MUSIC is entitled to hold a conspicuous place in the course of common school instruction; the benefits arising from this study are limited to no class or condition, but manifest themselves in the life of every individual, in every family circle, in every social gathering, in every house of worship; in short, at all times and in all places, whenever and wherever the brighter, happier, higher emotions and aspirations of the heart and soul seek to find utterance.-D. B. Hagar. TRANCADILLO. As children must have a knowledge of language, and a sufficient vocabulary to express their thoughts in words, before they commence the task of reading, so in music, they must, by listening to music and singing by rote or imitation, possess a clear idea of music before attempting to read music from notes of any kind. It is therefore important that there should be some method as to the selection of appropriate songs, both as to the words and the music.-L. W. Mason. CAROLINE GILMAN. FRANCIS H. BROWN. 1. Oh, come, maidens, come o'er the blue, roll ing wave, The love-ly should still be the 2. The moon 'neath yon cloud hid her silvery light; Ye are come, like our fond hopes she 3. Wake the chorus of song, and our oars shall keep time, While our hearts gently beat to the 4. As the waves gently heave un- der zephyr's soft sighs, So the waves of our hearts 'neath the care of the brave. Tran-ca- dil - lo, Tran ca- dil- lo, Tranca - dil-lo, dil-lo, dil-lo, dil-lo, With glows in your sight. mu si - cal chime. glance of your eyes. Tran-ca- dillo, Tran-ca - dil- lo, Tranca - dil-lo, dil-lo, dil-lo, dil -lo, With SANTA CLARA TEACHERS' LIE No. CONTENTS OF VOLUME XXXVI. A Blind Man on Memory, 247. Acquisition of Knowledge-William Clarke, 133. A Pair of Bluebirds: Sketch for the School-room, 223. Art of Remembering: Cultivation of Memory, 256. A Study in Popular Education, 179. Beethoven (Poem)-Margaret Fuller, 56. Book Notices, 38, 80, 170, 238, 272, 344, 385, 429. Broaden Your View: Demand upon Teachers, 215. Chestnut Farming: For Farmers and Schools, 220. County Institutes: Their Purpose, etc., 351. Directors' Association, 191. Does Education Diminish Industry? 145. Does the Teacher who Knows Most Teach Best? 436. The July-Examination of Orphan and Normal Schools-Recent Legislation, 25. Franklin and Marshall College: Centennial The College and the Community," 27. Anniversary, Normal Schools: Higher Education for Women, etc., 31. Notes for History Class, No. 10, 32. August-Address of Joseph Wharton-School Architecture in New York-Teachers' Certificates, 67- School Board Subscription--State Publication of Text Books in California, 69. National Educational Association-Clearfield Meeting of State Association, 69. College Association of Pennsylvania, 71. Inspector Wagner 72. Two Worthy Teachers: John Beck and James W. Andrews, 73. The Merchant Prince: As the SundaySchool Superintendent, 78. Items from Reports, 79. October-Autumn School Arbor Day: Friday, October 21st, 153Centennial of U. S. Constitution, 154. Botanical Gardens at Normal Schools, 155. Governor Bigler and the Schools, 156. Seed Planting, 157. Organize Effort, 158. Arbor Day Work in Pennsylvania, 159. Notes for History Class, 163. November-Heating and Ventilation: Plan of City Supt. H. S Jones, of Erie, 189. Common School Progress and ShortComings, including Disgraceful Out-houses, 190. School Directors' Association of Schuylkill County, 191. Death of a Good Teacher: Prof, Geo. R. Fulton, 192. Notes for History Class, No. XII: Early Railroad Travel in Pennsylvania, 193 Job's Comforters: Sympathy of Science, 195. Our Sixth Arbor Day: Address of Dr. Apple, "The Utility and Beauty of Trees," Dr. Higbee as a Tree Planter, 197. December-Notes: Wickersham, Balliet-Institute Campaign: Some Institutes Recently Visited and Heartily Enjoyed, 229. Manual Training, 231. Significance of Recent School Legislation, 232. January-Visiting the Institutes, 261. Essentials in Education, 262. Association of School Directors, 263. Evening Lectures at Institutes, 264. Industrial Education Commission, 265. Teachers' Libraries, etc., 267 February -Editorial Notes, 298. Inspector of Soldiers' Orphan Schools-Examination of Teachers, 300. What the Schools Most Need: Teachers Always and Everywhere, 301. Supplementary Reading in Geography-State Library, etc., 302. March-Programme of Convention of Superintendents-Recent Meeting of Superintendents at Washington, 331. The Honor of the State: Promotion of Clerk the Sole Cause of the Late Soldiers' Orphan Excitement: Slander Record in Appleton's Annual for 1886, 332. Conference of City and Borough Superintendents, 336. Asa Gray, the Botanist: Sketch by Dr. J. T. Rothrock, 339. April-Arbor Day Proclamation of Governor Beaver-Convention of SuperintendentsState Teachers' Association, 371. Trees Must Be Planted: Two Important Reform Movements, 374. Trip to Ti tioute: Manual Training, 375. Some Visits to Schools, 376. EduCation at Washington-An Omission Supplied-Another Veteran Gone, 377. Dayton School Burned, 378. Education of the Hand in the Public Schools of Philadelphia, 379. Arbor Day Planting: List of Trees, etc., 380. May-Meeting at Scranton-Editorial Notes, 416. The Superintendents in Convention, 417. Third of a Century, 418. Record of the Public Schools: Competitive Examinations, 419. Our Seventh Arbor Day, etc., 420. June-Programme of State Association-Increased State Appropriation-Vacation Days -New School Year: More Liveral Salaries-Exhibit of Industrial Work in Philadelphia-Thirty-seventh VolumeCloser Supervision-Dr. Hark's New Book, 448. Educational Interest of the Commonwealth: Fiftythird Annual Report of the Superintendent of Public Instruction of the State of Pennsylvania-Comparative Statistics-Recent Legislation-Minimum School Term-Employment of Children in Factories, etc.-E. E. Hi, bee, 243. Education at Washington, 377. Education by Educators, 173. Education of the Hand-Geo. S. Jones, 379. English as She is Taught," 21. Essentials in Education, 262. Evening Lectures at Institutes, 264. Examination and Qualification-R. M. McNeal, 408. Forestry and Tree Culture in the Schools, 441. Geography, History of R. K. Buehrle, 251. Grading Rural Schools: Increasing Efficiency, 182.. Henry Muhlenberg: An Early Botanist, 143. Herman Strecker, the Reading Naturalist, 257. How to Cultivate in Pupils a Taste for Reading, 297. How to Learn How to Learn-H. Drummond, 288.. Hugh Miller's Early Days, 137. If I should Die To night (Poem), 137. Increased State Appropriation-John P. Elkins, 139.. Increase the Salaries of Teachers, 22. Institutes, Their Management-D. M. Wolf, 391. Kingsley and His Dogs, 183. LITERARY DEPARTMENT-Works of Robert Browning, Many Teachers Do Not Read: Routine Work, 295. Means of Arousing Attention and Interest, 211. Bonnie MUSIC PAGES-Kind Words Can Never Die, 42. Names of the States of the Union, 364. Normal Schools, Our-Wm. Noetling, 438. Notes for History Class, No. X., 32. No. XI., 163. Nursery Classics in Schools-Horace E. Scudder, 187. Obituary Notices: James W. Andrews, 76. C. D. OFFICIAL DEPARTMENT-State Trustees of Normal Schools On the Wing-A. A. Willits, 115. Orchard for Beauty and Profit, 148. Palace of the Soul: The Human Brain, 144. Perfect Life: A Parable-W. H. Venable, 250. Planting Trees, 151. Plato's Ideal School Boy-E. E. Higbee, 222. 'Practical and Scientific Physiology and Hygiene, III. Principles and Methods, 149. Promptness in Decision; One of the Moralities, 222. Random Notes on Music, 217. Reading, Elocution, Oratory-A. L. Radford, 121. Resources and Industries of Pennsylvania, 105. Rutledge Institute: Address by H. C. Hickok, 51. School and Farm, The-H. S. Jones, 447. School Government, 136. School Training and Labor-Jas. M. Coughlin, 89. Seed Planting, 157. Selection and Transfer of Teachers, 403. Self-Discipline in School, Results that Remain, 214. Some Teaching Devices in Number and Reading, 179. Stories in the School Room, 277. Talented but Lazy: Girls Accomplishing Nothing, 2 Teachers' Tenure of Office-E. E. Higbee, 62. Temperance Instruction-Mary A. Hunt, 112. The Library and the School-Lulu M. Bagley, 296. The Peters of To-day: "I Know Not the Man," 53. Two Ways of Looking at Things, 285. Two Worthy Teachers, 73. Utility and Beauty of Trees-T. G. Apple, 196, Visiting Schools, 152. What Shall I Do with My Boy? 431. What Shall We Drink?—D. T. Reilley, 108. What the Schools Most Need, 301. Who are Teachers? 186. Wonder Box, The, 446. THE ASSOCIATION. JUNE, 1888. No. 12. QUESTION FOR PARENTS: WHAT SHALL I DO WITH MY BOY? BY JOHN MACMULLEN. HE number of our studies has increased so much and the demands of all kinds upon the human brain are so much more numerous than they were, that education has become a very much more complicated affair. About fifty years spent in teaching have enabled me to try many plans, as well as to see others tried, and I propose to give the best advice I can as to the momentous question, "What shall I do with my boy?" First of all, give him health, for without health he can do nothing. The parent or the teacher that urges the brain of a sick boy is a monster either of ignorance or of evil, and the greater demands now made upon the brain require just so much greater care on our part to keep it in the highest condition. The laws of health are few and simple. The great difficulty is to get people to follow them. A sufficient quantity of good, plain food, properly cooked, plenty of fresh air and exercise, and a skin properly cared for by washing and rubbing, are all that is necessary for high health and for a long and useful life; yet there is nothing in which the weakness of poor human nature is more decidedly shown than in our constant overeating and under-exercising, and our suffering in consequence thereof. If you can send your boy to a school with a gymnasium or play-room attached, do so. If you have the, means let him learn boxing and dancing, as well as single stick and fencing, provided he does the last two as much with the left hand as the right, other wise he will be developed much more on one side than the other. Beside strengthening and developing the body, these exercises have an excellent moral effect. They entirely prevent all morbid desires or passions, and give a manly tone to ideas and to actions. Let your boy be also taught, or let him teach himself, those various simple movements of the arms and legs that can best be made in his bedroom at night or in the morning, when his clothing is loose and his limbs are freest. They are called free gymnastics, or (by the Germans) chamber gymnastics. These will render him independent of all gymnasiums and of all teachers. No matter where he may be he can always insure himself sufficient exercise, and prevent any evil effect of sedentary employment, especially if he will practice the four simple movements called the "set up drill," which are used in all the armies of the world to straighten up the stooping clod-hopper into the erect soldier. Another mode of exercising is from within, by means of deep breathing, that is, by expanding the chest to its utmost capacity,. and holding it so expanded as long as nature will allow. This exercise is more and more eloquently advocated by some of our physi cal educationists, and has the very great advantage of enabling us to exercise and expand our chests and lungs without attracting observation, even in a car or in a church. The young man who increases the capacity of his chest by frequent deep breathing is not only fortifying himself against pneumonia and consumption, but is adding to the power and depth of his voice, so that he can use it more effectually for any purpose that he chooses. As to fresh air, it has been well said that a man should be as choice of the air he breathes as of the food he eats. Bad air is a constant poison, while good air is a steady tonic and the best of tonics. Good, red, healthy blood cannot be produced in the lungs when they are filled with the exhalations of many people and unwholesome effluvia from many sources. There is no such thing as fresh air in a large city, and even in a large village, or in your own house, it is often not fresh on account of deficient drainage. If your are compelled to live in a city, try hard to have your boy get outside of it for, at least, one hour per day. Let his Saturday holiday be devoted as much as possible to this great restorer, and half the blessed Sunday should be given also, if need be, to teach him obedience to the wise laws of his Creator about his body, which is the temple of his soul. As to the skin, we are told that a fullgrown man discharges from his cuticle, in twenty-four hours, from eighteen to twenty ounces (one and one-eighth to one and onefourth pounds) of solid matter, by insensible perspiration, which is going on constantly. If this be not removed, either by rubbing or washing, or both, the skin is clogged .and its undone work makes an additional burden for the intestines, the kidneys or the lungs. Supposing that you have done all you can to insure the health of your boy, let us now consider what you can do for his brain education. This cannot commence too soon. In fact, it commenced at his birth, and is constantly going on. Your duty is to help it and direct it. Though home education should continue as long as possible, it is of the greatest importance, of course, before he goes to school. He has three sources of information-observation, conversation, and books. As to the first, take him about with you as much as possible. Enlarge, as much as you can, his field of observation. The more things you give him to compare, the more he will learn, the greater will be his experience in any given time, and the more expanded will be his views. Let him read, or have read to him, the story of Eyes and No Eyes, showing how much more one boy observed than another, although both went over the same ground together; and get him into the habit of giving an account of what he sees, so as to get command of language, as well as to fix the facts more firmly in his head. As to conversation, answer all his questions promptly, pleasantly, and with sufficient fullness, but do not overload him with too much information at one time. Follow his lead as much as possible, and stop short when he seems to have enough. Do not allow yourself to be too impatient at the number of his questions, or at his heedlessness and apparent folly. Try to remember that he is a little savage, born into a high state of civilization, and that all these complicated results that surround him excite his constant wonder, and impel him to ask their causes. You are accustomed to them. To you they are no longer mysteries; but to him his very clothing is a mystery, and also the house in which he lives. Why should he not ask innumerable questions, and why should they not be pleasantly, clearly and instructively answered? If you have not the time and the patience, try hard to get some one else to do it. "Robinson Crusoe" is necessarily one of a boy's favorite books, for that world. renowned instructor tells how he made his own pots and pans and kettles, and his own clothing, and his own house. If you can have your boy as eager for knowledge at fifteen as he is at five, you need not fear about his education, for he will get it in spite of all obstacles. When he begins his school do not consider your duties as one of the home educators at an end. On the contrary, you should show the greatest possible interest in his studies. You should ask about each one particularly whenever you can spare the time, and you should make it a special point to compliment him furiously whenever your conscience will allow. Praise is always pleasant, and it is infinitely superior in its effects to blame. Above all, try to show him from your own daily experiences, or from those of your fellow men, the pleasure and usefulness of the different kinds of knowledge. A short story, a little personal history, a recent incident, a fresh application of past wisdom, give life and interest to all studies. They link the boy to the man, and show that the little school is really one of the small ante-chambers of the great world without. If you have no choice, and must send him to a public school, secure him, if you can, a |