370.4 T253 no. 17 NORTHWESTERN UNIVERSITY LIBRARY EVANSTON, ILLINOIS No. 17. ^ COMENIUS: fe His Life and Principles of Education. By OSSIAN H. LANG, BASEDOW: His Life and Author of Educational Work, Copyright 1891, EL-KELLOGGC/-CO NEWYORK- (y* CHICAGO 570. + TL55 To. 11 IRortbwestern University ^Library Evanston, Illinois 3 J 7 5 C, iqro COMENIUS: Life and Principles of Education. BY OSSIAN H. LANG, AUTHOR OP "BASBDOW : HIS LIFE AND EDUCATIONAL WORK.'* NEW YORK AND CHICAGO: E, L. KELLOGG & CO. 1891. Copyright, 1891, E. L. KELLOGG & CO., NEW YORK. COMENIUS. INTRODUCTION. The greatest and most important of all the reformers whose life and work have been recorded in the annals of pedagogy is certainly Amos Comenius, "the prophet/' among educationists, as he has been called. A pure, profound, and loving heart; a restless will; a highly-gifted, wide-seeing, self-thinking, and powerful mind; and an experience that had been wrought from the vicissitudes of life, united with a disinterested, untiring zeal in all his works, a longing and striving for a better future of mankind,—make him one of the noblest characters in the educational field. What he has done for the science and art of teaching will never be forgotten as long as education progresses in the way that he opened up, leading as it does to the goal of ennobled humanity. His theory of teaching, as a whole, surpasses any that had been proposed up to his time. To Comenius, first of all, we owe it that pedagogy was regarded as a science and teaching as an art. It is true Comenius's ideas did not go into effect immediately. But we must consider that he lived in a most stormy age. The horrors of wars and insurrec- tions kept the nations of Europe in a state of turmoil, 3 4 Introduction. and forced all educational interests into the background. The dangers which followed the return of peace were greater even than those of war. The people had be- come demoralized; ignorance and its allies, vice and superstition, reigned supreme. The education of chil- dren suffered the most, as might be expected. Yet even in this time of darkness this philanthropic thinker was at work to prepare a way for a better future and a more enlightened generation. "The principles, the wishes, the hopes of Comenius had become, so to say, the spirit of all that is good and noble" (Herder). It was this spirit that inspired Basedoiv, the cham- pion of the rights of childhood, in the eighteenth cen- turv, to head the revolution for spiritual liberty, and to ring in the era of enlightenment, and with it a better education of youth. He proclaimed that Comenius had pointed out the right way, but it had not been followed. His continued agitations roused the people, and called the thinkers of his age to the work of school reform. When he retired from the field of activity Pestalozzi came to the front. Through Pestalozzi's influence the principles of Comenius were forever established. One of the most distinguished disciples of Pestalozzi was Froebel, the founder of the Kindergarten. His greatest merit, it is felt, is that he penetrated the thoughts of Comenius, and worked them out critically and philosophically. He saw the great importance of infant education, and devoted his life to it. His Kinder- garten was the "mothers' school" of Comenius in an improved and ennobled form. His was the grand idea that all should be educated. His "centres of educa- Introduction. 5 tion" were the same as those of Comenius: Nature, Man, God. The peculiar congeniality of Froebel and Comenius will make a comparison of their pedagogic doctrines an interesting and profitable study. Here we can only briefly refer to it to show the growth of Comenius's pedagogy, and leave the critical investigation to those who may be interested. That the principles of Pestalozzi and Froebel have taken root in this country, we owe particularly to the untiring efforts of Horace Mann and Miss Elizabeth Peabody. The dissemination of their ideas has deeply affected the teaching in our public schools, and has ele- vated the work of the teacher and ennobled his profes- sion. A better, a new education has been developed. The pedagogic ideas, principles, and plans of Comenius have really been the building-material for this noble structure, which is destined to become a bulwark of individual, social, and political safety. JOHN AMOS COMENIUS. His Education.—John Amos Comenius was horn on March 28, 1592, near Hungarian-Brod,* a small Mora- vian city on the river Olsawa. His parents belonged to the Moravian Brethren, a society of Protestants. His father (Komensky) was a miller, who died in 1602. The boy's guardians neglected his education. When six- teen years old he began to attend a Latin school. These circumstances, while disadvantageous, undoubtedly gave the impulse to his reformatory endeavors. He writes himself : " I ceased not from that time to labor for the repairing of my lost years, and not only for myself, but for the good of others also. I could not but pity others in this respect, especially in my own nation, which is too slothful and careless in matters of learning. I was continually thinking of finding out some means whereby more might be inflamed with the love of learning, and brought to some notable proficiency in the studies by a more easy method." * This was his birth-place according to Zoubek, whose biography of Comenius is evidently one of the best and latest authorities in this matter. Schmidt and Raumer give Comnia; Palacky and Quick give Nivnitz, near Brunn, 7 8 John Amos Comenius. He visited several schools of Germany, after the man- ner of the Moravian Brethren. At Herborn, Nassau, he was greatly influenced by one of his teachers, who was the professor of philosophy and divinity. From Herborn he went to the University of Heidelberg to study theology and philosophy. After completing his studies he travelled in Holland, France, and England, and in 1614 returned to his native country, and was appointed rector in the Brethren's school at Prerau. First Steps towards School Reform.—Although only twenty-two years of age, he had come to the conclusion that the schools were in great need of reform. The manner of instruction at that time was dull, impracti- cal, and even mind-killing. It turned the pupils away from nature to the study of mere, meaningless words. A number of great educators were already at work to find better and easier ways for the study of languages. The most distinguished of these men was Ratichius (Ratke). Comenius had become acquainted with Ratke's plan of an "Improvement of Instruction," and tried to put it into operation in the school at Prerau. Feels the Want of good School-books.—After being granted ordination, he was called to Fulnek in 1618, to conduct the church and school of the Moravian Breth- ren. Here he collected many new experiences in educa- tional matters, and discovered the real needs of the school. He began to write school-books. The want of good and methodically-arranged books of this kind appeared to him to be one of the principal causes of the fruitlessness of school instruction. Is Banished.—At Fulnek the Brethren had had their John Amos Comenius. 9 headquarters since 1480. It was also the city of refuge for the persecuted "Waldenses. In 1621 this city was taken and plundered by the Spaniards. Comenius lost all his property, his library, and his manuscripts. Shortly after that all Protestant clergymen of Bohemia and Moravia were banished. Comenius found a hiding- place on the estate of a Moravian nobleman, the Gov- ernor-general Yon Zierotin. " The Fountain of all Good."—In his solitude Come- nius turned to the study of the laws of Nature, and wrote spiritual and educational books. The fruit of his reflections on the "Fountain of all Good" (summuin bonum) was "The Labyrinth of the World and the Paradise of the Human Heart," a writing of which Zoubek, a biographer of Comenius, says: "It is one of the most beautiful writings in the Bohemian literature, a religious-philosophical, satiric allegory of genuine dramatic picturesqueness." Comenius declared that man, no matter what his condition in life, could assur- edly find happiness in religion. Happiness of mankind was the. one great end that he was striving for to the end of his life. For this object the whole system of education of Comenius was built up. Writes a short Methodology.—After having under- taken a perilous journey to Poland, as the delegate of the persecuted Brethren, to find an asylum where their religion would be tolerated, Comenius spent a short time in the family of Baron Sadowsky of Sloupna, in the Bohemian mountains. He took an active interest in the education of the Baron's children, and wrote a short to John Amos Comenius. methodology, or course of study, for their teacher to follow. Goes into Exile.—An Imperial decree now banished all Protestants of every description from Bohemia and all Austrian provinces. In the winter of 1628 Comenius left his native country, never to return, and with thirty thousand of other unfortunate Protestants went into exile. Digs for Educational Principles.—The exiles settled in Leszna (Poland), and Comenius became first a teacher and later the rector of the Brethren's grammar- school. Here his ideas of what was demanded in the instruction of youth were moulded into clear and defi- nite shape. Searching for principles, he had perused the works of Francis Bacon, Andreae, Campanella, Ratke, and other distinguished writers. He was confi- dent "that so many sparks would conspire into one flame." He writes : " Discovering here and there some gaps and defects, as it were, I could not abstain from attempting something that might rest on an immovable foundation, and which, if once found out, would not be subject to any ruin." The "Gate of Languages Unlocked."—In 1631 Cotne- nius published the "Janua Linguarum reserata," or, "The Gate of Languages Unlocked." It was a kind of elementary encyclopedia of all sciences, arts, and trades. Its object was to show to the pupil, "in a short compass, the whole world and the Latin language." This work was, shortly after its appearance, translated into twelve European and four Oriental languages. Pierre Bayle writes of it in his " Dictionnaire Htstorique et Critique John~Amos Comenius. ii " If Comenius had written nothing but this work, he would have been immortalized." The "Didactica Magna."—The "Didactica Magna," Comenius's celebrated manual of education, is undoubt- edlj the greatest of his works. Written originally in Bohemian, it appeared in a Latin translation about 1638. It contains a complete scientific system of edu- cation, the first that was ever attempted. The work is replete with pedagogic wisdom and suggestiveness, and has been, and is to-day, an inexhaustible mine of thought for the student of the science of teaching. The Foundation Principle. — In the "Didactica," Comenius proceeds from the principle "Art can do nothing but imitate Nature," or, in other words, " Of Nature we learn how to teach and learn." From this principle he deduced the golden rule of instruction: " Teach objectively." The idea of a sense-impressing instruction had already been discovered by Francis Bacon. Comenius admits this, and says that the meaning and the immeasurable extent of this principle had come to him first through Bacon's writings. Bacon, however, had given only the key of Nature, but had not unlocked the door to her secrets. He had only shown in a few examples how they were to be unlocked, leaving the rest to future observations. How Comenius discovered the principle, he explains further in the words: "After many work- jngs and tossings of my mind, by reducing everything to the laws of Nature, I lighted upon my 'Didactica Magna,' which shows the art of readily and solidly teaching all men all things." 12 John Amos Comenius. The Universal Method.—Comenius holds that "there is but one natural method for all sciences, arts, and lan- guages." By this method—the Universal Method, as he calls it—three inseparable objects are to be attained: (1) Intelligence, (2) Virtue or good morals, and (3) Piety. These ends can be gained only if the instruction is gen- eral, when "all men are taught all." He goes on to explain: "This should not be understood as if we demanded of all the knowledge of all sciences and arts (particularly a complete and penetrating knowledge). This is neither useful, according to its nature; nor is it possible to every one, as life is too short. But that, if every one receive an instruction that will make him acquainted with the foundations, laws, and numbers of everything of importance, all will be sent out into the world to be not only observers, but also doers. Provision must be made and adhered to, that no one who lives in the world will meet with anything too utterly unknown to him which he could not, at least in some measure, judge and make it serve a certain purpose, without falling into dangerous errors. Therefore, Ave must endeavor, in general and without exception, in the schools and through the influence of the schools in the whole life, that (1) the natural talents be developed through the sciences and arts, (2) the manner of expression refined, (3) the morals formed into decency, and (I) that God be worshipped Avith all one's heart." In a later work, "The NeAvest Method," as he called it, Comenius men-- tions as the three principal parts of his method: (1) the parallelism of things and words, (2) the uninterrupted step by step progress of instruction, and (3) the easy John Amos Comenius. 13 and pleasant manner in instruction, which advances the pupil quickly and holds him continually employed. These most important methodical principles are ex- plained in the " Didactica" in very clear and simple language Methodical Principles.—" Words shall he taught and learned only in connection with the things, just as wine is bought and sold with the cask, and a sword with the sheath. For what else is the word but a case or sheath for the thing ? Whatever language is learned, and if it be the mother-tongue, the things which are to be named in words, must be explained; and, in turn, the pupils must be taught to express in words what they see, hear, touch, and taste, so that the language always progresses and perfects itself parallel with the understanding. Likewise, reading and writing, teaching and learning, must be done simultaneously, because what Nature has joined together dare not be separated." Everything must he presented to the senses as much as possible; to wit, the visible to the eye, the audible to the ear, odors to the sense of smell, the tastable to the taste, and the touchable to the sense of touch; and, whenever something can be grasped by more than one sense at one time, let it be presented to them at one time. One may, however, if the things themselves can- not be presented, use representations of them, such as models and pictures. If any one should doubt whether also the spiritual and absent could be presented to the senses, so may he not forget that God has created all things in just correspondence, so that for the super- natural representatives can be found in the natural, i4 John Amos Comenius. for the absent in the present, for the invisible in the visible." "It is a mistake to let rules in an abstract form go before, and afterwards explain them in examples. For the light must go before him for whom it is intended to shine." " Whatever is to be done, must be learned by doing it. Mechanics do not detain their apprentices for a long time with meditations : they put them to work at once, that they may learn to forge by forging, to carve by carving, to paint by painting, etc. So the pupils should also learn at school to write by waiting, to speak by speaking, to count by counting, etc. Then the schools are workshops filled with the sound of work." " Not only sciences, but also good morals and piety, must be taught at school. Scientific culture ennobles the understanding, language, and hand to view, discuss, and to do'everything that is useful in a rational manner. If something of this is omitted there will be a gap, which not only implies a want of culture, but weakens also the solidity. Nothing can be solid but that which is connected in all parts." " The education shall go on without whippings, severity, and compulsion, as easy, pleasant, and volun- tary as possible. Instruction shall not be full of cares, and yet advance the pupil fast." Division of Labor and Time in Education.—" That man might elevate himself and be formed to true human dignity, God has given him the years of youth, in which he is incapable of other things, and solely fitted for development. The care for this devolves naturally upon John Amos Comenius. iS the parents. However, as men and human employments vary so much that those are scarce who know and are able and find time by their other occupations to devote themselves to the instruction of their childreu, sound advice has long suggested that the education of the children of many at one time is intrusted to specially- selected persons, who are noted for their knowledge of things and strictness of morals." "Just as the artisans aud mechanic artists fix a cer- tain time for their apprentices, in which the entire circum- ference of the particular branch must be completed, so also for the arts, sciences, and languages certain periods shall be fixed that, after the expiration of a certain number of years, the entire circuit of culture has been finished, and that from these cultivating workshops of humanity go forth truly cultivated, truly virtuous, and truly pious men. To attain this aim I demand for the exercise of the mind the entire time of youth from childhood up to the beginning of manhood, that is, up to the twenty-fourth year. Those years I will divide into four distinct grades, or time-divisions: early childhood, boyhood, the beginning of youth, and the ripe youth. I will allow for each grade six years, and give to each a separate school: For the first grade, the maternal school; for the second grade, the public school, or school of the mother-tongue; for the third, the Latin or grammar school; for the fourth, the uni- vel-sity and the travelling-time. "A maternal school should be found in every house; a public (national) school in every community, every vil- lage, and every city; a grammar-school (gymnasium) in i6 Jotni Amos Comenius. every large town; and a university in every country or large province." The same things shall he taught in all of these schools; but in the lower schools only generally and in outline, in the higher schools more in detail and more completely. The Maternal School.—In the maternal school the A mother is the teacher. "During the first six years the foundation shall be laid of everything,—of the moral life of the children and of all that they are to learn in life. The mother is to teach the first beginnings of the sci- ences and arts: for instance, of astronomy, in the observation of the sun, stars, and their motions ; of the physical sciences, in the observation of animals, plants, etc.; of optics, in the observation of the differences in light, darkness, and colors. Geography shall begin with the knowledge of the room, the yard, the streets, fields, etc. History shall begin with the references to what happened yesterday and the day before; chronology, with the differences of day and night, hour, week, holi- day; politics, with the knowledge of family government. Arithmetic shall begin with numbers; geometry, with the ideas lcSjng and broad, line, plane, inch, yard, etc. Music shall begin in listening to songs and singing along with the mother. Grammar shall begin with the articulation of simple words; rhetoric, with expressions through gestures, and with observing and understanding the gestures of others." The general object of the maternal school is to cultivate the external senses. The Public School.—The public (national) school is to be the "school of the mother-tongue." Its general object John Amos Comenius. 17 is " the cultivation of the internal senses, the imagina- tion and the memory, and the executive organs, the hand and tongue." Comenius believes the public school to be the true workshop of humanity. The ideas he advances are striking and powerful, and are some of the most valuable treasures that we have in our pedagogic literature on this subject. Many of them are now generally accepted; others have never been and, under the present social conditions, can never be fully realized. But he was on the right road to a goal that is worth striving for, even if it be ever unattainable. He writes: "All the children of both sexes should first of all be sent to the public or national school. Here I have the opinions of some against me. But my educational system compels me to be of a different opinion. For, (1) I have in view a general education of all who are born as men, to all that is human. (2) I want that all shall be educated to all virtues; also to modesty, concord, and to mutual eagerness to serve each other. (3) Trying to decide for a six-year-old child what a life-vocation he is fitted for, seems to be over-hastiness. (4) Another reason to me is this, that the boundlessly beloved nymph (the Latin) is not all that my 'Universal Method' demands, but it seeks after a way for the har- monious development in the mother-tongue. (5) To try to teach a foreign language before the child has learned the vernacular is the same as if a boy was to learn to ride before he can walk. Finally, (6) I demand a ' real' education. 4 The special object i8 John Amos Comenius. of this school is to be that all the children, from the sixth to the twelfth or thirteenth year are instructed in that which will be continually employed in practical life for a particular use.' The children shall be taught reading, writing, arithmetic, measuring, singing, the Bible, morality, political and domestic economy, history, physical and particularly home geography, and, lastly, the principal trades. The latter branch is to be taught for two reasons, to wit: (a) that the children know something of those trades, and (5) that their natural inclination to a particular profession may have oppor- tunity to show itself." To attain this object the following "means" are to be employed: 1. The course covers six years, and is divided for six classes. 2. Every class has special books, which exhaust all that is necessary for the particular class. The books of the lower classes contain the more general, more famil- iar, and easier; the books of the higher classes, the par- ticulars. The same subjects will be treated in all the books with these provisions. 3. (a) The school hours are to be four only. The remaining time may be set aside for housework or recreation. (b) The morning hours are to be devoted to the culti- vation of the understanding and the memory, and the two afternoon hours to the practice of the hand and voice. (c) The morning hours are the best time for teaching something new. John Amos Comenius. 19 (d) This may be repeated in the afternoon, when nothing new shall be taught. Plans of Other Works.—Comenius had given, in his "Didactica," a complete system of education. He now intended to prepare, besides methodical books for the instruction iu languages, special foundation books for instruction. Standing on the principle, "These three —intelligence, virtue, aud piety—are the three sources from which flow forth all brooks of all most perfect joy," he thought of writing three books: (1) a " Pan- sophia," (2) a "Panhistoria," and (3) a book of "Gen- eral Dogmatics." Called to Sweden.—The "Didactica Magna" and the " Janua Eeserata" had established Comenius's fame in all the learned world. Besides the Bible, there was per- haps no other book in so many hands as the latter work. The author received a brilliant offer from Sweden to reform the schools of that country, and to put his system of education into operation. He declined, because, as he wrote, he was afraid to take upon himself "so heavy and dangerous a burden." " The Pansophia." — In 1635 Comenius announced that he had begun to write a " Pansophia," or "IJni- versal Wisdom," in which the sum of all human wisdom and art was to be traced to the three principles, God, World, and Beason, and which would contain an ex- position of how all human affairs and all conditions of humanity could be regulated and led to the highest har- mony, on the basis of the acquired cognition. This "Pansophia" was, for more than twenty-five years, the main work of his life. The more he wrote at it, the 20 John Amos Comenius. greater and more insurmountable the difficulty of carry- ing out the idea seemed to grow. He complained him- self, after nine years of hard labor: "If it were only in my power to be able to do more and to want less. The higher I climb, the wider grows the view. I cannot but strive for the higher, the perfect, and the better." Published in England.—All the thoughts that Come- nius had written down on his idea of a " Pansophia," up to 1637, he sent to Samuel Hartlib, his most enthusiastic admirer, in England. Without awaiting the consent of the author, Hartlib published the manuscripts immedi- ately, under the title " Pansophise Prodromus," or, "Forerunner of the Universal Wisdom," and in 1642 issued an English translation of it, which he called "A Reformation of Schools." Everywhere the grand idea and its author became the object of admiration. A learned German wrote, soon after the publication of the manuscripts: "It animates already the whole of Europe to the study of the pansophy and of better didactics. One must confess, if Comenius had done no more than to implant in all minds snch a seed of incitement, he would still have done enough." Summoned to England:—In England enthusiastic voices were loud in praise of the idea of a Universal Wisdom. Parliament decided to summon Comenius. He was to call together a council of learned men, without regard to their nationality, which would work out the "Pan- sophia," under his direction. Comenius arrived in England in 1641, but went away again the next year, without having made a beginning even, as the Irish John Amos Comenius. 21 insurrection and the differences between the Parliament and King Charles I. disturbed all his plans. Goes to Sweden.—While in England he received an invitation to come to Sweden, from a rich Dutch noble- man, Lewis de Geer, "the great Alms-Dispenser of Europe," as Comenius calls him. He accepted. Soon after his arrival in Sweden he was called to Stockholm by the great Chancellor Oxeustiern, the " Eagle of the North." Oxenstiern took very much interest in school matters. He had long before come to the conclusion that the schools needed a thorough reform, and had already conferred with Ratke on this subject. He could not approve of Ratke's scheme,however, and now believed firmly that Comenius was the man to carry out a com- plete reform. Oxenstiern and Skyte, the chancellor of Upsal University, who had been the tutor of King Gus- tavus Adolphus, questioned Comenius closely on the foundation of his schemes. They were both well satis- fied. They commended the continuation of the work on the "Pansophia," but both also agreed that Come- nius should first meet the greatest need of the schools, by writing school-books, after his method. He was granted a pension, and, at the advice of his patrons, he settled in Elbing (West Prussia), which at that time belonged to Sweden, to write the required books. Many Cares.—He worked hard to live up to the prom- ises made to his Swedish friends, but had to fight against many difficulties. His English admirers could not allow any delay in the appearance of his "Panso- phia," and urged him to continue at that work. Oxen- stiern, on the other side, kept him strictly to his prom- 22 John Amos Comenius. ises, and urged him to complete the school-books. Besides, he had turned to theology again, and was kept busy with religious controversies. Last, but not least, he was continually short of money, and had to give private lessons to supply his wants. His School-books Published.—In 1648 Comenius was elected as bishop of the exiled Brethren, and returned to Leszna. Here he completed the manuscripts of the promised school-books, the "Methodus Linguarum No- vissima," or, "The Newest Method," and five other lin- guistic works. These were the fruits of his hard labors at Elbing. He submitted them to a Swedish commis- sion for approval, and, after revising them once more, had them published. Goes to Hungary.—In 1650 he received an invitation to come to Transylvania, from Prince Rakoczy, who was a great admirer of Comenius. The whole school system of Hungary was to be remodelled, and a model school to be established in Saros-Patak, according to his ideas. Comenius went there and worked four years for the realization of this plan. He organized the institu- tion, and called it "The Pansophic School." But it was not destined to be successful. In 1655 the school closed. The "Orbis Pictus" Appears.—While at Saros-Patak, Comenius completed his "Orbis Pictus/' or, "The World in Pictures," and published it in 1657, at Nurem- berg. It is the first picture-book for the instruction of youth. It has seen a great many new editions, and has been translated, revised, and elaborated. The " Orbis Pictus " was introduced into the schools every- Join Amos Comenius. 23 where, and till Basedow's "Elementary" appeared it was one of the most used school-books. The great Goethe tells us: " Besides the ' Orbis Pictus' of Amos Comenius, we used no other book of this kind." Base- dow writes: "If Comenius could have united his zeal in the interest of youth with the expanse of thought of cur times, I should not have written the ' Elemeutary,' but at most given instruction for using his writings." The Principle of Sense-impression.—The foundation principle of the " Orbis Pictus" is announced in the preface in the following words: " Nihil est in intellectu, quod prius non fuerit in sensu," or, " Nothing is in the understanding that was not first in the senses." On this principle of sense-impression all our modern instruction is founded. Comenius was the first who introduced this golden rule into the science of teaching. He therefore, and no other, is the fonnder of the " New Education." Explanation of the Principle.—Comenius defined his idea of a sense-impressing instruction very clearly and forcibly in the preface to the "Orbis Pictus." He wrote: " The remedy for ignorance is found in art and science, which shall be brought to the minds in the schools, but so that it be a true, perfect, clear, and thor- ough knowledge. True will it be if nothing is taught but what is useful in life, so that we have no reason afterward for saying: We do not know what is necessary to know, because we have not learned the necessary. Perfect will it be if the mind is prepared to wisdom, the tongue to eloquence, and the hands to an assiduous carrying on of the affairs of life. This will then be the 24 John Amos Comenius. salt of life, to wit, Knowing, Acting, and Speaking. Clear, and therefore also thorough and firm, will it he if all that is taught and learned is not dark or confused, but intelligible, well discerned, and well divided; if all sensible objects are rightly presented to the senses so that the intellect can comprehend them." "This latter is the foundation on which all other parts are built, since we can neither act nor speak wisely unless we first learn to comprehend what we are to do and say. Now it is certain that there is nothing in the understanding that was not first in the senses. Gonse- quently, it is to lay the foundation of all wisdom, all eloquence, and of all good and prudent conduct, care- fully to train the senses to note with accuracy the differ- ence between natural objects. Since this point is ordi- narily neglected in the schools of to-day, and as objects are proposed to pupils that they do not understand, because they have not been rightly presented and repre- sented to their senses, it is for this reason, on the one hand, and the toil of teaching on the other, that the work of learning has become so burdensome and so unfruitful." "Instruction must begin with a real observation of things, and not with a verbal description of them." His Manuscripts Burned. — Comenius returned to Leszna in 1654, and stayed there till the Poles won the city back again from the Swedes. Leszna was reduced to a heap -of ashes. Comenius lost again all his prop- erty. His library and all his manuscripts, the fruit of more than twenty-six years of indefatigable labor, were destroyed by the flames. He lamented his loss of the John Amos Comenius. 25 " Pansophia" the most. To Bohemian literature the loss of his manuscripts of a great Bohemian-Latin die- tionary was almost irreparable. He wrote: " This loss I shall cease to lament only when I cease to breathe." Goes to Holland.—"Almost naked," as he said, and desti- tnte of everything, he fled to Silesia, and from there moved onward to Brandenburg, Stettin, and Hamburg, where he lay sick for two months. At last he found an asylum in Amsterdam, in the family of Lawrence de Geer, the son of his former patron, Lewis de Geer, where he could spend his last years free of cares. Here he published his " Light in the Darkness," and many other religious works. In one of them the nearly seventy-year-old man wrote to the Brethren: "I bid you farewell,—farewell to all of you of my people and of my church, as Jacob did to his sons, whom he had led into Egypt and could not lead away again; and as Moses to his people, who led the people out of Egypt, but could not bring them into the Promised Land; and as Paul took leave of the beloved Ephesians at Miletus, whom he was never to see again. Farewell now, as if you had bedded me in my grave. If the Lord should grant me a few more days, may they serve me to rest and to prepare myself for the eternal journey, and that I might have some recreation before I depart from this life." Last Years and Death.—Although Comenius had said he would rest now from all his labors, he wrote several other books, the last and best of which is " The One Thing Needful." When eighty-one years old, on No- vember 15, 1671, Comenius died. To his last breath he adhered firmly to his faith in God's mercy. He had 26 John Amos Comenius. been, as he wrote of himself in " The One Thing Need- ful," always a man of aspirations, who at last found rest in God, the Fountain of all good (summum honum). "He praised the Lord that He had not given him a country and a home on this earth, but that it was to be to him a place of exile and of pilgrimage, so that he could exclaim as to David: 'I am both thy pilgrim and thy sojourner.'" * Comenius's Memorials.—On the day of the two-hun- dredth anniversary of Comenius's death, in 1871, a cen- tral library was established at Leipzig, under the name " Comenius Foundation." At Prerau a monument was erected in 1874. * Psalm xxxix. 14: "lama stranger with Thee, and a sojourner, as all my fathers were." •END ALL ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 9 Brownings Educational Theories. By Oscar Browning, M.A., of King's College, Cambridge, Eng. No. 8 of Reading Circle Library Series. Cloth, 16mo, 237 pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. This work has been before the public some time, and for a general sketch of the History of Education it has no superior. Our edition contains several new features, making it specially valuable as a text-book for Normal Schools, Teachers' Classes, Heading Circles, Teachers' Institutes, etc., as well as the student of education. These new features are: (1) Side-heads giving the subject of each paragraph; (2) each chapter is followed by an analysis; (3) a very full new index; (4) also an appendix on "Froebel," and the "American Common School." OUTLINE OF CONTENTS. I. Education among the Greeks—Music and Gymnastic Theo- ries of Plato and Aristotle; II. Roman Education—Oratory; III. Humanistic Education; IV. The Realists—Ratich and Comenius; V. The Naturalists — Rabelais and Montaigne; VI. English Humorists and Realists—Roger Ascham and John Milton; VII. Locke; VIII. Jesuits and Jansenists; IX. Rousseau; X. Pes- talozzi; XI. Kant, Fichte, and Herbart; XII. The English Pub- liG School; XIII. Froebel; XIV. The American Common School. PRESS NOTICES. Ed. Courant.—" This edition surpasses others in its adaptability to gen- eral use." Col. School Journal.—" Can be used as a text-book in the History of Education." Pa. Ed. News.—" A volume that can be used as a text-book on the His- tory of Education." School Education, Minn.—" Beginning with the Greeks, the author pre- .cents a brief but clear outline of the leading educational theories down to the present time." Ed. Eeview, Can.—"A book like this, introducing the teacher to the great minds that have worked in the same field, cannot but be a powerful stimulus to him in his work." SEND AT.T, ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 11 Curries Early Education. " The Principles and Practice of Early and Infant School Education. By James Cukrte, A. M., Prin. Church of Scotland Training College, Edinburgh. Author of " Common School Education," etc. With an introduction by Clarence E. Meleney, A. M., Supt. Schools, Paterson, N. J. Bound in blue cloth, gold, 16mo, 290 pp. Price, fl.25 ; to teachers, $i oo ; by mail, 8 cents extra. WHY THIS BOOK IS VALUABLE. 1. Pestalozzi gave New England its educational supremacy. The Pestalozzian wave struck this country more than forty years ago, and produced a mighty shock. It set New Eng- land to thinking. Horace Mann became eloquent to help on the change, and went up and down Massachusetts, urging in earnest tones the change proposed by the Swiss educator. What gave New England its educational supremacy was its reception of Pestalozzi's doctrines. Page, Philbrick, Barnard were all his disciples. 2. It is the work of one of the best expounders of Pes- talozzi. Forty years ago there was an upheaval in education. Pes- talozzi's words were acting like yeast upon educators ; thou- sands had been to visit his schools at Yverdun, and on their return to their own lands had reported the wonderful scenes they had witnessed. Rev. James Currie comprehended the movement, and sought to introduce it. Grasping the ideas of this great teacher, he spread them in Scotland ; but that country was not elastic and receptive. Still, Mr. Currie's presentation of them wrought a great change, and he is to be reckoned as the most powerful exponent of the new ideas in Scotland. Hence this book, which contains them, must be considered as a treasure by the educator. 3. This volume is really "a Manual of Principles of Teaching. It exhibits enough of the principles to make the teacher intelligent in her practice. Most manuals give details, but no foundation principles. The first part lays a psychological basis—the only one there is for the teacher ; and this is done in a simple and concise way. He declares emphatically that teaching cannot be learned empirically. That is, that one can- not watch a teacher and see how he does it, and then, imitat- ing, claim to be a teacher. The principles must be learned. i. It is a Manual of Practice in Teaching. •END AT.T. ORDERS TO 14 E. L. KELLOGG & CO., NEW YORK & CHICAGO. Fitch's Lectures on Teaching. Lectures on Teaching. By J. G. Fitch, M.A., one of Her Majesty's Inspectors of Schools. England. Cloth, 16mo, 395 pp. Price, $1.25 ; to teachers, $1.00 ; by mail, postpaid. Mr. Fitch takes as his topic the application of principles to the art of teaching in schools. Here are no- vague and gen- eral propositions, but on every page we find the problems of the school-room discussed with deftniteness of mental grip. No one who has read a single lecture by this eminent man but will desire to read another. The book is full of sugges- tions that lead to increased power. 1. These lectures are highly prized in England. 2. There is a valuable preface by Thos. Hunter, President of N. Y. City Normal College. 3. The volume has been at once adopted by several State Reading Circles. extract from american preface. " Teachers everywhere among English-speaking people have hailed Mr. Fitch's work as an invaluable aid for almost every kind of instruc- tion and school organization. It combines the theoretical and the prac- tical; it is based on psychology; it gives admirable advice on every- thing connected with teaching—from the furnishing of a school-room to the preparation of questions for examination. Its style is singularly clear, vigorous and harmonious." Chicago Intelligence.—" All of its discussions are based on sound psychological principles and give admirable advice." Virginia Educational Journal—"He tells what he thinks so as to be helpful to all who are striving to improve." Lynn Evening Item.—"He gives admirable advice." Philadelphia Eecord.—" It is not easy to imagine a more useful vol- ume." Wilmington Every Evening.—" The teacher will find in it a wealth of help and suggestion." Brooklyn Journal.—" His conception of the teacher is a worthy idea for all to bear in mind." New England Journal of Education: " This is eminently the work oi a man of wisdom and experience. He takes a broad and comprehensive view of the work of the teacher, and his suggestions on all topics are worthy of the most careful consideration." Brooklyn Eagle: "An invaluable aid for almost every kind of in- struction and 6chool organization. It combines the theoretical and the practical; it is based on psychology; it gives admirable advice on every- thing connected with teaching, from the furnishing of a school-room to the preparation of questions for examination." Toledo Blade: " It is safe to say, no teacher can lay claim to being well informed who has not read this admirable work. Its appreciation is shown by its adoption by several State Teachers' Reading Circles, aa a work to be thoroughly read by its members.' SEND ALL ORDERS TO 16 E. L. KELLOGG & CO., NEW YORK & CHICAGO. Gardner's Town and Country School Buildings. A collection of plans and designs for schools of various sizes, graded and ungraded, with descriptions of con- struction, of sanitary arrangements, light, heat, and ventila- tion. By E. C. Gakdneb, architect, author of '' The House that Jill Built," etc. Cloth, small quarto, 150 pp. Price, $2.50; to teachers, $2.00; by mail, 12 cents extra. Illustrated with nearly 150 engravings. TWO-ROOM COUNTRY SCHOOL-HOUSE. This is undoubtedly the most important work ever issued on this subject. It is plain that in the revival of education that is apparently begun there are to be better buildings erected for educational purposes. The unsightly, inconvenient, badly-lighted, unventi- lated and ugly structures are to give way to those that are con- venient and elegant. The author is an earnest advocate of im- proved methods of education, and feels that suitable buildings will bear an important part in the movement. POINTS OF THE WORK. 1. It is not a book that presents places for houses that will simply cost more money—let that be borne in mind. It is a book that shows how to spend money so as to get the value of the money. 2. Better buildings are sure to be erected—this cannot be stopped; the people are feeling the importance of education as they never did before. They will express their feeling by erect- ing better buildings. How shall they be guided in this good effort? This book is the answer 6 SEND ALL ORDERS TO 20 JW. L. KELLOGG & CO., NEW YORK & CHICAGO. Hughes Securing and Retaining Atten* tion. By James L. Hughes, Inspector Schools, Toronto, Canada, author of "Mistakes in Teaching." Cloth, 116 pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. This valuable little book has already become widely known to American teachers. Our new edition has been almost entirely re-written, and several new important chapters added. It is the only authorized copyright edition. Caution.—Buy no other. WHAT IT CONTAINS. I. General Principles; II. Kind* of Attention; III. Characteristics of Good Attention; IV. Conditions of Attention; V. Essential Characteristics of the Teacher in Securing and Retaining Attention; VI. How to Control a Class; VII. Methods of Stimulating and Controlling a Desire for Knowledge; VHI. How to Gratify and Develop the Desire for Mental Activity; IX. Distracting Attention; X. Training the Power of Attention; XI. General Suggestions regarding Attention. TESTIMONIALS. S. P. Sobbing, Pres. McGill Normal School, Montreal, Can., writes to Mr. Hughes:—"It is quite superfluous for me to say that your little books are admirable. I was yesterday authorized to put the ' Attention ' on the list of books to be used in the Normal School next year. Crisp and attractive in style, and mighty by reason of its good, sound common-sense, it is a book that every teacher should know." Popular Educator (Boston):—" Mr. Hughes has embodied the best think- ing of life life in these pages." Central School Journal (la.).—" Though published four or five years since, this book has steadily advanced in popularity." Educational Courant (Ky.).—"It is intensely practical. There isn't a mystical, muddy expression in the book." Educational Times (England).—" On an important subject, and admir- ably executed." School Guardian (England).—" We unhesitatingly recommend it." New England Journal of Education.—" The book is a guide and a manual of special value." New York School Journal.—" Every teacher would derive benefit from reading this volume." Chicago Educational Weekly.—"The teacher who aims at best sue- cess should study it." Phil. Teacher.—" Many who have spent months in the school-room would be benefited by it." Maryland School Journal.—" Always clear, never tedious." Va. Ed. Journal.—" Excellent hints as to securing attention." Ohio Educational Monthly.—" We advise readers to send for a copy." Pacific Home and School Journal.—" An excellent little manual." Prest. James H. Hoose, State Normal School, Cortland, N. Y., says:— M The book must prove of great benefit to the profession." Supt. A. W. Eds On, Jersey City, N. J., says:—" A good treatise has long been needed, and Mr. Hughes has supplied the want." SEND ALL ORDERS TO 22 E. L. KELLOGG & CO., NEW YORK db CHICAGO. Kellogg s School I"Management: " A Practical Guide for the Teacher in the School-Room." By Amos M. Kellogg, A.M. Sixth edition. Revised and enlarged. Cloth, 128 pp. Price, 75 cents ; to teachers, 60 cents ; by mail, 5 cents extra. This book takes up the most difficult of all school work, viz.: the Government of a school, and is filled with original and practical ideas on the subject. It is invaluable to the teacher who desires to make his school a " well-governed" school. 1. It suggests methods of awakening an interest in the studies, and in school work. "The problem for the teacher," says Joseph Payne, " is to get the pupil to study." If he can do this he will be educated. 2. It suggests methods of making the school attractive. Ninety-nine hundredths of the teachers think young people should come to school anyhow ; the wise ones know that a pupil who wants to come to school will do something when he gets there, and so make the school attractive. 3. Above all it shows that the pupils will be self-governed when well governed. It shows how to develop the process of self-government. 4. It shows how regular attention and courteous behaviour may be secured. 5. It has an admirable preface by that remarkable man and teacher, Dr. Thomas Hunter, Pres. N. Y. City Normal College. Home and School.—" Is just the book for every teacher who wishes to be a better teacher." Educational Journal,—"It contains many valuable hints." Boston Journal of Education.—"It is the most humane, instructive, original educational work we have read in many a day." Wis. Journal of Education.—" Commends itself at once by the num- ber of ingenious devices for securing order, industry, and interest. Iowa Central School Journal.—" Teachers will find it a helpful and suggestive book." ^ Canada Educational Monthly.—" Valuable advice and useful sugges- . Wormal Teacher.—" The author believes the way to manage is to civ- ilize, cultivate, and refine." School Moderator.—" Contains a large amount of valuable reading: school government is admirably presented." t^Progres^ive^Teacher-"Should occupy an honored place in every Ed. Courant—"It will help the teacher greatly.' Vu. Ed. Journal.—" The author draw* from a large experience." SEND ALL ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 25 1Payne's Lectures on the Science and Art of Education. Reading Circle Edition. By Joseph Payne, the first Professor of the Science and Art of Edu- cation in the College of Preceptors, London, England. With portrait. 16mo, 350 pp., English cloth, with gold back stamp. Price, $1.00 ; to teachers, 80 cents ; by mail, 7 cents extra. Elegant new edition from new plates. Teachers who are seeking t« know the principles of education will find them clearly set forth in this volume. It must be remem- bered that principles are the basis upon which all methods of teach- ing must be founded. So valu- able is this book that if a teacher were to decide to own but three works on education, this would be one of them. This edition contains all of Mr. Payne's writ- ings that are in any other Ameri- can abridged edition, and is the only one with his portrait. It is far superior to any other edition published. WHY THIS EDITION IS THE BEST,. (1.) The side-titles. These give the contents of the page. (2.) The analysis of each lecture, with reference to the eduea- tional points in it. (3.) The general analysis pointing out the three great principles found at the beginning. (4.) The index, where, under such heads as Teaching, Education, The Child, the important utterances of Mr. Payne are set forth. (5.) Its handy shape, large type, fine paper, and press-work and tasteful binding. All of these features make this a most val- uable book. To obtain all these features in one edition, it was found necessary to get out this new edition. Ohio Educational Monthly.—"It does not deal with shadowy uieories; It is intensely practical." Philadelphia Educational News.—"Ought to be in library of every progressive teacher." Educational Courant.—" To know how to teach, more if needed than a knowledge of the branches taught. This is especially valuable." Pennsylvania Journal of Education.—"Will be of practical value tu Normal Schools and Institute Joseph Payne. send at.t, orders to 30 E. L. KELLOOa <& CO., NEW YORK de CHICAGO. Vatridges "Quincy [Methods," The " Quincy Methods," illustrated ; Pen photographs from the Quincy schools. By Lelia E. Patridge. Illustrated with a number of engravings, and two colored plates. Blue cloth, gilt, 12mo, 686 pp. Price, $1.75 ; to teachers, $1.40 ; by mail, 18 cents extra. When the schools of Quincy, Mass., became so famous under the superintendence of Col. Francis W. Parker, thou- sands of teachers visited them. Quincy became a sort of " educational Mecca," to the disgust of the routinists, whose schools were passed by. Those who went to study the methods pursued there were called on to tell what they had seen. Miss Patridge was one of those who visited the schools of Quincy; in the Pennsylvania Institutes (many of which she conducted), she found the teachers were never tired of being told how things were done in Quincy. She revisited the schools several times, and wrote down what she saw ; then the book was made. 1. This book presents the actual practice in the schools of Quincy. It is composed of " pen photographs." 2. It gives abundant reasons for the great stir produced by the two words " Quincy Methods." There are reasons for the discussion that has been going on among the teachers of late years. 3. It gives an insight to principles underlying real educa- tion as distinguished from book learning. 4. It shows the teacher not only what to do, but gives the way in which to do it. 5. It impresses one with the spirit of the Quincy schools. 6. It shows the teacher how to create an atmosphere of hap- piness, of busy work, and of progress. 7. It shows the teacher how not to waste her time in worry- ing over disorder. 8. It tells how to treat pupils with courtesy, and get cour- tesy back again. 9. It presents four years of work, considering Number, Color, Direction, Dimension, Botany, Minerals, Form, Lan- guage, Writing, Pictures, Modelling, Drawing, Singing, Geography, Zoology, etc., etc. 10. There are 686 pages; a large book devoted to the realities of school life, in realistic descriptive language. It is plain real, not abstruse and uninteresting. x 11. It gives an insight into real education, the education urged by Pestalozzi, Froebeli Mann. Page, Parker, etc. SEND ALL ORDERS TO 82 R L. KELLOGG & CO., NEW YORK & CHICAGO. • — —— ■■ - 1 Terek's First Three Years of Childhood. An Exhaustive Study of the Psychology of Children. By Bernard Perez. Edited and translated by Alice M. Christie, translator of " Child and Child Nature," with an introduction by James Sully, M.A., author of "Outlines of Psychology," etc. 12mo, cloth, 324 pp. Price, $1.50; to teachers, $1.20; by mail, 10 cents extra. This is a comprehensive treatise on the psychology of childhood, and is a practical study of the human mind, not full formed and equipped with knowledge, but as nearly as possible, ab origins—before habit, environment, and education have asserted their sway and made their permanent modifications. The writer looks into all the phases of child activity. He treats exhaustively, and in bright Gallic style, of sensa- tions, instincts, sentiments, intellectual tendencies, the will, the facul- ties of aesthetic and moral senses of young children. He shows how ideas of truth and falsehood arise in little minds, how natural is imita- tion and how deep is credulity. He illustrates the development of im- agination and the elaboration of new concepts through judgment, abstraction, reasoning, and other mental methods. It is a book that has been long wanted by all who are engaged in teaching, and especially by all who have to do with the education and training of children. This edition has a new index of special value, and the book is care- fully printed and elegantly and durably bound. Be sure to get our standard edition. OUTLINE OF CONTENTS. CHAP. I. Faculties of Infant before Birth —First Impression of New- born Child. II. Motor Activity at the Begin- ning of Life—at Six Months — —at Fifteen Months. HI. Instinctive and Emotional Sen- sations—First Perceptions. IV. General and Special Instincts. V. The Sentiments. VI. Intellectual Tendencies—Ver- acity—Imitation—Credulity. VH. The Will. VIII. Faculties of Intellectual Acqui- sition and Retention—Atten- tion—Memory. Col. Francis W. Parker, Principal Cook County Normal and Training School, Chicago, says:—" I am glad to see that you have published Perez's wonderful work upon childhood. I shall do all I can to get everybody to read it. It is a grand work." John Bascom, Pres. Univ. of Wisconsin, says:—" A work of marked G. Stanley Hall, Professor of Psychology and Pedagogy, Johns Hopkins Univ., says:—" I esteem the work a very valuable one for primary and kin- dergarten teachers, and for all interested in the psychology of childhood." And many other strong commendations. chap. IX. Association of Psychical States - Association—Imagination. X. Elaboration of Ideas—Judg- ment — Abstraction — Com- parison — Generalization — Reasoning—Errors and Allu- sions—Errors and Allusions Owing to Moral Causes. XI. Expression and Language. XII. .Esthetic Senses — Musical Sense — Sense of Material Beauty — Constructive In- stinct—Dramatic Instinct. XHI. Personalty—Reflection—Moral Sense. send all orders to R L. KELLOGG & CO., NEW YORK & CHICAGO. Rapid ^Practice Arithmetic Cards. Invented by J. Newton Smith, and Patented September 11,1888. Put up in neat boxes, 32 sets of 60 cards each, each card containing from, one to four examples, no two alike. Price, SO cte. each, postpaid. Sets of 32 in handsome wooden box, $12. net. These cards are so arranged that a teacher can assign work to each individual pupil, and different work ioo, without loss of lime. It also enables one to keep knowledge of the assignment without a memorandum, to supervise the whole without weariness or anxiety, to take results of the pupils' work without consulting the book of answers, and to do all with perfect ease. The series covers the subjects named below, both in abstract and concrete work, each set being independent, yet the whole series forming a graded course. The concrete work has been prepared with care to avoid technicali- ties and ambiguities, but to make applications of principles and operations, in the use of conditional questions relating to all kinds of business and pursuits All concrete work has 60 cards in each box. There are 4 sam- pies on each card, making 240 examples in each box, no two alike, with answers to each, which invisible to all except to the teacher, who has the key card. Order by number. 1. ADDITION, Introductory No. 1. Primary. '* Intermediate. " Gram. Grade. " ledger Col. SUBTRACTION. C. 2. " '• No 2. 3. 4. 5. 6. 7. 8. " B. New No. 8. Concrete Work in Addi- tion and Subtraction. (Near- ly Beady.) 9. SUBTRACTION. A. 10. MULTIPLICATION. C. 11. " B. 12. " 13. DIVISION. C. 14. '• B. 15. " A. MEASUREMENT FUNDAMENTAL OPERA- TIONS. ANALYSIS. BILLS. FRACTIONS. B. A. ANALYSIS-FRACTIONS. DECIMAL FRACTIONS. METRIC SYSTEM. PERCENTAGE. B. A, INTEREST. DISCOUNT. WEIGHTS AND MEAURES. PROPORTION. PARTNERSHIP AND ASSESS- MENT. MEASUREMENT. ADVANCED. "I believe your System of Rapid Practice Cards would be of great advantage in teaching arithmetic in our public schools; especially in making pupils fsfflii." with the mechamcaloperaoc^w which^hey are often found to be deficient." EDWARD BROOKS, Supt. of Schools, Philadelphia, Pa. SEND ALL ORDERS TO B. L. KELLOGG & CO., NEW YORK & CHICAGO. 33 Reception Day. 6 &[os. A collection of fresh, and original dialogues, recitations, decla- mations, and short pieces for practical use in Public and Private Schools. Bound in handsome new paper cover, 160 pages each, printed on laid paper. Price, 30 cents each; 1a teachers, 24 cents; by mail, 3 cents extra. The exercises in these books bear upon education; have a rela- tion to the school-room. 1. The dialogues, recitations, and declamations gathered in this volume being fresh, short, and easy to be comprehended, are well fitted for the average scholars of our schools. 2. They have mainly been used by teachers for actual school exercises. 3. They cover a different ground from the speeches of Demosthenes and Cicero—which are unfitted for boys of twelve to sixteen years of age. 4. They have some practical in- terest for those who use them. 5. There is not a vicious sen- tence uttered. In some dialogue books profanity is found, or dis- obedience to parents encouraged, or lying laughed at. Let teachers look out for this. 6. There is something for the youngest pupils. 7. "Memorial Day Exercises" for Biyant, Garfield, Lincoln, etc., will be found. 8. Several Tree Planting exercises are included. 9. The exercises have relation to the school-room, and bear upon education. 10. An important point is the freshness of these pieces. Most of them were written expressly for this collection, and can be found nowhere else. Boston Journal of Education —" It is of practical value." Detroit Free Press.—" Suitable for public and private schools." Western Ed. Journal.—" A series of very good selections." New Cover. SEND ALL ORDERS TO U E. L. KELLOGG & CO., NEW YORK & CHICAGO. WHAT EACH NUMBER CONTAINS. No. 1 Is a specially fine Dumber. One dia- logue in it, called " Work Conquers," for 11 girls and 6 boys, has been given hundreds of times, and is alone worth the price of the book. Then there are 21 other dialogues. 29 Recitations. 14 Declamations. 17 Pieces for the Primary Class. No. 2 Contains 29 Recitations. 12 Declamations. 17 Dialogues. 24 Pieces for the Primary Class. And for Class Exercise as follows: The Bird's Party. Indian Names. Valedictory. Washington's Birthday. Garfield Memorial Day. Grant Whittier Sigourney " " No. 3 Contains Fewer of the longer pieces and more of the shorter, as follows : 18 Declamations. 21 Recitations. 22 Dialogues. 24 Pieces for the Primary Class. A Christmas Exercise. Opening Piece, and An Historical Celebration. No. 4 Contains Campbell Memorial Day. Longfellow " " Michael Angelo " " Shakespeare " " Washington " " Christmas Exercise. Arbor Day " New Planting " Thanksgiving " Value of Knowledge Exercise. Also 8 other Dialogues. 21 Recitations. 23 Declamations. No. 5 Contains Browning Memorial Day. Autumn Exercise. Bryant Memorial Day. New Planting Exercise. Christmas Exercise. A Concert Exercise. 24 Other Dialogues, lfi Declamations, and 36 Recitations. No. 6 Contains Spring; a flower exercise for very young pupils. Emerson Memorial Day. New Year's Day Exercise. Holmes' Memorial Day. Fourth of July Exercise. Shakespeare Memorial Day. Washington's Birthday Exercise. Also 6 other Dialogues. 6 Declamations. 41 Recitations. 15 Recitations for the Primary Class. And 4 Songs. Our Reception Day Series is not sold largely by booksellers, who, if they do not keep it, try to have you buy something else similar, but not so good. Therefore send direct to the publishers, by mail, the price as above, in stamps or postal notes, and your order will be filled at once. Discount for quantities. SPECIAL OFFER. If ordered at one time, we will send postpaid the entire 6 Nos. for $1.40. Note the reduction. SEND ALL ORDERS TO E. L. KELLOOa & CO., NEW YORK AND CHICAGO. 37 ' - — Sbaw's {Rational Question 'Book. " The National Question Book." A graded course of study for those preparing to teach. By Edward R. Shaw, Principal of the High School, Yonkers, N. Y., author of " School Devices," etc Bound in durable English buck- ram cloth, with beautiful side-stamp. 12mo, 400 pp. Price, $1.32; net to teachers, postpaid. A new edition of this popular book is now ready, containing the following NEW FEATURES: READING. An entirely new chapter with answers. ALCOHOL and its effects on the body. An entirely new chapter with answers. THE PROFESSIONAL GRADE has been entinely re- written and now contains answers to every question. This work contains 6,500 Questions and Answers on 24 Different Branches of Study. ITS DISTINGUISHING FEATURES. 1. It aims to make the teacher a better teacher. "How to Make Teaching a Profession" has challenged the attention of the wisest teacher. It is plain that to accomplish this the teacher must pass from the stage of a knowledge of the rudiments, to the stage of somewhat extensive acquire- ment. There are steps in this movement; if a teacher will take the first and see what the next is, he will probably go on to the next, and so on. One of the reasons why there has been no movement forward by those who have made this first step, is that there was nothing marked out as a second step. 2. This book will show the teacher how to go forward. In the preface the course of study usually pursued in our best normal schools is given. This proposes four grades; third, second, first, and professional. Then, questions are given appropriate for each of these grades. Answers follow each section. A teacher will use the book somewhat as follows :—If he is in the third grade he will put the questions found in this book concerning numbers, geography, history, grammar, orthography, and theory and practice of teaching to himself and get out the answer. Having done this he will go on to the other grades in a similar manner. In this way he will know as to his fitness to pass an examination for SIN I) ALL ORDXB8 TO 42 E. L. KELLOGG