tion for teaching this important branch. But there can be no complete understanding or appreciation of literature without the ability to read it aloud with intelligence and expression. Nothing is so stimulating to the logical faculty as reading aloud; nothing can make the pupil think more quickly and more correctly. Correct vocal expression is the divine spark of life added to the inspiration which brought into being the great intellectual compositions of our language.

2. I desire to give a detailed and graphic treatment of the battle of Gettysburg. Will you kindly suggest some reliable books of reference?

Elson's Side Lights on American History.

James Schouler, History of the United States.

James F. Rhodes, History of the United States. F. R. KELLEY.

3. Please show me how to correct some of the most glaring faults of mispronunciation on the part of young children.

Το correct mispronunciation in young children, the following suggestions are offered:"

1. Arrange a language lesson in which each child must give a sentence containing the word you desire to correct, for instance-kettle-say that the children may be little cooks and each one may tell what he will cook in his kettle.

2. Give a reading lesson and have each child read a sentence in which the mispronounced word occurs. This is excellent to correct the word can. Each child gets the benefit, and the drill is not tiresome, nor does it call attention to one child's faults.

3. Tell a short story, then ask questions to which the children must give answers repeating the word which needs correction. They thus get the benefit of saying the word as you said it, in an interesting drill.

4. Phonic drills aid materially in correcting errors of mispronunciation. -MARIAN S. PURDIE, P. S. 10, P. D.

4. I would like to have you print a short lesson in geography for the grammar grades which will show correlation between geography and nature study.

A Suggestion for a Lesson to Be Taken in a 4 B Grade Showing the Correlation of Geography and Nature Study:

As the science work of this grade is specialized as "Botany," the closest relationship to be found between it and geography is that of plant life as influenced by climatic conditions.

In connection with the study of S. Asia and Africa, I should suggest a short talk on the plant life of the hot belt as affected by the heat, moisture, soil, etc. Chief among those products affected by the heat are the spices. Here might be introduced a very interesting lesson. Material is easily obtainable, allowing at least two of the following spices for each child cinnamon, cloves, pepper, allspice, nutmeg, mace and ginger. Upon close observation, and with the aid of pictures, the children can be led to find out from which part of the plant the spice is taken. After classifying such plants in this manner the way is now open to the teacher to introduce at another time a lesson on the many purposes for which plants. are cultivated, i. e., some for their roots, some for their stalks or stems, some for their leaves, some for buds

and blossoms and some for their fruit or seeds.-E. L. W., P. S. 77, Manhattan, Girls. (See Dr. McMurry's article in this number.)

5. Kindly give a few examples of prose or poetry which may be used in teaching children to form mental pictures from their reading lesson.

In Robert Louis Stevenson's "Child's Garden of Verses" are to be found many descriptive poems, admirably suited to the cultivation of mental picture making. The following are suggested as particularly appropriate: "Rain," "At the Sea-Side,” "Singing," "The Swing," and "The Wind."

For prose selections of a similar nature, Emilie Poulsson's "Child's

World" offers a great choice of material. "Linda and the Lights," "The China Rabbit Family," and "The Story of Speckle" are suggested.H. R., P. S. 77, Girls' Dept.

FIRST YEAR-FIRST HALF.

Baldwin's 1st Reader:

The Fox and the Grapes.
The Ant and the Grasshopper.
The Swing.

New Education Reader:

The Leaves.

FIRST YEAR-SECOND HALF. Old Mother Hubbard.

Little Boy Blue.

Three Little Pigs.

Three Bears.

The Lion and the Mouse.

SECOND YEAR-FIRST HAlf.

Baldwin's 2d:

The Brook.

George and the Hatchet.
The Fox in the Well.
Little Red Riding Hood.
The Race.

Fairy Tale and Fable. (2d Year.)
The Wolf and the Goat.

The Little Tree.

The Dog in the Manger.

SECOND YEAR-Second Half. "In Mythland":

Baucis and Philemon.

Ceres and Proserpina.
Clytie.

Eolus, the Keeper of the Winds. Hiawatha Primer:

"When he heard the owls," etc. "Saw the rainbow," etc. Baldwin's 2d:

Androclus and the Lion.
A Story of George Washington.

THIRD YEAR-FIRST HALF.
Baldwin's 3d:

Ride of Paul Revere.
Stepping Stones to Literature:
The Prince and the Spider.
The Gentle Tiger.

The Golden Touch.
Story Land (Hawthorne):
The Donkey and the Salt.
Stories of Robinson Crusoe.

THIRD YEAR-SECOND HALF.
Baldwin's 3d:

William Tell.
General Putnam.
A Brave Boy.

All the Year Round (Spring):

How the Robin Got Its Red Breast.
Origin of the Woodpecker.
Snowflakes.

Calling the Violets.

6. I have considerable difficulty in teaching my scholars to read with expression. Please offer some practical suggestions.

See the answers to Question 1, above.

Professor Fitch says: "To read aloud, to read for others, to read so as to enlighten, to charm, to move your auditors, is the infallible secret of being enlightened, of being charmed, of being moved yourself.

And if you will further consider that the human voice is the most vivid translation of human thought, that it is the most supple, the most docile, the most eloquent interpretation of whatever is best in

the reason and in the heart of man, you will see that there is a very real connection between right thought and right utterance, and that anything you can do to make speech more finished, more exact, more expressive and more beautiful, will have a very direct bearing on the mental and spiritual culture of your pupils."

7. What is meant by cause and effect in history? Please take illustrations from the Revolutionary period. Cause. That which produces a result.-Webster.

Effect. Consequence.-Webster.
ILLUSTRATIONS.

(1) Cause.-France, Holland and Spain lost land in America. England was the winner.

Result. These nations wished England to lose also. They were therefore friendly to the thirteen colonies, acknowledging their independence, giving comfort and lending money.

(2) Cause. Since Magna Charta people had right to tax themselves. through their representatives.

Result.-As British subjects, the Americans claimed the same right, though as colonies they did not deny Parliament's right to regulate commerce, e. g., Navigation Acts.

Result. These Navigation Acts were a "boycott" on Holland, so as to give England a monopoly of this com

merce.

(3) Cause.-England and Holland were commercial rivals.

(4) Cause.-Cash was scarce.

Effect. Promises to pay were issued. Their value fluctuated, depending on the ability to redeem or make good.

(5) Cause.-A principle was being fought for Representation-then Independence.

Effect.-Men were willing to make sacrifices.

(6) Cause.-All military campaigns have a certain object in view.

Effect.-Failure or success in their plans, e. g., British failed in New England; failed to gain control of the

Hudson and to separate the Middle from the New England Colony; failed to win in the South.

Cause.-Good generalship of Washington and Greene, etc., and co-operation of French fleet.

(7) Cause. "In union there is strength."

Effect. The 13 colonies fought for the common defence.

(8) Cause.-Weakness of the Ar-, ticles of Confederation.

Effect.-Constitutional Convention. (9) Cause.-Unanimous consent of thirteen States required to amend the Articles.

Effect.-Impossible. A revolutionary or extra constitutional act follows the U. S. Constitution, which required the consent of but nine States.

(10) Cause.-Sovereignty is found in that body which ultimately may change fundamental or .constitutional law.

Effect. "We, the people," not the States, made the Constitution. Therefore sovereignty lies in the people, not the States as such.

There is almost no limit to the number of instances that might be cited. S. H., P. S. 23.

8. Will you please indicate what you consider to be the proper function of map drawing in Primary grades?

Map drawing, as we usually understand the term, has no place in the Primary grades. But as a map is a drawing of a portion or the whole of the earth's surface, a very helpful The exercise may be made of it. natural divisions of land and water may be impressed upon the child's mind by correlating Geography and Drawing. Almost every child has seen a lake in Central Park. The sand table then becomes a portion of the park and the lake is represented. After this has been done the lake may be drawn on the blackboard in colored chalks. Then the drawing les

son follows, and with colored crayons the child is able to make a picture of a lake scene with trees upon the shore and children sailing their boats upon the lake. Jack and Jill furnishes the setting for a scene representing a hill. The poem, "Where

Go the Boats" for a river view impresses the motion of the river. Robinson Crusoe upon his island will surely impress island upon the mind. -EMMA E. MORRIS, P. S. 10, P. D.

9. I am teaching a fourth-year class. Please give me the following

information:

(1) The title of some good books on the history of New York.

(2) A brief outline of the work you consider should be taught under "Home Geography."

I. "A Landmark History of New York," Janvier's " In Old New York," Todd's "History of New York," Mary Lamb's "History of New York," and the Sun's "Guide to New York," will be found most helpful in the history of 4A.

See also, Hemstreet's "Nooks and Corners of Old New York" and "When Old New York Was Young" (Scribners).

(2) There was an excellent plan of the home geography given in the January copy of SCHOOL WORK. However, it may be treated by starting with the avenues and blocks near school. Interesting talks on the important neighboring buildings may follow. Take imaginary trips down. Fifth Avenue, across Forty-second and Thirty-fourth Streets. Then continue down Broadway, dwelling on all the points of interest passed. Then take trips down the bay and around. Manhattan Island, teaching the important surrounding islands, the bor

oughs, etc. The rest of the work required may be taken up incidentally on these trips.-ISABEL L. GOURLIE, P. S. 179.

10. What are the most prominent classes of defective children? What are the characteristics of each class? In general, what changes should be made in teaching defectives?

My experience has been along the line of children who could be handled better in ungraded classes than in The lowest regular grade work. type of defective is a rare thing in our public schools and as far as development goes is hopeless, unless surgical intervention can remove the cause, otherwise an institution is his proper home. In a report on the ungraded class, I have classified children needing special instruction as follows:

ful books; so many are mentioned in Book Review column, and your choice is difficult, as I cannot buy all.

3. What recourse have I in the case of a teacher's publication that is sent again and again despite my protests?

4. How may I get railroad maps

for my class work, and what do you think of their value?

5. What should guide a teacher in the choice of subject for departmental work, where that courtesy is extended by the principal?

6. What advice has SCHOOL WORK for the teacher who, compelled to report recalcitrant pupils to the principal, is "charged up" with each report?

7. Is a course at a Summer School advisable, for young teachers, and what does it cost?

8. In an arithmetical expression of fractions, being required to simplify, involving all four signs, how should one proceed?

9. Should a teacher who has the opportunity, go first to the Pacific Coast or to Europe? What does the Western trip cost?

10. How would you suggest that a teacher proceed in the matter of decorating a room, where means are not

"Manual of Geography"-a Treatise on Mathematical, Physical and Political Geography. With Supplement giving Recent Geographical Events. By W. F. Maury, LL.D., pp. 150. New York, 27 West Twenty-third Street, The University Publishing Co.

The subject matter, maps and illustrations in this book are well put together, and it makes very interesting reading. It is accurate in statement and detail, and presents many valuable statistical tables.

"The Columbia Series of Graded Spelling

Books"-Primary and Advanced, with Dictation Exercises. By W. J. Moran

and C. H. Brelsford, Supervising Principals in Philadelphia Public Schools. Philadelphia: Eldredge & Brother.

The lessons in this series of spellers are intended to furnish work for the pupils of he elementary and grammar schools for a period of eight years. The word-lessons are arranged in uniform size for each year, and the dictation-lessons are well graded and within the comprehension of the pupils. The demand of teachers from every section of the country for such an arrangement of words and dictation matter has peen the influence which has inspired these spellers.