up. It is undoubtedly true that one of the main factors at work now in securing promptness is the fearful frown of disapproval which is certain to meet any one who dares to spoil the record of his room.

Last fall, about two months after school began, in one of the primary rooms containing about eighty pupils, the attendance, with the exception of two boys, was excellent. These two seemed to care for nothing which ordinarily influenced the minds of children. They were very irregular in their attendance, and although the teacher had put forth every possible effort, still the difficulty was not overcome. The children became indignant, and finally one day at noon a little sixyear-old came into the room, and in an excited manner told the teacher that they could not make "them bad boys" go home. The teacher, not understanding what was meant, inquired into the trouble, and found that "them bad boys" were the two irregular pupils, who had been waited upon by a very large committee of their classmates who already felt disgraced at the way in which they were acting. This little incident only served to illustrate the presence of a sentiment in the school which is as powerful in its influence over children, as the sentiment found in a community or State is, in controlling its citizens and law-makers.

Of course, there are a few children in every school, just as there are a few men and women in every commnnity, who care nothing for the good opinion of those with whom they come in contact, and we can say from experience in dealing with a few of this character that nothing but sternness and sometimes severe punishment will do any good. The school as well as the State has its criminals, and the good