LIBRARY OF CONGRESS. 
 
 iipp iti|i^njg|t f 
 
 UNITED STATES OF AMERICA. 
 
o< 
 
 HINTS 
 
 TOWARD A NATIONAL CULTURE 
 
 FOR YOUNG AMERICANS 
 
 BOYCE 
 
HINTS 
 
 TOWARD A NATIONAL CULTURE 
 
 FOR YOUNG AMERICANS. 
 
HINTS 
 
 TOWAED A NATIONAL CULTUEE 
 
 FOE YOUNG AMEEICANS. 
 
 .s>^^ 
 
 .A 
 
 S. S. BOYCE. 
 
 27(6 culture which licks the 
 world to shape. 
 
 Goethe. 
 
 V 
 
 
 ,.3 
 
 Cy. 
 
 NEW YORK : 
 
 E. S T E I G E R 
 
 18V9. 
 
 lMo..no.ijL 
 
 \c, 1879. c5^^ 
 

 Copyright, 1879, by E. Steigek. 
 
Preface 
 
 
 Chapter 
 
 I. 
 
 Chapter 
 
 II. 
 
 Chapter 
 
 III. 
 
 Chapter 
 
 IV. 
 
 Chapter 
 
 V. 
 
 Chapter 
 
 VI. 
 
 Chapter 
 
 VII. 
 
 Chapter VIII. 
 
 Chapter 
 
 IX. 
 
 Chapter 
 
 X. 
 
 Contents. 
 
 PAGE 
 1 
 
 Introductory. 5 
 
 A National Culture. 18 
 
 The Education of Girls. 23 
 
 Hints toward a National School System. 25 
 
 Hints to Young Men in Self-Culture. 40 
 
 Health, Physical and Mental, the first object. 46 
 
 Care of the AflFections, Desires, Appetites. 49 
 
 The Growth of Culture. 53 
 
 • Skill, Art, Taste, Design, Culture. 61 
 
 • Conclusion. 66 
 
Our ichole working poicer depends on knowivg 
 the laws of the woiid — in other words, the 
 properties of the things ice have to icork icith, 
 arid to work among, and to loork upon. 
 
 John Stuakt Mill. 
 
 The more tee know of the nature of that on 
 which, and by which, and in which, ayid for 
 which we work, the more likely, nay certain is 
 our work to turn to good account. 
 
 Dr. Hodgson. 
 
PREFACE. 
 
 The writer does not wish to claim for this little volume 
 anything more than is indicated by its title — Eints toioard 
 a Katlomd Culture, — and he is painlully aware that it 
 comes far short of completeness even in this respect. The 
 writer does not, however, wish to apologize for its publica- 
 tion, he thiulis it necessary. It is the result of a careful 
 study of the industrial wants and condition of the country, 
 a recognition of the growing demand for a more complete 
 practical system of Industrial Education as the co-efficient 
 of a more rapid industrial progress. 
 
 The overshadowing interest of the people of the United 
 States, at this time, is the building up of a great intelligent 
 Industrial Nation, and the writer believes that the establish- 
 ment of a complete harmonious union of the Educational 
 and Industrial interests of the country is not only practi- 
 cable, but the eminently important subject of present con- 
 sideration. 
 
 There is a growing feeling that the present public-school 
 system not only fails but is incapable of aflbrding that prep- 
 aration for usefulness which is demanded, and which the 
 people have a right to expect in the present enlightened 
 condition of the world. 
 
 This conviction is taking shape in the establishment 
 of Agricultural and Mechanical Colleges in the different 
 states ; in the endowment of Cornell University ; in the 
 founding of the Mechanics' Institute at San Francisco ; in 
 the Stevens Institute of Technology, and in the partial 
 scientitic courses of other Colleges ; in all of which the object 
 is to furnish a practical knowledge of Industrial pursuits. 
 
In the results attending the workings of these creditable 
 institutions there is the greatest encouragement to further 
 efforts. Jt is not, however, only those able to pursue this 
 higher course of study who need the advantage of practical 
 teaching, while even in these higher institutions the close 
 observer will detect a want of readiness and confidence 
 arising from the absence of an early training, and suggesting 
 the necessity of a corresponding system of teaching tlie 
 rudiments preparatory to this higher course of study, both 
 as giving greater facility and saving the time of the child's 
 most susceptible years. 
 
 Tlie foundation of any practical knowledge is most effect- 
 ively laid in childhood, as the results of such training are 
 more marked and effective. The writer believes, therefore, 
 that the present want is a school system which will afford 
 an early preparation for usefulness, as well as for intelli- 
 gently entering upon the higher courses of study. 
 
 Some practical efibrts are also making in this direction 
 in the establishment of School Shops and Schools of Design 
 in the larger cities, and in the introduction of drawing in 
 many of the leading schools. But this progress is felt to 
 be too slow. It is not aimed at the foundation upon which 
 the structure of a successful system of practical education 
 must 1)0 laid. Nothing short of such an entire revolution 
 in the educational process as has been wrought in the world 
 of Science during the past half century can serve the pur- 
 pose. New schools in a few isolated instances are not 
 enough. It must be a complete re-organization of the great 
 grand national system of free schools as the foundation of 
 this culture, and the writer would if possible arouse a fur- 
 ther interest in the subject, by an elfort to shape, consoli- 
 date, and to some extent give direction to the present dis- 
 cussion. 
 
But beyond these considerations the writer's present 
 wish is to encourage young men engaging in industrial pur- 
 suits by giving tiieni a greater confidence in the dignity of 
 llicir calling, inciting them to a higher aim, and animating 
 them to that renewed activity which a just comprehension 
 of the relatively high position and great importance of 
 these pursuits should inspire. 
 
 If these hints shall meet with even partial results in 
 awakening further consideration in this connection, the 
 writer will have accomplished all he anticipates. 
 
 New York, May, 18V9. S. S. Boyce. 
 
HINTS TOWARD A NATIONAL CULTURE. 
 
 CHAPTER I. 
 
 Introductory. 
 
 The first principles of education recognize the fact that 
 human nature and human skill arc improvable by cultiva- 
 tion. Tliat the children of America are awaiiing this train- 
 ing to enable them to enter the pursuits in which they are 
 to be usefully and successfully employed, suggests the di- 
 rection which that educational training should take. 
 
 The greatest necessity of humanity is profitable employ- 
 ment, the next requirement is that certain work sliouUl be 
 performed. The problem then is to prepare the laborers, 
 the most practically, for the work, and to introduce them in 
 the most direct manner to their future field of labor. 
 
 Tliere is no disguising the fact that the times are out of 
 joint; that the relation of man to his pursuit is interrupted 
 by some evil which imperatively calls for a remedy, while 
 the conviction is becoming more and more wide-spread that 
 the evil is very largely attributable to the absence of a 
 practical system of direct educational training in keeping 
 with the new industrial condition of the country. 
 
 The world oflers man the greatest variety of employ- 
 ment ; presents him the material he is to work with and 
 upon, while his needs suggest the direction of that labor ; 
 and yet the country makes no intelligent effort to inform the 
 youth of the nature of that employment or prepare them to 
 intelligently engage therein. The character of the raw ma- 
 terial and the production required from it are endlessly va- 
 ried, and the same varied skill and intelligence is demanded, 
 and yet the public-school system, endowed by the states and 
 
— 6 — 
 
 the nation, for tlie education of tlie common people, makes 
 no reference to nature's stores of crude but rich material; no 
 reference to their value or their use to man and no refer- 
 ence to the skill required to shape and adapt them. 
 
 The arts growing out of the necessity of producing and 
 shaping those materials are the proper and aljundant em- 
 ployments of man; while discipline and intellectual develop- 
 ment come as readily from the study of these natural ob- 
 jects. It is also plain that any high degree of culture can 
 only come to the great numbers of mankind in connection 
 with their industrial prosperity. 
 
 Experience in industrial operations during the past 
 quarter of a century has taught the lesson that to be success- 
 ful the highest intelligence and the highest skill are neces- 
 sary. These can only be obtained by a direct study of, and 
 practice with, the proposed material and pursuit. That the 
 best time for obtaining the rudiments of that practical knowl- 
 edge is in youth, that the faculties are then the most easily 
 awakened and impressed, and a correct estimate of value 
 and importance is then most easily acquired. But, the 
 knowledge and training now obtained at the higher insti- 
 tutions of learning, much more at the common schools, in 
 no wise prepares the youth to enter into practical business 
 pursuits. 
 
 On the contrary, after spending his most susceptible, 
 most valuable years in obtaining that liberal education, he 
 is obliged to almost wholly discard the knowledge he has 
 obtained, forget or laboriously unlearn it, and enter anew 
 and at the beginning into an entirely new drift of mental 
 discipline and practical industrial training. He must, when 
 old, acquire rudiments so simple that the merest child 
 may comprehend them, and that with the uncertainty 
 that he will ever master the new knowledge in a manner to 
 attain to more than the most ordinary proficiency in any 
 industrial pursuit. This calls for such a reformation or 
 complete revolution in the public-school system as will 
 
— "^ — . 
 
 remedy this glaring evil and at once ensure to the child the 
 rudiments of useful practical knowledge, and that during 
 the few years he has to give an attendance at school. 
 
 The revolution in the industrial world wrought during 
 the past half century by steam, electricity, and machinery, 
 and the necessity of conforming educational training there- 
 to, have awakened the public mind to the necessity of an 
 equal revolution in the system of primary schools ; at leasi 
 so far as to engraft upon the present public-school system 
 such rudiments of industrial teaching as will, so far as possi- 
 ble, fit the youth of the nation to at once enter into the pros- 
 ecution of the varied employments already so numerously 
 established and springing up all over the country. 
 
 The proper aim of educational training is to prepare the 
 child for usefulness, for the efficient and successful pursuit 
 of his chosen employment ; and the conspicuous absence of 
 any reference to the study of natural history, physics, me- 
 chanics or industrial creation, is only accounted for by the 
 fact that when the present public-school system was estab- 
 lished, these subjects were considered of but little importance. 
 They had but little influence upon man's condition, and 
 any needed modification of a school system chiefly in the in- 
 terest of the uneducated classes is slow in impressing its 
 importance upon the })ublic mind. 
 
 Some efforts to enlarge the sphere and improve the 
 system of educational training in the interest of industrial 
 pursuits, have been made in some parts of Europe, and as 
 applied to special results have been successful. There are 
 also a few instances of similar beginnings for special pur- 
 poses in America, but chiefly devoted to the teaching of the 
 cliildren of affluence, and those of older years, and after the 
 rudiments of their education, either good or bad, have been 
 planted, rather than commencing with childhood. Such 
 examples are found in the partial courses of instruction in 
 the technical colleges, and as required by the naval acade- 
 mies and military schools under direction of the Government, 
 
looking to the practical preparation, each year, of a certain 
 number of youth for the special callings in the fields of 
 action where their labors are to be required. In the latter 
 the Government recognizes the neces:^ity of keeping pace 
 with the revolution in military science and steadily con- 
 forms its systems of teaching thereto, 
 
 The American public-school system is at present little 
 more than a relic of a less enlightened age, handed down 
 with little attempt to enlarge its scope or improve its char- 
 acter. This system was instituted when there was but 
 little for the common people to learn, when law, theology, 
 and medicine were the only pursuits of sufficient importance 
 to need a direct or exact training, and the system was 
 chiefly based upon the needs of these callings; and the faith 
 of the fathers has so long been centered in the overshadow- 
 ing impoitance of this peculiar system that the great 
 strides in the scientilic world have as ycL been without their 
 due consideration. But the world has been busy during the 
 past half century in a complete revolution of the material 
 world. It has been creating new industries, discovering 
 new principles and powers in nature, new fields of labor; in 
 searching out new facts of science and preparing the people, 
 did they but take advantage of it, to have less need of law 
 and medicine, and more of the needs of every-day life, and 
 more of health, industry, and self-government. 
 
 When the i)resent public-school system had its origin, 
 there was little science of agriculture to be taught; few 
 laws of hygiene to be observed; no worlds beyond the seas 
 with which to hold daily converse; no commerce worth the 
 time of considering it; few products to exchange ; no indii?- 
 trial rivalry of nation with nation; the mines of the world 
 were in repose; the raw products neglected ; the manufact- 
 nres of the world not yet given birth; no governments by 
 the people, and while almost society "was without form 
 and void." 
 
— 9 — 
 
 All the subjects of interest to mankind at that time 
 might have been counted upon the fingers, and were rather 
 the operations and employments of tliose in affluent circum- 
 stances, tlian the pursuits or necessities of common people. 
 The little teaching of reading, wjiting, and accounting was all 
 that the affairs of the common people required; metaphysics 
 was then the important; physics; the polite rather than tlie 
 useful arts were the subjects of interest, and the system of 
 education then obtaining has since I'ather been left to care 
 for itself, as if hoping that in the presence of a universal in- 
 telligence, of the printing-press and the newspapers, it would 
 maintain the position and [jrogress desired, rather than l)y 
 any direct intelligent eflbrt to conform it to the continually 
 advancing growth of practical knowledge. 
 
 This teaching of youth has continued to be left in that 
 old and time-worn groove, or under the ban of a partisan 
 sectarianism, which has rather sought to ward otf any im- 
 pressions or influence of science upon any modification of 
 that system, or upon the guidance of the development of the 
 youthful mind. 
 
 Educational ti'aining has hardly yet become divorced 
 from its unnatural as.sociation with the strifes and supersti- 
 tions of religious controversy; has hardly yet been recoginz- 
 ed as the custodian charged with the stupendous prol)lem 
 of the future progress of the material world. 
 
 Tliis old school system may have had its important in- 
 fluence in aiding to early reclaim the world from barliar- 
 ism and in developing tiie latent germs of civilization, but 
 when the lightnings became man's playthings, steam his 
 servant, and machinery his workmen, there was less need of 
 serfs, of slaves, or of common people; and the time lias come 
 when all of human birtli may asi)ire to the highest positions, 
 and when only education is required to make all mankind 
 fiee and equal. 
 
 The literature and general intelligence of the country is 
 wide, all that free speech and free institutions can ask foi-, 
 
— 10 — 
 
 but exact knowledge is still limited; the system of education 
 is still narrow and lamentably deficient in its scope; con- 
 fined in its purpose ; and often worse than fruitless in its 
 result. 
 
 With the dawn of the age of science, research and in- 
 vention, has also come the necessity of a complete revolu- 
 tion in the system of educational training. The world's 
 interests are now in the industrial pursuits, and these are 
 the employments of the people. Education is now the lever 
 needed to raise the people to a condition of industrial pros- 
 perity and inttlligence. Any public-school system which 
 does not nmke the interests in which the youth are to be 
 employed immediately upon leaving school, its chief ele 
 ment, is simply a contradiction, a deception. It is not easy 
 to imagine a more complete, utter waste of time on the part 
 of those who have their fortunes to make than that now 
 spent by the youth of America at the common schools. 
 
 Not merely and only that the child leaves school unedu- 
 cated, but he is falsely educated; his mind is filled Avith a 
 worse than trash, taught to give the greatest importance 
 to utterly valueless things. His treasury is filled with tinsel, 
 and not with gold; the world will nut honor his draft upon 
 its possessions; his intellectual stomach is overburdened 
 with what can never be digested; his intellect biased, prej- 
 udiced by the presence of impracticable knowledge, all of 
 which is in the way of his success. 
 
 Nothwithstanding our i-apidly extending requirements, 
 the old effete system is still the educaXional training given 
 our children, and with which we still compel them to lay the 
 foundations of their future ])rosperity — committing upon 
 them the crimes of deception, for we have learned better; 
 counterfeiting the genuine, for we have proved its baseness, 
 and palming off a forgery upon posterity, contradicting our 
 highest, hardest-earned knowledge, wasting human lives, 
 blasting human pi'ospects, hazarding a nation's welfare, and 
 [)utting oil' her i)rosperity. 
 
— 11 — 
 
 Prof. Huxley, in an address to English workingmen, thus 
 characterizes the evils of the system of primary schools in 
 that country: 
 
 ''Least of all, does the child gather from this primary 
 * education' of ours a conception of the laws of tlie pliys- 
 ical world, or of the relations of cause and effect therein. 
 And this is the more to be lamented as the poor arc espe- 
 cially exposed to physical evils, and are more interested in 
 removing them than any other class of the community. If 
 any one is concerned in knowing the ordinary laws of me- 
 ciianics, we would think it is the hand-laborer, whose daily 
 toil lies among levers and pulleys, or among the other im- 
 plements of the artisan work. And if any one is interested 
 in the laws of healtli, it is the poor workman, whose strength 
 is wasted by ill-prepared food, whose health is sapped by 
 bad ventilation and bad drainage, and half whose children 
 are massacred bv disorders which might be prevented. Not 
 only does our present primary education carefully abstain 
 from hinting to tlie workman that some of his greatest evils 
 are traceable to mere physical agencies, which could be re- 
 moved by energy, patience, and frugality : but it does 
 worse — it renders him, so far as it can, deaf to those who 
 could lielp Jiim, and tries to substitute an Oriental submis- 
 sion to what is falsely declared to be the will of God, for 
 his natural tendency to strive after a better condition.* - * 
 Now let us pause to consider this wonderful state of affairs; 
 for the time will come when Englishmen will quote it as tho 
 stock example of the stolid stupidity of their ancestors in the 
 nineteenth century. The most thorouglily commercial peo- 
 ple, the greatest voluntary wanderei'S and colonists the 
 world has ever seen, are precisely the middle classes of this 
 country. If tliere be a people which has been busy making 
 history on the great scale for the last three hundred years 
 — and the most i)rofoundly interesting history — liistory 
 which, if it happened to be that of Greece or Romr^, we 
 should study witli avidity — it is the English. If there l)o a 
 
— 12 — 
 
 people whieli, during the same period has developed a re- 
 markable literature, it is our own. If there be a nation 
 whose prosperity depends absolutely and wholly upon their 
 mastery over the forces of nature, upon their intelligent ap- 
 prehension of, and obedience to, the laws of the creation of 
 wealth and of the stable equilibrium of the forces of society, 
 it is precisely this nation. And yet this is what those won- 
 derful people toll their sons : — 'At the cost of from one to 
 two thousand pounds of your hard-earned money, we devote 
 twelve of the most precious years of your lives to school. 
 There you shall toil, or be supposed to toil ; but there 
 you shall not learn one single tliinrj of all those you tvill 
 most want (need) to liioio, directly you leave school and en- 
 ter upon the practical business of life. You will in all pro- 
 bability go into business, but you shall not know where or 
 how any article of commerce is produced, or the dittcrence 
 between an,export or an import, or the meaning of the word 
 capital I * '' * Very probably you may become a manu- 
 facturer, but you shall not be provided with the means of 
 understanding the working of one of your own steam-en- 
 gines, or the nature of the raw products you employ; and 
 when you arc asked to buy a patent, you shall not have the 
 slightest means of judging whether the inventor is an im- 
 postor who is contravening the elementary princij)les of 
 science, or a man who will make you as rich as Cra3sus. 
 
 * You will very likely get into the House of Commons, 
 you will have to take your share in making laws which may 
 prove a ])lcssing or a curse to millions of men. But you 
 shall not hear one word respecting the political organization 
 of your country; the meaning of the controversy between 
 Iree-traders and protectionists shall never have been men 
 tioncdtoyou; you shall not so much as know that there 
 are such things as economical laws.' " - - Said I not rightly 
 that we are a wonderful people ? I am quite prepared to 
 allow that ediicntion entirely devoted to these omitted sub- 
 jects might not be a complete liberal education. But is an 
 
— 13 — 
 
 education which ignores them all, a liberal education? Nay, 
 is it too much to say that the education which should em- 
 brace those sul)jects and no others, would be a real educa- 
 tion, though an incomplete one; while an education which 
 omits them is really not an education at all, but a more or 
 less useful course of intellectual gymnastics? 
 
 "These be your Gods, oh Israel ! For the sake of these 
 net results, — our respectabilifey — the British father denies 
 his children all the knowledge they might turn to account 
 in life, not merely for the achievement of vulgar success, 
 but for guidance in the great crises of human existence. 
 This is the stone he otters to those whom he is bound by 
 the strongest and tenderest ties to feed with bread.''* 
 
 In that direction in wiiich the child is to pursue his em- 
 ployment and higher education in later years, should be the 
 beginning of teaching in infancy. No student of law, theol- 
 ogy, medicine, science, or the many new professions now 
 taking shape in the material world, will be the less well pre- 
 pared for his after training by possessing a knowledge of 
 the elementary principles of natural history, physics, and 
 the rudiments ol the leading practical pursuits. 
 
 If the guardian could correctly read the child's nature, 
 his predominating traits or propensities, a system of direct 
 teaching would naturally be in accordance with such dis- 
 covery, that the most rapid progress might be made ; but 
 wanting in that ability, the educational training of infancy 
 and childhood should be a feeding, a leading out, a devel- 
 oping and strengthening alike of all the inborn faculties and 
 self-activities of the child. 
 
 The time is past when a guardian or a school system 
 may undertake to smother, repress, or bias the native pow- 
 ers of the child in favor of any calling or blind adherence 
 to any belief or prejudice. 
 
 * An address to the South London Workingmen's College, Jan. 4th, 
 1868. 
 
— 14 — 
 
 Bitter experience has shown that spending the whole 
 early years in a direct apprenticeship, to the pursuit or cal- 
 ling which the child is to follow in later years, is absolutely 
 necessary to success, and the earliest possible discovery of 
 the predisposition of the child and an entry upon a develop- 
 ment in that direction is the business of the guardian or 
 the system of educational training. If the study of the 
 character of natural objects a:id materials, and of the ele- 
 mentai-y principles of pursuits, or the practice with tools 
 and materials in their connection, were in any manner de- 
 rogatory to the child's intellectual development, there would 
 be reason against the adoption of such a system of culture; 
 but, quite the contrary, these rudiments are the natural 
 food of the infant mind, not taxing or tiring, but stimulat- 
 ing observation, perception, and inquiry, and developing 
 and strengthening all the native faculties. 
 
 The germs of the inventive genius and the knowledge 
 which is to direct the engineering achievements of the world 
 in the future may be planted in the awakening of tlie ob- 
 serving faculties of the infant, in the study of curves and 
 models, the toy windmill, water-wheel, aqueduct, the steam- 
 boat and the railway train, with immense advantage to fut- 
 ure success. 
 
 Any child of ten years can comprehend the process of 
 moulding and casting a lead or iron toy, and the process of 
 perfecting it by filing, chipping, turning, polishing, or drill- 
 ing. Every child learns the use of a knife, a saw, auger, 
 hammer, and a chisel, and why not his mental store-house 
 be filled with an elementary knowledge of materials and a 
 systematic direction of these rudimentary principles to the 
 world's pursuits t 
 
 Until within the past quarter of a century there has been 
 no direction of intelligent eflbrt to building up a national 
 system of industrial development, and the nation has ratlier 
 trusted to chance for the intelligence and skill necessary to 
 the growth and prosperity of her industries, and to other 
 
— 15 — 
 
 nations for the skilled labor and the products of manu- 
 facture. 
 
 America has heretofore rather directed the attention of 
 the people, or suffered employments to chiefly tend to a 
 superficial agriculture, and the growth of mechanical em- 
 ployment has been slow and the need of a system of indus- 
 trial teaching has been less apparent. The great oppor- 
 tunity of tlie American nation has been frittered away for 
 years, and the prosperity attending the employment of skill- 
 ed labor in fine production has been given to Eui'opean 
 nations. The advantages which of right belonged to the 
 American people, had they but chosen to claim them, have 
 been neglected, and hardly yet is there any intelligent sys- 
 tematic eflbrt toward the origination of a system of in- 
 dustrial national economy. 
 
 Heretofore the chance apprenticeship, and the importa- 
 tion of skilled labor have been depended upon to sujiply the 
 requirements of the growing industrial pursuits. But the 
 time is at hand when neither the employer nor the employ- 
 ed are to be contented with partial education, and when 
 mere hap-hazard apprenticeship will be looked upon as it 
 deserves to be, as but a very poor make-shift or foundation 
 for a life pursuit, or excuse for exact knowledge. The in- 
 dustrial pursuits are also to require a greater number of in- 
 telligent workmen as well as those of greater mechanical 
 skill. 
 
 If the United States is to take her position as the 
 first industrial nation, an improved system of educational 
 training is imperatively demanded of the representative 
 minds of. the country. If there exists a willingness to do 
 justice to the claims of the rising generation for intelligent 
 employment, then this improved system is an immediate 
 bounden duty. 
 
 If America solves the question of industrial employment, 
 stops the growth of idleness, discontent, and labor riots, it 
 must be by supplying the children with the rudiments of a 
 
— IG — 
 
 practical useful knowledge of materials and pursuits, and 
 thus enabling them to engage in that great variety of higher 
 industrial employment wliich the resources of the nation 
 offer. 
 
 The industrial history of the world is the history of tlie 
 real progress of mankind, and shows that tlie greatest 
 prosperity has always attended the highest skill. If, then, 
 America is to lay the foundation of a worthy industrial his- 
 tory, and that of a succssful people, the character of that 
 foundation is plainly to be understood. A broad tei-ritory, 
 with every resource of material, and evei-y opportunity of 
 soil and climate, the country but sparsely settled, a large 
 portion of the territoi-y lying idle, or but partially product- 
 ive, the raw materials and provisions exported when they 
 should be consumed by a denser, more industrial population 
 at home; many of the articles of necessity imported when 
 they should be produced ; when they WM3uld be, were the 
 people but informed of the process; a large portion of finer 
 articles imported for want of a high skill to manutacturc : 
 these are but a few of the evils following a neglect to 
 enable the people to intelligently engage in industrial 
 operations. 
 
 The nation cannot longer neglect to furnish the people 
 a practical knowledge of their life pursuits ; it must also 
 compel attendance at such a school trainiug. The best 
 argument against compulsory education, at the present time, 
 is the very natural one, that the country has no education 
 of value to give. To force a child from the merest "slop- 
 shop " experience to the meaningless routine of the present 
 pul)lic-school teaching is a greater crime than leaving him 
 to his task, wiiich, though without polish or exact knowl- 
 edge, may impart some slight degree of practical informa- 
 tion. For the child born without means to support him- 
 self in an elegant uncertainty, the training of the street 
 gamin is far preferable to that of the present "finished 
 education." 
 
— n — 
 
 A large portion of the disasters overtaking the industrial 
 ventures in the United States, is directly attributable to the 
 want of skilled workmen and skilled managers, men possess- 
 ing a knowledge of materials and the practical require- 
 ments of the undertakings in which they are engaged. 
 
 Tlie common schools in which these persons received 
 their education made no mention of what a workman most 
 needs to know, and how can there be anything resulting 
 from the irregular acquaintance with tools and materials 
 which chance should give beyond the " Jack-at-all-trades," 
 of whom the world is now so full ? What else could be ex- 
 pected to grow from tlie seed which was planted ? 
 
 Not that the workmen are to be blamed, nor those who 
 have invested millions in the disastrous undertakings ! 
 their educations were all tliat the nation afforded, and they 
 have built far better than they knew ! Aside from a few 
 able technical works, upon special materials and special 
 construction, generally so technical as to be beyond the un- 
 derstanding of unprofessional persons — aside from those, 
 and the few, very few really scientific periodicals, there has 
 been no means of obtaining even a knowledge of general 
 principles, except through this bitter experience resulting 
 in disaster. 
 
 A few self-active, self-inspiring minds have, by the 
 closest application, grown from uncertainty to certainty ; 
 from blunder to success ; from alove of knowledge to its x>os- 
 session; from a natural self-creative intelligence to actual 
 creation ; and to these the nation owes her present reputa- 
 tion, her present position, not high, but considering her 
 youth, respectable. These few self-made men know the 
 nature of the earth upon which they dig, the mineral prod- 
 ucts for which they have use, as well as what is required 
 in their production and manufacture. But the number of 
 such persons is small, how small I When will the number 
 1)6 greater ? 
 
— 18 — 
 
 CHAPTER II. 
 
 A NATIONAL CULTURE. 
 
 Why a national culture? Why a system of education 
 and culture adapted to the requirements of one nation, not 
 equally adapted to the wants of all nations ? Nations differ 
 in respect to their locations, near to, or remote from, other 
 influential nations, in respect to their surroundings and re- 
 lations with other nations ; with or without conditions or 
 opportunities for independent operations ; in respect to 
 governments, as well as to commerce and materials of pro- 
 duction or manufacture. 
 
 The United States have all the conditions of climate, and 
 wealth of resource and production of raw material and op- 
 portunities for manufacture, and the complete occupation 
 of an extended territory remote from other national in- 
 fluence, enabling the people, and rendering it incumbent 
 upon them, to be almost wholly independent of all other na- 
 tions, and should be self-contained, self-active, self-develop- 
 ing, and self-sustaining. 
 
 The people of the United States have also a system of 
 government ditfering from those of all otlier peoples, issuing 
 directly from the people and executive for themselves ; equal 
 in its relations and bearings upon all conditions and local- 
 ities. A government in which race and caste, or distinction 
 of birth or title have no influence. A rclationsliip in which 
 the public school is the common source of an equally avail- 
 able general intelligence, and the only basis for an equal 
 preparation for participation in industrial pursuits, or in 
 positions social or political, and of profit or honor. A rela- 
 tionship not existing in any other nation, of man to man 
 in absolute equality of condition and opportunity. A new 
 country free from all embarrassments or restrictions ; a 
 sparsely settled territory possessed of every possible re- 
 source of material and power and opportunity for achieve- 
 ment and employment ; waterways and railways giving a 
 system of transportation and commerce not comprehended 
 
— 19 — 
 
 within any other nation ; the full occupation and perfect de- 
 velopment of which are absolutely necessary for the welfare 
 of the people. An intelligent system of educational and 
 industrial economy absolutely necessary for an evenly bal- 
 anced and systematic production and manufacture. An 
 unlimited opportunity for individual achievement and enter- 
 prise ; a field where ambition has no impassable barriers to 
 success ; where there is every incitement to action, as there 
 is every possible freedom of individual eftbrt. 
 
 "Freedom, that is an absence of all tlie restrictions 
 which can prevent men from using to their advantage the 
 powers which God has given them, is the weightiest of all 
 the conditions of progress in civilization and culture. * * * 
 It can hardly be doubted that amongst the people of the 
 North American free states all the conditions exist for their 
 development to the highest point of culture and civiliza- 
 tion."* 
 
 Had Prof. Liebig added that nature has in America 
 brouglit together the materials with which and upon which 
 to labor, and a condition of their necessity for man's use, 
 and adapted to the highest exercise of man's individual 
 powers for calling out every exercise of faculty and generous 
 impulse ; for inciting to the greatest activity every noble 
 purpose of man's nature, as well as giving him untrammeled 
 opportunities, he would have largely defined the conditions 
 existing for, as well as the idea which is intended to be 
 conveyed by, the phrase "a national culture." 
 
 The American continent was happily reserved for an in- 
 telligence, and a time in the world's progress when it could 
 be entered upon as a national domain sacred to the freedom 
 and equality of the human race, to afford an equal habitation 
 of prosperity, and the American people now liavc every op- 
 portunity, every incentive, and every reward for tiic highest 
 efforts toward building up a great, uniformly and completely 
 
 * Adtlress before the Royal Academy of Science, Miiuicla, July 25!li, 
 18()8, by Prof. Liebig. 
 
— 20 — 
 
 developed industrial nation, and for establishing a standard 
 of humanity and a breadth of culture far beyond anything 
 at present comprehended. 
 
 In the nations of Europe the overwhelming interests are 
 those arising from the possession of hereditary wealth and 
 the management of enormous estates, and culture is rather 
 an affair of the employments and pastimes of those favored 
 with affluence and enjoying an elegant leisure, at the expense 
 of the toil of a poor peasantry, who can never change in 
 position or condition ; an affair of the acquirements of a 
 titled and privileged nobility, in whose hands the conduct 
 of national aflairs is exclusive and forever to remain ; an 
 ignoring of the advancement of the common people who • 
 never can enjoy this culture, or the positions to which it 
 would otherwise entitle them. 
 
 Contrary to all this, in America the great overshadowing 
 interests are the industries of the nation, common to all 
 classes, and culture is the crowning result of an advance- 
 ment from the ranks of the common people through their 
 own self-achieving, self-active efforts toward the highest posi- 
 tions, and conies from an exercise of all man's faculties in the 
 national fields of industry. In the old nations culture and 
 positions are bestowed u})on the titled few, in America the 
 inhabitants must make their own positions and culture. 
 
 The purpose, then, of a national educational system 
 should be to prepare the people for the fullest comprehen- 
 sion of the opportunities otlered, of which they may take 
 advantage as stepping-stones to advancement and for a ma- 
 terial prosperity. Culture in America has its foundation in 
 the engineering and industrial achievements and enterprises; 
 in the sclent ific research and the invention and improvement 
 of the means adapted to these results. 
 
 Not that Americans need only the knowledge of America, 
 they must profit by all previous knowledge, and apply the in- 
 telligence thus gained to the avoidance of evil, and to the pro- 
 tection and advancement of individual and national welfare. 
 
-- 21 — 
 
 In America, as nowhere else, the common people have 
 their fortune to make, have their whole interests in their 
 own hands, and have an unlimited extent and variety of in- 
 dividual and national opportunities, arising from the great- 
 est diversity of climate and natural products, requiring 
 the widest knowledge and consideration, the most perfect 
 understanding and comprehension, and giving the widest field 
 of enterprise and opportunity for tlie highest achievement. 
 These interests must all be considered, guarded, and ad- 
 vanced, not any one at the expense of any other, but all 
 uniformly and looking to a perfect development, and an 
 evenly balanced system of agricultural and manufacturing 
 production. A production wdiich assists or is assisted by a 
 manufacture, and a manufacture which assists a produc- 
 tion, are mutually advantageous and equally deserving of at- 
 tention, as these interests together comprise a very large 
 part of the employment and welfare of the people. There 
 are also individual and special interests possessing claims to 
 the care of the people of a nation; as in the development 
 of the human being, physically or mentally, no faculty can 
 be neglected, so no possible opportunity for practical em- 
 ployment is beyond the nation's consideration. 
 
 In America the people alone have these interests in 
 charge, and the just claim of all sectional and individual in- 
 terests necessitates a peculiar breadth of culture and a just 
 consideration, even if patriotism did not prompt it. The 
 people can alone set on foot the researches, experiments or 
 inventions and improvements for the development of any 
 enterprise or latent resource. No dictator can here com- 
 mand the establishment of an industry, or the prosecution 
 of an achievement, no king direct that the material 
 wealth of the nation shall be employed in the opening of 
 river, mine, or product to man's use, but the people must of 
 themselves care for the welfare of each locality. 
 
 To prepare the people for this breadth of comprehension, 
 the children must be educated with the prospect of an in- 
 
torest in the welfare of the nation; must be giveu a knowl- 
 edge of its character and resource, and of its products, 
 and be prepared to take part in any one of its many active 
 pursuits. The child must be enabled to give himself inter- 
 ested emi)loyment; to possess a part of the national domain; 
 have interest in, and be a part of, the state and nation, and 
 capable of judging and comprehending the interests of each. 
 
 The industries of the nation are the employments of the 
 people ; the object of the education and the foundation of 
 the culture of the people is the development and prosecu- 
 tion of these industries. The nation is yet in a condition 
 requiring thousands of new industrial enterprises, small and 
 great, which may be planted and grow up, and in which 
 hardly more capital than intelligence and a high degree of 
 skill is necessary to establish and prosecute them to success. 
 
 Beyond these, education is also an affair of insuring the 
 high condition of material production, of preserving a con- 
 dition of perfectly healthy surroundings for the people, of a 
 continual restoration and renewal of the fertility and of the 
 growth of industries and of the youth of the nation. Be- 
 side this, education is an affair of promoting success in each 
 and every consideration of life ; of a comi)rehension of the 
 progress of society and government as well as industrial 
 progress, and the progress of science in the arts of peace 
 and war. 
 
 Who will say that the education of American youth 
 should not be cini)hatically a national education, based 
 upon the necessities and opportunities of the nation, offer- 
 ing an acquaintance with, and a preparation for, engaging 
 in pursuits which will in some degree be a guarantee of 
 success? Who but will comprehend the opportunity and 
 necessity for such an educational system as will tend to 
 magnify the importance of a culture based upon the grand 
 achievements in the fields of scientific research and the dis- 
 covery and invention pertaining to the full industrial de- 
 velopment and building up of a great nation? 
 
— 23 — 
 CHAPTER III. 
 
 The Education of Girls. 
 
 In tlie foregoing pages occasional reference has been 
 made to an eilucational training in which both sexes might 
 be included, and, in a great variety of industrial teaching, 
 the general i)rinciples would equally apply, but, while 
 agreeing in character, tiie employments of the two sexes 
 must more and more diverge, as tlie industrial world pro- 
 gresses ; the masculine employments remaining to the 
 coarser hand>', while the lighter, more etleminate indoor 
 pursuits will more and more accrue to the more delicate con- 
 stitutions. The elementary education may, however, be to- 
 gether, as the incidental knowledge gained l)y mingling 
 with the rudiments of other pursuits will rather benetitthan 
 injure; or, education may be separate, as the machine-shop 
 is separate from the manufacture of the artistic articles; 
 but in the principles of educational training ihey are essen- 
 tially the same. The girl's mind, as the boy's, has its nat- 
 ural bent in observation, copying, and in drawing, design- 
 ing, and creating. 
 
 With the varied production growing out of the more 
 active industrial condition, the necessity for educated female 
 labor is also urgent, while the female mind has equal claim 
 with the male upon the public-school system, and also to the 
 employment in the production of articles of commerce. 
 
 It is no longer true that woman has no sphere of activi- 
 ty, no opportunity — the industrial world is open to her ef- 
 forts, is one half hers, and an equal skill is demanded in her 
 artistic workmanship as in that of man. The coarser labor 
 of outdoor or indoor pursuits will, as now, always fall to the 
 lot of the uneducated, unskilled of both sexes, but the 
 lighter, more skillful and artistic employments will be look- 
 ed forward to by those who are prepared for them by in- 
 creased intelligence. 
 
— 24 — 
 
 There are pursuits, like agriculture, mining, and trans- 
 portation, in which women have no necessity to engage, al- 
 though many a man looks back to his mother's garden as 
 the nearest embodiment of his idea of Eden which he has 
 ever been able to discover. The employments in which wom- 
 en will and may eventually conicnd for supremacy are 
 many. The moi'c delicate machinery becomes adapted 
 to the almost automatic work of producing light articles, 
 the more the nimble and physically better adapted female 
 fingers and minds of quicker perception are to be required. 
 
 In the great variety of indoor manufacture of textile 
 fabrics of cotton, linen, silk, hair, paper, and guttapercha, 
 straw, weaving, knitting, braiding, and in the production of 
 the thousands of articles of pins, needles, thread, lace, and 
 fancy goods, the women are to have an industrial world 
 equal in variety, if not in extent, to man's; equally requiring 
 educational preparation, and offering equal opportunity for 
 advancement and achievement. 
 
 In taste, art and design, in decorating and ornamenting 
 fine articles, there is no reason why woman should not have 
 equal employment and equal success. 
 
 The education of girls should, then, be enabled to be in 
 keeping with the objects for which education is sought. It 
 may be for ornament or for use; for the fine arts or the use- 
 ful. As there is to be no restriction upon woman's aspira- 
 tions, so the common school should afford her, equally with 
 the male sex, a knowledge of the rudiments of industrial 
 production, and enable her to continue in such further 
 course of study and practical training, or such pursuit, as 
 taste or necessity suggests. 
 
 As society progresses in its recognition of the honorable 
 position of all industrial pursuits, so will an industrial school 
 system, when once established, continue to progress to a 
 fuller and more definite condition of useful practical edu- 
 cation. 
 
— 25 — 
 CHAPTER IV. 
 
 Hints towaed a National School System. 
 
 Any school system which does not recognize the fact that 
 the child comes into the world possessed of germs of activi- 
 ties and faculties waiting to be developed and strengthened, 
 and that these powers are capable of such development, 
 and are i)cculiar in their character to each child, is not 
 based upon a proper foundation for a system of educational 
 training, nor is such a system adapted to the preparation 
 of youth for the pursuits in which they are to engage or for 
 the positions they are to occupy. 
 
 To suggest a system measured by this standard, or such 
 a modification of tlie present public-school system as to 
 adapt it to teaching the knowledge and giving the practice 
 demanded for preparation for the growing industrial oppor- 
 tunities of the nation, is not an easy task.* Had the present 
 system been continually modiiied; and had it grown and ex- 
 tended with the growth of knowledge which invention and 
 scientific research have continually furnished, tlie transition 
 would have been less violent and more easy of accomplish- 
 ment. 
 
 As it is impossible that nature should endow the infant 
 with useless faculties or powers, so justice deirmnds that, so 
 far as the state is interested in the child's training, it should 
 be in the direction of the most complete, uniform develop- 
 ment of all the powers and activities possessed. 
 
 Not that each child should be made into the same kind of 
 a machine, or into any kind of a machine, but that each 
 should be aided and encouraged in the development of Ids 
 peculiar self-active, self-developing, creative individual 
 character. To indicate with any degree of fullness what 
 that peculiar system of development should be, would re- 
 quire to comprehend tlie great variety of characteristics and 
 the varied individual natures with which education has to 
 deal. 
 
— 26 — 
 
 • 
 
 Instead of giving these in detail, it is enough to refer 
 to them in general and to conform the training to a general 
 mcitement to activity, and to furnishing food in the shape of 
 general material for all those activities to exercise upon. 
 
 Nature supplies the endless variety of material, of indi- 
 vidual objects, and collective conditions of existence for the 
 exercise of each faculty, each power, each sense of touch 
 or o))servation. 
 
 The child's nature, common to all children, is a restless 
 activity, curiosity, an inquiring desire for information in an 
 endless variety of direction : a desire to observe, handle, 
 comprehend whatever is before him, and tlie teacher and sys- 
 tem of teaching have but to select, designate and provide the 
 objects for that observation and comjjrehension, and lead on 
 the child and systematize and regulate the times and manner 
 of the exercise. 
 
 The child's nature grows, strengthens, and develops with 
 his experience; increases in eagerness and ability of com- 
 prehension, and the system of schooling must be progress- 
 ive, both in quantity and quality, from the smaller to the 
 greater, the lighter to the heavier task, and from scarce a 
 trace of system and classification to a perfection in both. In 
 infancy this is atibrded in the objects of play, in childhood 
 of imitation, in youth of creation and construction. 
 
 This important faculty of creating is common to all 
 children, but stronger in some, and is the cliief principle 
 of the child's nature upon which the system of educational 
 training should be founded. Few children but will, after an 
 opportunity of observing, attempt some construction, some 
 creation. It may be a block-house, drawing a picture, mak- 
 ing a wagon, or what not? the principle is the same, and in 
 that ability to create rests one person's superiority over an- 
 other, and to suggest, lead out, incite to activity, give op- 
 portunity for practice and the qualification which follows 
 some degree of success should be the aim of the public- 
 school teaching. A hiiih dec^i'ce of cultivation of the child's 
 
— 2Y - 
 
 powers in any special direction or pursuit is the affair of the 
 child's later years. 
 
 No intelligent man but deplores the absence of material, 
 practical knowledge in his education ; no one but compre- 
 hends the need of such an almost entire revolution in school 
 metliods as will at least include the rudiments of the impor- 
 tant branches of industrial employment. But how to so ap- 
 ply the new principles, how to so modify the old, effete 
 system and fill up the almost wholly barren condition of 
 what should be fruitful in winning the child's attention, and, 
 unconsciously to himself, leading him to a growth and de- 
 velopment of a personal identity ; giving him a confidence 
 which shall make him a self-active, self-restraining, self-di- 
 recting power to himself? 
 
 The principle should prevail in America that every pub- 
 lic institution, if not for the protection, should be for the 
 education of the people. The nation can have no interests 
 beyond the interest of the people; have no aims beyond their 
 welfare, and in the two systems of correcting evil, and in 
 furnishing schooling to the young, the whole object 
 should be to render them useful citizens. In the prisons, 
 the asylums and workshops, the first principle should be 
 education. What is now done by awakening fear to deter 
 crime, is needed to be done by inciting an ambition to be 
 otherwise employed 
 
 The public school should be for preventing the neces- 
 sity of the existence of reformatory institutions, and so far 
 as schools are complete in their results, the other institu. 
 tions will be unnecessary. When man has self control and 
 an intelligent self-direction, and employment, there will be 
 little need of asylums and prisons. 
 
 The children shoukl not now be forced to commence where 
 the ancients began, where their fathers began, and plod 
 their blind way by themselves, darkly, through the mazes 
 of uncertain experience ; but should be enabled to tread by 
 all the iights of science and history, and be enabled to pur- 
 
— 28 — 
 
 sue to other experiences. It is now apparent, that the de- 
 velopment and systematic training of the child's faculties 
 ma}' be better done in contact with tilings similar to wliat 
 nature has provided as the companionship of life, material 
 things, as giving the child a tangible world to pin his pro- 
 gress to stcj) by step as he advances. 
 
 Tlie years spent in studying abstract subjects, where no 
 object i-ests or invites the eye of reason, are not the years 
 the child will remember with pleasure, loolv back to as I'ur- 
 nishing the genial food of his mind, and it can no longer be 
 affirmed that lessons committed to memory from books, and 
 having no possi))le comprehension in tlie mind, can be called 
 education, 
 
 " The easiest efforts of comparison arc made when the 
 objects are objects of simple perception, and if nature dic- 
 tates anything on the subject of education too plainly to ad- 
 mit of mistake, it is that cliildren should first be taught to 
 compare by the help of visible things. * - - Wlien we im- 
 pose upon the intellect of boys a burden like that of the 
 grammar of the Latin or Greek language, we overtask them 
 as much as we sliould overtask tlieir bodily strength by 
 requiring them to go through a gymnastic exercise with a 
 club of thirty pounds weight. They can lift the burden no 
 more in the one case tlian in the other. They do not lift it, 
 tliough we may persuade ourselves that they do, because 
 we tie them to it and leave them there. And by this I mean 
 to say that tlie study of Latin and Greek between the ages 
 of eight and twelve does not really serve the educational 
 purpose that it is supposed to do, does not really occupy 
 the reasoning and rcllective powers of the mind, but exer- 
 cises almost exclusively the memory. But then, if it does 
 not do this, it does something worse. It blinds us to the fact 
 that the educational 2)rocess is not going on at all, at the 
 very most imjMrtant and critical time in the youthful learn- 
 er's life ! It prevents us from i)erceiving that the mind 
 which we are endeavoring to train, refusing a task to which 
 
— 29 — 
 
 it is unequal, remains inactive, except in the very humblest 
 of its faculties. It conceals from us the unhappy truth that 
 tlie perceptive powers remain dormant or sluggish ; that 
 the powers of comparison, analysis, judgment, and reason- 
 ing are never called into action ; and that the period of life 
 when habits of life are most easily formed, when in fact 
 they must be formed or never formed at all, is passing 
 away uni m prove( 1 . " ■"=' 
 
 " Beginning, then, with this body in which it has pleased 
 our Creator to give us our earthly dwelling, it evidently 
 needs a careful training to develop its full capacities and 
 powers. The senses are capal^le of education, even smell 
 taste, and touch, much more heating and sight. Our ordi- 
 nary modes of education do not do jusiice to these powers; 
 but on the contrary, ordinary schooling, by confining chil- 
 dren to books, and withdrawing their attention from visible 
 objects, rather tends to render the senses less useful in con- 
 veying impressions to the mind.- - - The need is of skill 
 ratlier than of power; of skill which arises liom habit; 
 which being the remembrance of previous efforts, is pre- 
 cisely analogous to knowledge,* * * If education is to de- 
 velop the mental powers, then those powei s must have a le- 
 gitimate field of exercise. There must be truth that is worth 
 knowing, and work that is worth doing, and that work can- 
 not be done unless the student gain knowledge to guide his 
 power. The ac(piisition of power without knowledge is not 
 therefore desirable."! 
 
 Educational training should, then, be the use of such 
 means as will strengthen the faculties, incite their activi- 
 t}^, and at the same time supply the child with the knowl- 
 edge as well as the practice with objects and materials to 
 fix and illustrate that teaching. 
 
 '' That the knowledge which has been given to the world 
 in such al)undance during tlie last fifty years should remain, 
 
 Dr. Barnard, f Dr- Hill. 
 
— 30 — 
 
 I may say, untouched and that no sufficient attempt should 
 be made to convey it to the young mind, growing up and 
 obtaining its first views of those things is to me a matter 
 so strange that 1 find it difficult to understand it.* * * Take 
 those ndnds (of men who have been higldy trained, and 
 have groat literary proficiency) and apply them to tlio spe- 
 cial suljjccts which they have never touched upon, or known 
 of, and they have to go to tlie beginning just as the juvenile 
 does.*** They are ignorant of their ignoi'ancc at tlie end 
 of all their education."* 
 
 Evidently these illustrations serve to show us what edu- 
 cation is not, and sometime? telling what education is is 
 best told by telling what it is not. The great evil of the pres- 
 ent educational system is the wasting of time upon sul)jects 
 not at tlie time fully comprehended by the young mind; 
 cramming it with indigestible food, food which never be- 
 comes assimilated to the practical understanding, but fear- 
 fully over-distends his brain stomach, preventing it from af- 
 terwards receiving such intelligent practical knowledge as 
 would bo of value, and, forced to toil in matter and sur- 
 roundings not congenial, and kept from the pleasant fields of 
 its natural bent, the intellect never becomes proficient in 
 any pursuit; while later in life it finds itself drifting uncon- 
 sciously away to the green fields of its early sympathies, 
 lost, misguided, weighed down by some incubus, and 
 never recovering its congenial path-way and never suc- 
 cessful. How many of those unnaturally-toiling minds 
 there are, the world may not know. There are no voices re- 
 turning from those once sepulchred in the dark halls of 
 false teachings to admonish of the need of change. Wlien 
 the faculties and inclinations of youth are stunted, seared, 
 or smothered through unnatural burdens, or neglect and 
 continued antagonism, and forced to take on a false con- 
 dition, the dead genius rarely rises up to be revenged. 
 
 * M. Faraday. 
 
— Sl- 
 it is only by observing tlie adaptability of man for pro- 
 ducing, and the necessity for sucli production and employ- 
 ment, and the practical industrial pursuits and require- 
 ments of the country offered for this employment that we 
 can determine the purpose and kind of education to be sup- 
 plied to the infant minds. By an organized system of observ- 
 ing these wants and an eff'ort to build toward their fuKill- 
 ment, we discover the material and process to be employed 
 in this educa,tional training. 
 
 The first object is employment— success. The materials 
 are the products of the earth, the mine and the adaptation 
 of these to man's requirements. 
 
 The object of this public-school system should be to in- 
 sure to the child the right commencement of a preparation 
 for these actual pursuits of life ; to render it certain that 
 the child shall not want capacity as he has opportunity for 
 some industrial pursuit. The early familiarizing of the child 
 with what he is afterwards to labor, begets a confidence, 
 readiness, and quickness of perception and comprehension, 
 for the absence of which no after training or application 
 can compensate. 
 
 The position in which the child's education is to be of 
 service is to be amongst the actual affairs and materials of 
 the pursuits of life. Tliese materials are the products of 
 nature : the earth and its treasures, objects of natural his- 
 tory; the physical sciences, the powers of nature and their 
 subjection and use for man's comforts and necessities. Edu- 
 cation should then be such a training as will enable the 
 child to use the peculiar faculties with which he is endowed 
 by nature, in the sphere and pursuit most congenial and 
 profitable. 
 
 To what extent the public-school system should carry the 
 preparation of the child, and in what special pursuits, how 
 much for mere usefulness, how much of preparation in the 
 higher branches of any pursuit, will be determined by the 
 length of time Wnmd to be required to all'ord a certain de- 
 
— 32 - 
 
 gree of intelligence, and that intelligence should be meas- 
 ured by the comprehension acquired of the rudiments of 
 practical pursuits. The child should be enabled to continue 
 his education alone, be enabled to enter the industrial pur- 
 suits or an institution furnishing a higher system of educa- 
 tion or training. 
 
 It is necessary to point out the path-way and to set the 
 child's feet in the right road. To determine that road or 
 the final object to be aimed at, we must take the present 
 standard of culture found in the leading engineers, mechan- 
 ics, inventors, and scientists as the highest, furthermost 
 point of desire, and the path of culture leading in that 
 direction is the road to be taken and tlie kind of train- 
 ing necessary to enter this path-way is the education de- 
 sired. 
 
 Having this as the final result, we must-use material to 
 build to it. Ascertaining what these leading minds have 
 had to become master of tracing backward step by step 
 from these high positions, we shall find the stepping-stones 
 by which they ascended and at last come to the knowledge 
 of what must be mastered in this final resub. The engineer 
 is the result, the infant mind the starting-point to begin 
 with, and a line drawn from one to the other will inevitably 
 pass through the conditions of activity, the field of opera- 
 tions and the materials of practice to which attention must 
 be confined. Happily the records of achievement have fur- 
 nished the knowledge for guidance, and more fortunate still 
 is it that in a system of infant amusement already partially 
 established we have the beginning of an observation, a de- 
 velopment, and of a system and classitication rendering the 
 filling up of the intermediate teaching all that is necessary 
 to supply a most perfect system of primary education. 
 
 When we find what advancement the child has made at 
 leaving the kindergarten at seven years of age. and the 
 kinds of knowledge he has been able to master and compre 
 hend, we have a still more intelligent guide to the number 
 
— 33 — 
 
 of years required, the kind of knowledge and tlie material 
 necessary to obtain the desired results. 
 
 A careful study and comprehension of the kindergarten 
 process will convince all intelligent minds that the true 
 foundation of a system of practical education has at last 
 been furnished ; tiuit the solution of all the difficulties at- 
 tending the question of child education has been reached ; 
 and whether entered upon in mere infancy or in childhood, 
 the principle is correct, and a degree of efficiency sure as 
 compared with the time and condition of the child's knowl- 
 edge at entering upon the course. If i)reoccupied by false 
 teaching — false impressions, or the mind overgrown with 
 weeds, the labor of securing a complete result will be pro- 
 portionately greater. It is a system in which all children 
 should enter. Those entering in infancy fill up their years 
 naturally, those entering later must labor harder, and with 
 a closer application to accomplish the same results. 
 
 The kindergarten is in some measure antagonistic to 
 the common schools, and having its sphere rather in the 
 years of infancy, has not yet had its full weight, while its 
 full practical results and the inevitable aim towards which 
 it is tending are not yet fully comprehended. The kinder- 
 garten is the first opening of the creative idea, whicli is to 
 end in the engineering achievement. The first dawn of de- 
 velopment, of classification, systematizing, disciplining, 
 forming, constructing, designing, creating, which is to grow 
 and expand in character and dcfiniteness during life. 
 
 The aim of tlie kindergarten system is to arouse, awak- 
 en, lead out the faculties, powers of observation, percep- 
 tion, concentration upon and comprehension of material 
 things and their characters and relation to each other, to 
 strengthen and feed those slender germs and give them 
 character and purpose. The child's nature is activity and 
 the aim is to systematically incite this activity, to educate 
 
— 34 — 
 
 the senses, lead them to a keen and exact development, af- 
 ford a quickness of perception, comprehension, and judgment 
 which can never be destroyed. 
 
 The material is natural objects, and the child is brought 
 face to face with what he is to observe or comprehend. 
 Here he is allowed to see, hear, touch, and handle, observe 
 from what he himself teaches himself, comparing, perceiv- 
 ing variations of form, color, weight, density, and given 
 the first knowledge and ]iractice of real valuable things and 
 supplied with valuable rather than invaluable knowledge ex- 
 ercised and employed to a purpose rather than to an uncer- 
 tainty. 
 
 The child's whole nature is employed, filled, occupied 
 with food perfectly adapted to its simple comprehension, 
 digestion, and to awakening the germ of intellectual com- 
 prehension which, while shaping his curiosity, enlarges, ex- 
 ])ands and strengthens the whole individual nature. 
 
 The results of the kindergarten system are "Good phys- 
 ical development, quickness of invention, and fertility of 
 imagination and resource, a keen sense of symmetry and 
 harmony, great mechanical skill in the use of the hands, 
 ability to form rapid judgments in number, measure, and 
 size at a glance of the eye, initiation into the conventional- 
 ities of polite society in their demeanor toward their fellows, 
 and in the methods of eating and drinking and in personal 
 cleanliness."* 
 
 This wlien the child is from five to seven years of age. 
 What more has our highest culture of the picsent time? 
 
 " Froebel's central idea is the recognition of man as an 
 active, working, creative being, and the definite intention 
 of his system is to educate men and women who will not be 
 satisfied with knoivhig unless it results in doing ; who will 
 bring all their knowledge to bear upon their activities, and 
 
 * Bi^povt of Board of Public Sobools, St. Louis. (Wm. T, Harris, 
 Rupt.) 
 
— 35 — 
 
 who will value themselves, not by the amount of informa- 
 tion they have obtained, but by the original thoughts they 
 have created or the practical force they have applied. * * * 
 It remained for Froebel to ground a system of pedagogics 
 upon tliis basis, and to strive by an organized scheme to de- 
 velop and intensify creative power. The means employed 
 to attain this result can only be appreciated by those who 
 thoroughly study the kindergarten gifts in their relation, 
 and sequence, and intelligently observe their practical cf 
 focts. The results wliicli have come under my own observa- 
 tion are surprising. In the Des Peres Kindergarten predes- 
 tined engineers have built bridges as remarkable in concep- 
 tion as they were clever in execution : liitle mathematicians 
 have discovered rather than learned all the simple relations of 
 numbers; children with moi-e than ordinary sjiiritual insight 
 have intuitively seized the moral analogies of })hysical 
 facts, tiny fingers have guided the pencil to trace beautiful 
 decorative designs ; and soft clay has been fashioned into 
 llowers, fruits, and animals by the dextrous hands of embryo 
 sculptors. There was no child who could not find in the 
 varied material of the kindergarten some expression of his 
 individuality, and the general results were tlie formation of 
 habits of industi-y and persistency, the development of the 
 mind through the exi'rcise of its powers, and the production 
 of that spirit of contentment which must follow wisely di- 
 rected and applied activities."* 
 
 The eftect of the training of the kindergarten upon 
 children who have afterwards entered the public schools was 
 to give tlicm an intelligence, a quickness of perception and 
 compreliension rendering it impracticable to teach them 
 alongside of others who had entered without this training. 
 "They submit more readily to school discipline, tliey discern 
 accurately, seize ideas rapidly and definitely, illustrate read- 
 ily, and work independently, leading every class into which 
 
 Report of Public Schools, St. Louis. (Mi«s S. E. Elo-.v.) 
 
— 36 — 
 
 they are received. Tliey show special aptness for arithmetic, 
 drawing, and natural science, have quick comprehension of 
 language, and express their own ideas with accuracy and 
 fluency."* 
 
 Tiie materials and practice of the little hands in the 
 kindergarten are but the miniature representations of the 
 actual materials and practices of the industrial world, and of 
 real employments of older people. The objects are objects 
 of nature, the analogies the rudiments of the physical 
 sciences, color, sound, form, harmony, and the adaptation of 
 objects to form new combinations, new shapes, and creations 
 of new wholes. These are, as well as for the infant life, the 
 materials for the natural development of the youthful mind 
 ever afterwards. 
 
 Instead of stunting the powers by neglect, the kinder- 
 garten system gives employment to every phase of activity, 
 unconsciously inciting to a perfect self-development. It is 
 not a system of forcing but of leading on, allowing the child 
 to instinctively choose tlie employments congenial to his nat- 
 ure, and at tlie same time in no wise neglect any latent 
 power, placing the self-active nature and the material to- 
 gether and allowing of self-lbrmed conclusions, self-originat- 
 ing comprehensions and self-created results, insuring a self- 
 confidence, self-reasoning, comparing, self-depending and 
 self-controlling. 
 
 In this system of infant amusement we have the begin- 
 ng of a complete awakening of the whole nature and ener- 
 gies of the cliild, and tlie problem of the later training is 
 to continue that development until the child comes to matu- 
 rity, perfectly developed, perfectly prepared lor the intelli- 
 gent employment of every power. 
 
 A further illustration and acknowledgment of the im- 
 portance of this system of object teaching, enabling the 
 formation of ideas by direct comi)arison wit h visible things, 
 
 Koport of Board of Public ScliC'ls, St. Louis, 
 
— 37 — 
 
 is found in the illustrated series of elementary books of read 
 ing and spelling, but coming short in only supplying the il- 
 lustrations and not the objects themselves, in amusing and 
 not instructing, and in only pleasing, while it instills few- 
 new facts or principles. 
 
 In the children's magazines recently established, where 
 direct appeal is made to the child's growing interest in nat- 
 ural history and in many elementary illustrations of indus- 
 trial and creative construction, the proclivity of the child's 
 nature is again recognized, and we may iiope that as the in- 
 structors of youth themselves become more complete kin- 
 dergartncrs, the literature of childhood will still advance 
 in congeniality toward the child's nature. 
 
 The infant years are the years big with important re- 
 sults. The seeds then sown are to take deep root and to 
 grow vigorously and overshadow all other planting. Child- 
 hood is the period of inculcating by amusing, by playing, 
 play-creating, play-acting of the pursuits of older years. 
 Nature supplies the self-active principles of intellectual de- 
 velopment, and the teacher must supply the material, must 
 not repress, confine, or discoui-age, but incite and encourage 
 to activity. 
 
 In childhood we inculcate by play, in girlhood, boyhood 
 we educate by further gratifying the desire for imitation, 
 construction, and creating, of which no cliild is destitute. 
 
 Having tlien the final result, which is best completed by 
 a system of high technical instruction, and an afterward 
 actual practice in engineering pursuits, and the beginning 
 of a development of the infant mind as supplied by the kin- 
 dergarten system, we have only to fill up the gap between 
 seven and fourteen years with an equally efficient system of 
 continuing and increasing the active exercise of the invent- 
 ive and creative faculties. 
 
 But this intermediate season is the most important peri- 
 od of life. It is not only the time when the child's powers 
 arc becoming able to comprehend, but when the child learns 
 
— 38 — 
 
 to comprehend, and -when he receives the most important 
 impressions of life. 
 
 The problem is how to continue this system, expanding 
 and enlarging it as the child's nature expands, increasing 
 in the means and materials, and Avidening in the applica- 
 tion and development to keep pace wiih the requirements 
 of a continuous growth of the youthful capacity. To en- 
 graft it upon the present public-school system would be to 
 largely jeopardize its good cfl'ects. To place it at the foun- 
 dation without any other change of that system would be to 
 begin education ariglit and to afterwards smother it in the 
 contradiction of mental abstractions. The problem can only 
 be solved by building up a continuous new system based up- 
 on the kindergarten, and with entirely new material accom- 
 plishing results beyond and in advance, in keeping with the 
 powers of the older scholars. 
 
 As with the self-activity of the infant the systematized 
 creation of the engineer, so the youth holds an intermediate 
 position with the same primary principles at work, the same 
 incomplete exertions and desires for constructing and cre- 
 ating. But witli the beginning of the training of boyhood 
 comes a higher system of comprehension, and of the appli- 
 cation of the faculties to a higher degree of creation and 
 design. Invention begins to take the i)lace of copying, or 
 forming, and the system of educational training must begin 
 at once to give actual operations and results from the appli- 
 cation of the use of tools to materials. 
 
 Recognizing this necessity of continuous growth and in- 
 dicating a few fundamental general principles upon which 
 to construct, it is plain that no public-school system can be 
 complete which does not directly recognize the importance 
 of an acquaintance with natural history; an elementary 
 knowledge of the earth and its treasures; of the cultivation 
 of the soil and its products ; of geology, mineralogy, botany, 
 and zoology ; the nature of materials and their adaptability 
 to supply manufactured products, as well as the rudiments 
 
— 39 — 
 
 of the industrial arts and their relation to man's existence 
 and prosperity. 
 
 Not that a complete knowledge, theoretical and practi- 
 cal, of all these, is to be supplied to every cliild, but the 
 rudiments of these pursuits must be furnished as the key to 
 that general intelligence which is to enable the youth to 
 pursue to success. 
 
 In this respect the child should be acquainted with the 
 elements of 
 
 1) reading and writing and the construction of sen- 
 tences, and of expressing ideas ; 
 
 2) drawing, sketching, coloring, modeling, designing; 
 
 3) carving, cutting, boring, filing, chipping, turning, 
 polishing; 
 
 4) numeration, mathematics, elementary geometry, plane 
 and spherical trigonometry ; 
 
 5) the growth and nature of ]ilant life ; 
 
 6) materials, metals, compositions, fil)res, and their use 
 and products ; 
 
 7) machinery, water and steam power, electricity ; 
 
 8) physical sciences and chemistry ; 
 
 9) geograi)hy, history, commerce and transportation ; 
 10) rudiments of the German and French languages. 
 
 To conslruct a system of public-school training wliich 
 will embody the elements of tliese subjects, is the problem 
 of the present educational consideration. 
 
 Such a system must also recognize the fact that a much 
 higher, more perfect system of collegiate technical education 
 will be required than at the pi'esent time, for as much as 
 the kindei-garten child now leads the child entering the 
 common school in self-contidence, quickness of invention and 
 perception, and conqirehension, so will the scholar from the 
 new school system lead the student as now entering the 
 technical schocl. 
 
— 40 — 
 CHAPTER V. 
 
 Hints to Young Men in Self-culture. 
 
 Recognizing the fact that no training in the present 
 public schools will more than partially prepare the youth 
 now coming upon the field of action for active employment, 
 a few suggestions may be given to young men in addition to 
 the foregoing chapters with reference to the importance of 
 a more definite and direct acquaintance with the principles 
 of the materials and processes of industrial pursuits. ' 
 
 Science is merely, and no more than, exact common 
 sense, exact knowledge. Genius is but an ability to con- 
 centrate and to apply the individual powers to the creation 
 of such product as is desired. The disinclination to make ap- 
 plication in any one particular direction may not indicate a 
 want of genius, but rather a want of taste or inclination. 
 Tastes are usually the indications of ability — genius. 
 Goethe said: "Our desires are but presentiments of the 
 powers which lie within us." 
 
 If a young man find in himself a greater faculty, taste, or 
 inclination for any one kind of pursuit or creation, he is 
 justified in determining that his genius lies in that direction, 
 and in using every endeavor to engage in such pursuit; but 
 he must guard against yielding to fancy for any supposed 
 gentility or greater immediate profit or advantage. 
 
 Each and every employment is equally worthy of the at- 
 tention of tlie young man, though the mechanical and in- 
 dustrial pursuits oflFer a more efficient and direct develop- 
 ment and training of the intellectual faculties, and give a 
 scope and breadth of comprehension and culture not afford- 
 ed by any of the falsely called "genteel pursuits." 
 
 Man has no bent or inclination to produce or create 
 which may not be followed to advantage, and success rarely 
 attends any employment in which the individual does not 
 whollv enlist all his energies. 
 
•^ 41 — 
 
 The 3'OQng man should, above all things, never rest satis- 
 fied with any common or ordinary product or position. He 
 must not only execute, complete the designs furnished by 
 others, but should labor to invent, improve, design for him- 
 self, to become a power rather than remain a machine. 
 This is the principle inciting to achievement — success. 
 
 Whatever your employment, take care that your taste for 
 any particular creation is gratified, exercised, employed at 
 every possible opportunity. It may be in the direction of a 
 simple toy, or a steam-engine, but whatever it may be, 
 make the product the highest, most perfect of its kind in 
 existence. Practice that you may give shape to your knowl- 
 edge, and skill to your hands, and confidence to your judg- 
 ment. There is no reason w'hy the young man should deplore 
 his inability to spend ten of his best years in a popular edu- 
 cational training; but to one who has thus almost wasted 
 his youth and finds himself master of cmly tiie things which 
 he has little need to know, and ignorant of the rudiments 
 of the knowledge of those of the most service to him, there 
 may be reason fur regrets indeed. 
 
 Every graduate of any but the few technical colleges 
 has but to begin his education over again, either directly or 
 indirectly, must begin at the bottom and climb a rugged 
 road. But the young man finding his best years still left 
 him, when he has awakened to a knowledge of the fact that 
 only a practical education is of service to him, has but to 
 apply himself to facts, to materials, and an earnest effort to 
 be master of any useful pursuit, and in ten years find him- 
 self possessed of facts which will stay by him forever. 
 
 The chief need is that the young man should have a rest- 
 less determination to achieve success at all hazards. But 
 that restlessness and desire for success is not of itself 
 enough. That desire must be applied to a definite purpose 
 of creation. Decide upon your taste and adaptability to 
 the pursuit and fix all your energies upon it. 
 
42 
 
 Success may not be immediate, but failure is impnssible. 
 Years of plodding in the employment of others may be im- 
 perative, but to rest sati^^fied with no hope of anything 
 farther than a life of servitude is to shut out from yourself 
 the greater half of life's horizon. 
 
 Whatever your own peculiar ideas, maintain them and 
 apply them with confidence. 
 
 Your association with the world will, as desired, modify 
 or strengthen your opinions and, when so disciplined, make 
 them your rule of guidance; self-contidence and self-depend- 
 ence are most important auxiliaries. 
 
 As the labor progresses, and the first uncertain effort is 
 made, the task lightens, the prospect brightens and the 
 cheering rewards present themselves continually. Y^oiir 
 sources of information and assistance are world-wide, the 
 field of action untrammeled, and science has carefully stored 
 up the results of all her labors where they may be freely pos- 
 sessed and examined, but remember, nothing is yours except 
 wliat you fully master or originate. Tlie knowledge of what 
 science teaches will be found the entering wedge, the "open 
 sesame" to a great fund of material, but it is what you 
 create which is of value. 
 
 By a study of the earth and her products, minerals, ani- 
 mals, and plants, the properties of light, heat, aii-, water, 
 steam, electricity, magnetism, and philosophical and chem- 
 ical experiments the rudiments of a knowledge of untold 
 future value will be acquired. The first and almost only 
 difliculty which will be met with, will be a scarcity of the 
 first simple introductory hand-books of instruction u})on 
 those subjects, and with no direct guide to obtaining a self- 
 acquired knowledge, but an introduction will be found in 
 the cyclopaedias to the more technical books, and when once 
 the lead is opened, the pursuit will be easy and the interest 
 will steadily increase. 
 
 Remember that the bearing which knowledge has upon 
 the industrial pursuits is the greatest source of profit and of 
 
— 43 ~ 
 
 the most permanent good. The so long held belief that edu- 
 cation sliotild chiefly be directed to an increase of knowl- 
 edge of ancient history, religions, manners and customs, and 
 of literature and the fine arts, is now largely reversed; Ave 
 should do our best to prepare the child for creating, by giv- 
 ing him a knowledge of the progress in the useful arts, 
 the beautiful and the fine arts will always follow where 
 there is skill to create or wealth to pursue. 
 
 The greater the progress of the useful, the more perfect 
 the labor employed, the higher the education and skill of 
 those engaged, and the higher the standard of the ulti- 
 mate results. 
 
 A necessity to every young man's leisure hours is a pur- 
 pose of creation, of producing something as well as learn- 
 ing about somi thing. The knowledge of any one tiling is 
 widened by a knowledge of many things, and time is by no 
 means wasted in extending the breadth of inquiry or exam- 
 ination. If a young farmer have a tool-house and a work- 
 bench, and a latlie and forge with a few tools and material, 
 his pursuit will be doubly pleasant and he will be doubly well 
 informed. The recreation in the one will offset the toil of 
 the other. The boy employed in a shop or counting-room 
 should have his recreation in the field. 
 
 A valuable auxiliary to self-culture is never to be satis- 
 fied until the nature, character, origin, condition, and gov- 
 ernment of each object are thoroughly known. A piece of 
 coal, limestone, or of iron ore, a sprouting shrub, an insect 
 or other animal life have each a history which would fill a 
 volume. 
 
 As soon as the young man comes to comprehend that he 
 alone can build his fortune and future success, so soon is he 
 on the road to prosperity. Whatever he may have previ- 
 ously learned, whatever his qualifications, he must at once 
 ask himself what calling, what path of usefulness he will fol- 
 low. In that choice, we cannot assist him further than to 
 say that the solid pillars of society will more and more become 
 
— 44 — 
 
 those who produce somethin.ii:; wlio grow two blades of corn 
 where one was before, who make a machine that produces 
 double the work and at a more economical ratio, who amel- 
 iorate the condition of the ignorant and unfortunate, Avho 
 secure health where disease now seems to hold sway. And 
 each and all of these will be men engaged in industrial 
 pursuits. Tliey will be thoughtful, studious, industrious 
 men who study the economy of the nation, the resources 
 of the soil and the mines, who demonstrate the possibilities 
 and probabilities of science and research, and who apply 
 the laws of science to the production of all that supplies 
 the needs or luxuries of a people, or gives a nation wealth 
 by providing merchandise for commercial barter and ex- 
 change, 
 
 A man can be only what he makes himself. The relative 
 height of a mountain is measured by comparison with those 
 around it. The standing and success of a man is measured 
 by his position in equaling or surpassing his fellows in pur- 
 suits which win, not only the applause of the world, but its 
 acknowledgements of benefits received. The things most 
 worth knowing are those principles which assist man in his 
 progress. Employment is tlic greatest blessing a people 
 can have, success in that employment is next in comparison; 
 to be employed, the people must have the people's, the 
 world's work to do, to be successful they must have the 
 highest skill and the highest intelligence, to have that skill 
 and intelligence every nerve must be strained to acquiring 
 the knowledge of the principles and characteristics which 
 give that control of material and its production. A nation 
 or a people have only what they produce, their position is 
 that which they themselves achieve; the greater the pro- 
 duction and the higher its value, the greater the wealth and 
 the higher the position. Theoretical knowledge, theoretical 
 skill or theoretical science is perhaps a good stepping-stone 
 to what is better, practical. Not that every man must of 
 necessity be a laborer, but that man can direct best who can 
 
— 45 - 
 
 perform best; if he would be a general, he must be a good 
 soldier, the best sea-captain is the best sailor. 
 
 The research into the nature of the rock is getting the 
 nearest to the sublime purpose of the Creator that is pos- 
 sible. The knowledge of how the plant grows and how to 
 best assist it, the nature and possibilities of hydraulic pow- 
 er, the character and possibilities of steam and motive pow- 
 er, are problems that have tired and will continue to tire the 
 greatest minds of creation. Culture is practical knowledge 
 and the ability to apply that knowledge to a comprehension 
 and comparison of the practical affairs of life. With the 
 vigorous, forcible thought and spirit of invention and crea- 
 tion, and ability to measure the results and achievements of 
 science which practical knowledge engenders, the possessor 
 need have no fear of a want of culture. Application to the 
 first principles of science and practical knowledge will carry 
 the scholar to the highest position of culture and accom- 
 plishment. The first scholar in the graduating class of any 
 college may in ten years afterwards be a veritable booby, 
 so far as he or the world will derive any benefit from his 
 knowledge of books, while the boy who never stepped in- 
 side the school-house may lead the nation in ameliorating 
 and advancing the condition of mankind, and in science and 
 engineering achievements. 
 
 What then, is the beginning of culture ? Simply a be- 
 ginning of an apprenticesliip to that path of duty the stu- 
 dent may choose. Practice is the quickest means of mas- 
 tering your calling, but the hand is eased in its labors, is 
 rendered lithe and skillful by an eye schooled in the study of 
 forms, and a brain stored with a knowledge of the charac- 
 ter of materials and of what has been achieved and how it 
 has been done. 
 
 The business and pleasure of the world is in her ships, 
 her rairoads, her mines, her growing crops, her engineer- 
 ing designs and scientific results, and fine art is but great 
 skill and good taste applied to the products of every-day 
 
— 46 — 
 
 life. The finely finished engine and tlie fine drawing which 
 illustrates it, are fine art examples. The beautiful park, 
 or landscape garden, although it grow vegetables and me- 
 dicinal herbs and oil-bearing flowers, is a piece of fine art, 
 just in proportion as the taste and skillful design of the gar- 
 dener is apparent. Not all useful arts are fine arts, but tbe 
 common things may be elevated to an equal rank, and the 
 fine arts are but the flowers that blossom upon the coarser 
 stems of necessity. 
 
 Education is the password of admission to the highest 
 ranks, and culture is the flower that crowns the more rug- 
 ged, coarser plant of education; and educaticm is to-day and 
 for the future the practical knowledge of the acquirements 
 and successful production in the industrial arts. 
 
 CHAPTER VI. 
 
 Health, Physical and Mental, the Fikst Object. 
 
 Health, physical and mental, are, if not the most im- 
 portant, among the most important objects of the young 
 man's consideration. Health of body alone, is not perfect 
 health, in the desirable acceptation of the term. Without 
 a full development of every muscle, every sense, and fac- 
 ulty, and function, man is not full of life — health. 
 
 Not to be diseased or not to be sick, is not necessarily 
 to be healthy. The absence of disease is not all that is re- 
 quired. The presence of every fully developed faculty and 
 power, and in its most active condition, is equally import- 
 ant. Mere existence is not health. Exercise, and through 
 it growth, and development and ability to perform, are 
 equally necessary to perfect health. 
 
 The healthful body in its full flush and glow of strength, 
 vigor, and activity, is the parent of the healthful intellect. 
 What is true of the development of the body as a require- 
 ment to a perfect condition of health, is even more true of 
 the intellect. The intellectual powers are variously stimu- 
 
— 47 — 
 
 lated by the healthful condition of tiie body, or depressed 
 by the want of that perfect health, and very largely what 
 tL'mls to produce and preserve a perfect physical condition 
 insures the greatest strength and disi)Osition to mental 
 labor. 
 
 The researches of science indicate no more efficient aids 
 to intellectual pursuit than that at!brded by the highest de- 
 gree of physical health. 
 
 A young man possessed of a naturally healthy physical 
 condition has but little else to do to preserve his health, 
 than to observe regular temperate habits in all things. 
 Active exercise of body and mind are also the natural as- 
 sociation of health. To maintain this desirable condition 
 a generous diet is required and at regular intervals for the 
 purpose of restoring waste and I'e-invigorating the physical 
 nature. Besides footl, rest, or recreation, and sleep, there 
 must be an increase of exercise and waste provided for, 
 for the intellect is, not more than the body, complete in its 
 development or strength at birtli, but like the body, and 
 along with it, it develoi)S and exjjands under healthful exer- 
 cise, and may so continue to do during the healthy contlition 
 of the body. 
 
 This growth and development of body and mind through 
 exercise, is a necessary part of the young man's self culture, 
 and he alone can direct it to its highest results, but restora- 
 tion from each day's fatigue should be such that the facul- 
 ties feel increased stimulus for the succeeding day's labor. 
 
 The requirements of the fullest degree of health and 
 development are that, excepting in recreation, rest, and 
 sleep, the powers should never be idle. If the chosen em- 
 ployment does not supply the exercise in abundance, both 
 physical and intellectual, it must be sought in other direc- 
 tions. Not spasmodic exercise of any one faculty, and for 
 a single day or for one season, but regular systematic 
 etlbrt, always laboring, always performing, and endeavor- 
 ing to surpass any previous results. 
 
— 48 -^ 
 
 The opportunities for, or the ability to bring every muscle 
 of the body into, healthful activity, are not common, and 
 the evil of over-using one set of powers, and neglecting all 
 the rest, is one of the great evils of an improper system of 
 physical training, and the same is true of the intellectual 
 powers, excepting that the instances of over-exertion are 
 rare, from the fact that few persons have been brought to 
 the exercise of any of their intellectual faculties to any 
 considerable degree. 
 
 That wide scope of comparing, reasoning, solving and 
 judging and creating in the various departments of the 
 mathematical and literary pursuits are accomplishments 
 Miiich are rarely all found in any one individual. Few feel 
 that anything like a full development of their faculties has 
 been accomplished, or that but little, compared with what 
 might have been done, has been achieved. 
 
 Rest, recreation, and sleep are equally necessary with 
 food and exercise. When perfectly fortified by food and 
 rest, take exercise. When exhausted, body and mind, take 
 food and rest. Sometimes rest, or recreation is obtained 
 by merely a change, that is by using one set of muscles, or 
 faculties instead of another. 
 
 To one deeply interested in his labors they are of them- 
 selves cheering and exhilarating, and recreation is hardly 
 a necessity. When both body and mind can be exercised 
 alternately, the need of recreation is slight, but in this the 
 most healthful condition of labor exists. 
 
 Sleep when sleepy, eat when hungry, and exercise when 
 vigorous, are good rules of guidance. But exercise to a 
 purpose, if possible. AVhat that purpose shall be, the judg- 
 ment must dictate. The great purpose, after all, of the 
 full development of body and mind, is to enable the use of 
 all the powers to the highest degree of success. 
 
 A divided intellect, a divided purpose will render any 
 successful achievement extremely doubtful. If you would 
 
— 40 — 
 
 drill a piece of steel, you concentrate the eflfort at a partic- 
 ular point and in the most definite manner. 
 
 One-idea men are the one-purpose men, men who make 
 such a study of a subject and so concentrate their energies 
 upon the one purpose as not only to master it, but to be- 
 come authorities upon that subject, and a power which the 
 world feels. The youthful mind which early discovers in 
 itself an inclination and concentrative power directed to a 
 particular purpose is on the high road to success, Let him 
 pursue with confidence. 
 
 CHAPTER VII. 
 
 Care of the Passions, Appetites, and Affections. 
 
 In this classification we place those other faculties of 
 the child, the germs of which exist at birth, and which 
 have as yet had little attention in the direction of any at- 
 tempt at guidance, development, or modification, but which, 
 nevertheless, become the most influential powers in man's 
 nature. Those emotional faculties— capacity for excite- 
 ment, enjoyment, suft'ering, loving, hating — exert a power- 
 fid control over the individual, inciting to gcod or evil, 
 requiring all the exercise of the reasoning faculties, and 
 the judgment and consideration to restrain and direct. 
 
 These principles of human nature, hardly recognized in 
 any educational systems, have an equal place in nature, and 
 to prevent their becoming over-influencing, and controlling, 
 must have direction, care, understanding, and discipline, 
 must have food for health, mateiial for exercise, and be 
 made servants rather than masters. 
 
 There are two sources, means of this controlling care 
 of the aff'ections: the one resorted to by the old educational 
 systems, and by the irregular restraints of the family, so- 
 ciety, and the state, is that of moral suasion, fear of 
 punishment, or the punishment itself. The rational means 
 would be to prepare the child to become his own guardian, 
 
— 50 — 
 
 give his powers right employment, and inculcate control 
 and use, iDCcause such control and use and exercise are the 
 proper end and aim of all faculties, powers, or principles 
 of human nature. 
 
 Place tlie standard of the child's culture so high that it 
 will be impossible for liim to sutFer pollution. Give the 
 child a comprehension of the great active use of all his 
 powers in such a direction, purpose, and to such useful re- 
 sults that he will scorn the approach of taint. Give the 
 child so high an estimate of his intellectual, emotional, and 
 physical natures, by showing him their proper field of em- 
 ployments tliat neither the moral restraint of society nor 
 the fear of punishment from the state will be needed to re- 
 mind him of ids proper conduct. 
 
 The passions arc the steam-engines of the child's nature; 
 harnessed and directed, they become the most efficient aids 
 to culture and individual success. And culture is not 
 merely so much of books, so much of literature, and so 
 much appreciation and love of poetry, painting, sculi)t- 
 ure, and an ability to execute fairly in eitlicr one, but it is 
 sucli an elevation of the human nature, the intellectual 
 powers of reasoning, judging, and comprehending, and of 
 appreciating the achievements of the world in elevating 
 the standard of humanity in the relation of man to man in 
 -human progress, as to be above possibility of impurit}^ 
 and in the daily life to set a glorious example to humanity. 
 
 Without a keen sensibility man is not half man, Avitli it 
 he will never waste his existence in vice. If the world had 
 an educational system for the common peoi)le where it 
 gave exercise to every limb and muscle of the physical 
 nature, and the use of every sense gave activity to the in- 
 tellectual germs in consideration, and employment, and use 
 to their emotional activities, familiarizing the child with 
 every conceivable condition and trait oC his character, 
 forcing him to self-control, self-direction, self-confidence, 
 
— 51 — 
 
 and a just consideration of his nature, there would be no 
 further need of special training. 
 
 Fill up and give employment to the child's physical ac- 
 tivities in the observation and comprehension of material 
 things, of actual combination, execution, and creation; 
 supply an abundance of intellectual food and cheerful re- 
 creation; give the social activities actual employment, and 
 inculcate a knowledge of the importance of health, tem- 
 perance, and a sense of the value of high achievements, 
 and of a keen appreciation and enjoyment of what elevates 
 and advances humanit}', and the educational system will be 
 complete. 
 
 Upon the contrary, the old school systems laboriously 
 endeavor to educate the child by repressing any exercise 
 of the most interesting principles of the cliild's nature, by 
 an effort to cover up and smother, to emasculate human 
 nature of its humanity, and create, or plant upon it a train, 
 ing which could be of no service to the child, and of none to 
 the world. The cft'ect has been to destroy, humble, debase, 
 and degrade, instead of elevating and ennobling. Any 
 consideration of the atfcctions or reference to them has 
 been considered a sin, a crime. 
 
 But this is not tlic educational consideration which these 
 permanent and powerful principles of human nature de- 
 mand. When a boy, the writer was one day given a cer- 
 tain quantity of beans to i)]ant, after which task- the day 
 was to be spent in a fishing excursion. After planting dili- 
 gently until past noontide, and the quantity still remain- 
 ing being large, with no prospect of a chance to go a fish- 
 ing, a large flat stone was raised, a hole dug, and the re- 
 maining beans emptied in, and the stone replaced. Some 
 weeks later, while cultivating the field, this stone was dis- 
 covered to have been raised some inches, and the beans 
 struggling out to day-light, broken and crushed, but still 
 alive. So it is with any effort to crush or smother the af- 
 fections; they are not destroyed, but break from beneath 
 
— 52 ~ 
 
 tlieir unnatural loads in deformities and unsightly excres- 
 cences upon the child's nature. 
 
 Every person recognizes within his nature a certain 
 propelling force, a desire to advance, to achieve or accom- 
 plish, and also tliat that impelling power has its origin in 
 liis emotional nature, his aflections, appetites, desires, his 
 passions, which will not let him rest. Then how important 
 that this powerful principle for good or evil be cared for, 
 understood, directed ! The more powerful these influences 
 inciting to ambition, aspirations, and a desire for engage- 
 ment, the more capable the child of progress and future 
 great achievements. The child with most bountiful prompt- 
 ings to exercise, to activity, has the greatest store of that 
 power of most use to him as a creative creature. 
 
 Is it plausible that nature planted these incitements in 
 the child's nature to be disregarded, neglected, oi' smoth- 
 ered out of existence? Are they not rather implanted 
 there to give animation, susceptibility, quickness of per- 
 ception and comprehension, breadth and scope to the active 
 powers ? 
 
 Properly directed, developed, and employed, "trained 
 to come to heel by a vigorous will," and having a purpose 
 and employment laid out for them, because that employ- 
 ment is of overshadowing value, these passions, tliese af- 
 fections, giving foundation for activity and enthusiasm, arc 
 the most interesting part of man's nature. 
 
 Society cannot aflbrd to leave these powers, so potent 
 for good, without care or regard that they be properly di- 
 rected. If these appetites are not supplied with food, 
 given supports and employments of a character to 
 strengthen them for good, they will be fed and employed 
 for evil. 
 
 The proper employment of man's physical powers is in 
 ju'oduction, creation, of his intellectual faculties, in reason- 
 ing, comprehending, judging, and that upon the material, 
 and in the useful pursuits of life. If by skill and perfect 
 
— 53 — 
 
 knowledge and workmanship he is able to so employ all his 
 powers in successful creation, he will have brought his de- 
 sires to be co-workers with hiui in these absorbing pursuits. 
 
 At the same time as becoming interested and employed 
 as associates in these pursuits, these affections will become 
 powerfid incitements to self-advancement, to new efforts 
 and new fields of endeavor, and that with double power, 
 while the hand of toil is encouraged, cheered by the delight 
 the nature has in the achievement. 
 
 'Jlie young man with his future to work out, must not 
 see in his appetites a terrible monster of evil, a nature of 
 sin, prompting to crime — "evil and evil continually," but 
 should comprehend in every one of his faculties a useful as- 
 sistance to a successful career. " Dowed with every pas- 
 sion, he must hold the rein and guide and direct for good." 
 No appetite but has its office, no desire but may be fed, but 
 fed for health, fed for use, and the enjoyment is perpetual, 
 the use continual. The delici(uis viands are for healthful 
 digestion, the beautiful exhibitions are to be enjoyed, the 
 honor of high achievement is a just reward. The social 
 relation, the healthful enjoyment of all the sensations, are 
 a part of the purpose of nature. The anchorite who re- 
 tires from the world, refusing share in the welfare of so- 
 ciety is less than man. As society comes to make use of 
 the principles of man's nature, comes to educate them, and 
 give them employment, there will be a higlier type of man- 
 hood and less of need of tlie policeman and the penitenti- 
 ary, of the poor-house and the asylum. 
 
 CHAPTER YIII. 
 
 The Growth of Culture. 
 
 Intellectually, more assuredly tlian physically, man 
 grows with "what he feeds upon, and the history of the in- 
 tellectual progress of the world is but a history of tlie prog- 
 ress of man in tlio arts and sciences, while these arts and 
 
— 54 — 
 
 sciences arc built upon and dependent upon the industrial 
 progress of mankind. Culture maybe defined to be ability 
 to appreciate the highest lesults and condition of creative 
 skill, and culture and creation must lai'gcly go hand in 
 liand, requiring a perfect comprehension of what is 
 achieved before there arises a power of inventing or con- 
 ceiving results beyond. 
 
 As man's creative faculties had few objects of emploj-- 
 mcnt previous to the recent discoveries and development 
 of natural powers, so culture had little foundation to build 
 upon and few stepping-stones upon whicli to climb to a 
 higher condition. In art, taste, and the amelioration of the 
 condition of mankind through the progress of industrial 
 achievement, the world may now be said to be rapidly 
 building toward a higher culture. 
 
 As opportunity is given and progress rendered practi- 
 cable, the activity in research, discovery, invention, and 
 creation is increased, and as individuals explore, the world 
 follows to a perfect occupation. This progress once insti- 
 tuted and the world's attention directed to it, becomes the 
 inciting influence to still greater efforts. 
 
 In the discovery and mastery of the latent powers of nat- 
 ure, and their applicaticn to industrial pursuits, giving 
 material and purposes upon which to exercise the intellect- 
 ual and creative powers, man is given an opportunity to ob- 
 serve the continued progress of that intellectual activity 
 called culture, and to shai-e in its gi'owth. 
 
 Few departments of the natural or physical sciences but 
 are now so far explored as to be open to intellectual en- 
 deavor. Men are delving for knowledge in the earth, and 
 culture is coming up to occup}', giving tangi])le objects upon 
 which to fasten and from wliicli to ])urpiie to higher results. 
 The printing-]>i'ess did not spiing in perlcction and with its 
 lightning speed at once into existence, but is the result of a 
 growth, step by step, from the most ])rimitive beginning, 
 and the science, and skill, and invention necessary for this 
 
— 55 — 
 
 at present astonishing creation has grown along with civil- 
 ization, giving culture and the results of culture. Since 
 Franklin brought down the tire of heaven to man, and New- 
 ton observed the steam issuing from his mother's tea-kettle, 
 what a revolution in man's knowledge, what a growth of 
 culture based upon the wonderful achievements following 
 has resulted ! What auxiliaries to the development of man's 
 powers and footholds to advance his struggles for intellect- 
 ual progress! 
 
 Not the grow^th of the printing-press, the telegraph and 
 steam-engine, merely, but the myriads of occupations, pur- 
 suits, and processes of discovery, improvement, and inven- 
 tion aflbrded for awakening and expanding the human facul- 
 ties, the artistic production, the engineering achievement, 
 the scientific research, are the levers raising mankind, and 
 above all, the incitement to an imagination, conception, and 
 invention, still looking be3-ond present results. Open but 
 the book of nature, and what treasures are brought forth 1 
 Awaken man's dormant powers, and what achievements fol- 
 low! Develop, fan into life the latent tires of man's genius, 
 give them fuel, instead of repressing, and smothering, and 
 destroying, and the half of man's labors have not yet been 
 imagined I 
 
 Ability, genius, or culture can hardly be expected to be 
 given a child by circumstances never so favorable for exer- 
 cise, but the opportunities and the training of a proper edu- 
 cation will develop a power akin to genius, while without 
 education or opportunity great natural ability may be wasted. 
 
 With the lights of science and a rational system of intel- 
 lectual development, and the opportunities which the mate- 
 rial world aflbrds for profitable employment, the grow^th 
 should be rapid. Secret springs of action will be apparent, 
 leading to greater power, and a conscious, intelligent prog- 
 ress, rather than an uncertainty. 
 
 Man's culture grows with his power over, and the ability 
 and opportunity to comprehend, material things, and the 
 
— 56 — 
 
 present advanced position of scientific research is tlie most 
 favorable to a mucli liighcr ratio of progress, not necessarily 
 of instances of greater achievement, but of bringing the 
 common people up to a condition and standard of education 
 far higher than at present exist. 
 
 "Man is progressive, not only as an individual, but as a 
 race. Here, still more, is his superiority to all other animals 
 apparent. He is, in some measure, the heir of the discov- 
 eries, the inventions, the thoughts, and the labors of all fore- 
 going time ; and each man has, in some measure, for his 
 helper, the results of the accumulated knowledge of the 
 ■world. But the transmission of experience and knowledge 
 from generation to generation is tlie fundamental condition 
 of progress throughout the successive ages of the life of 
 mankind. To a large extent, of course, we cannot but profit 
 from the labor of our predccessoi's ; all of those products, 
 and instruments, and agencies which we style civilization : 
 our roads, our railways, our canals, our courts of law, our 
 liouses of legislature, and a thousand other embodiments of 
 the combined and successive eflbrts of many generations are 
 our inheritance by birth ; but the very guidance and employ- 
 ment of these for their improvement, or even for their main- 
 tenance, require ever increased knowledge and intelligence. 
 The higher the civilization that a community has attained, 
 the more, not the less, necessary is it that its members, as 
 one race succeeds another, should be enlightened and in- 
 formed. No inheritance of industrial progress can dispense 
 with individual intelligence and judgment any more than the 
 accumulation of books can save from the need of learning to 
 read and write. But thousands of human beings born igno- 
 rant, are left to repeat, unguided, the same experiments, 
 and to incur the same faihires and penalties as their parents 
 — as their ancestors. Where they stumbled, or slipped and 
 fell, they too stumble, and slip, and fall, rising again, per- 
 haps, but not uninjured by the fall. Nature teaches, it is 
 true, by penalty as well as by reward, but it is surely wise, 
 
— 57 — 
 
 as far as ma}^ be, to anticipate in each case tliis rough teach- 
 ing, to aid it by rational explanation, and to confine it 
 within safe bounds. The world doubtless advances in spite 
 of all. That industrial progress is what it is, proves that 
 the amount of observance of law is, on the whole, largely in 
 excess of its violation ; were it otherwise, society would 
 retrograde, and liunianity would perish. This predominance 
 of good results from the very constitution of human nature 
 and of the world, by which the individual, working even un- 
 coiisciousl}^, and for his own ends, and learning even by fail- 
 ure, achieves a good wider than he contemplates, and by 
 which progress, in spite of delay and fluctuation, is main- 
 tained alike iu the individual and the race. But how shall 
 tlie evil which yet mars and deforms our civilization, be 
 abated, if not removed, while progress is made more rapid, 
 and sure, and equable? Both depend alike upon the in- 
 creased observance of law ; and it is by diffusing knowledge 
 of its existence and operation that observance of law is ren- 
 dered more general and less precarious. If, then, we would 
 convert, not only disobedience into obedience, but ol)e(lience 
 blind, unconscious, precarious, into obedience conscious, 
 intelligent, habitual, we must teach all to understand the 
 laws on which the universal well-being depends,, and train 
 all in those habits which facilitate and secure the observance 
 of those laws."* 
 
 The opportune discovery of steam, electricity, and the 
 perfection of the printing-press have happily marked a bound- 
 ary, given a fixed point of record and departure, backward 
 of, or behind which the ebbing tide of progress cannot go. 
 The facility of recording and transmitting the results of in- 
 vention and research already attained, that he who runs 
 may read, has placed the preponderating influence upon the 
 side of progress. Society, it is to be hoped, is at present 
 strong enough through the achievements and examples of 
 
 * Dr. Hodgson, 
 
— 58 — 
 
 her self-active minds, to maintain the impetus of enlightcDed 
 progress on the right side and in the right direction, and to 
 give to industrial progress, education, and culture a consid- 
 erably increased velocity. 
 
 The application of science to discovery and research in 
 industi'ial pursuit, instead of continuing in the metaphysical 
 and abstract sciences, is more and more helping to fix and 
 advance this progress in culture, and consequently in civil- 
 ization. Whatever interests and furthers the individual 
 progress to the extent that the discoveries in modern sci- 
 ence and the invention of labor-saving appliances have done, 
 must have a much stronger intluence in providing for a 
 transmission of that intelligence to the succeeding genera- 
 ations than when the mass of the people had little or no in- 
 terest therein. Contrary to earlier times, and the older 
 nations, the interests of the common people of America arc 
 now the chief interests of the nation, and it is to these in- 
 terests that a better system of education is to be directed. 
 
 We find the desire for increased efficiency in educational 
 training most largely arising from and in connection with 
 the industrial pursuits ; in fact, education and culture are at 
 the present time inseparably associated with the affairs of 
 the industrial world, and the two must advance or decline 
 together. 
 
 If we name the pursuits a knowledge of which it is most 
 necessary lor the people to have, we shall name the present 
 occupations or subjects of the occupation of the leading 
 minds in scientific research and discovery. We shall also 
 discover that the growth of knowledge is depending upon 
 the inventions, discoveries, and improvements in these same 
 industrial employments. 
 
 Agriculture, geology, mineralogy, metallurgy, chemistry, 
 telegra]»hy, engineering — all carry with the mentionof their ■ 
 names the records of the progress of science, and the sub- 
 jects of the present anxiety, and of the active employments 
 of the age. These sul)jects represent the present contribu- 
 
— 59 — 
 
 tions to knowledge, the world's progress, and the growth of 
 culture. 'Jlie exact knowledge here obtained forms the step- 
 ping-stones on which the world of culture is to advance. The 
 more we furnish the people an intelligence to comprehend 
 the results of the researches in connection with these sub- 
 jects, the more we enable civilization to work out its own 
 progress. 
 
 "We find that extent of mental attainment depends not 
 alone upon intellectual effort, but upon the order of relations 
 among objects of thought. Of course, mental capacity is the 
 first factor in acquisition, but that being given, the scale of 
 possible attainment <lepcnds absolutely upon the oi'der of the 
 course of study. Education cannot make capacity, but it 
 controls the conditions by which the least or the most can be 
 made of it. If the methods of study be such that the mind 
 encounters broad breaks in its course, and is abruptly shifted 
 into new lines of etibrt, so that past conceptions are not car- 
 ried on to a progressive unfolding, mental growth is checked 
 and power lost. The extent to which one fact or principle 
 is a repetition or outgrowth of another in the serial relations 
 of subjects, determines the rate of mental movement, which 
 can only become steady and rapid in continuous ranges of 
 efibrt. As in the outward world the past creates the future, 
 along unbroken lines of dynamic sequence and causation, so 
 in the mental world there must be a corresponding continu- 
 ity of movement by which the past creates the future in in- 
 tellectual evolution."* 
 
 Tiiere is no truth more apparent than that the favorable 
 opportunity for the active exercise is the parent of the in- 
 creasing power of the intellectual faculties. Man is from his 
 birth emphatically a self-active, creating being. As the child 
 at once begins to construct a world of his own and peoples 
 it with beings of his own creation, so with every advancing 
 period of life. The perfect after-results, if perfect, are a 
 
 *E. S. Youmaiip, Cullnre demanded hy Modern L'fe. 
 
— 60 — 
 
 natural growth of the progressive activity, and in keeping 
 with that growth and the expanding intelligence. 
 
 When Sir Cliristopher Wren built St. Taul's, he no more 
 completely tilled his natural creative soul than the infant 
 does with his cfibrts and perplexities in his constructions 
 from his building blocks and toys. It is the embodiment of 
 his highest creative conceptions. When Capt. Eads filled his 
 licart with his plan of a great bridge which is to remain for 
 centuries a monument of enduring engineering science, it 
 was only an example of a liigher condition of growth, ren- 
 dered possible l)y the previous exercise of his creative pow- 
 ers, and were an immeasurably greater, longer, larger, 
 stronger structure required to span a canyon of the Colo- 
 rado, tliere is no doubt it would bo as easily planned and 
 provided lor, as was this bridge a few years ago. The crea- 
 tive mind never ceases to grow ; it conceives a height, and 
 when reached, mounts to a still higher, but only to construct 
 there its plattbrm upon which to further build. The great 
 conceptions which industrial needs have rendered practicable, 
 have reached a growth never before possible, and yet, 
 standing at the present height, the concei)tion is enabled 
 to advance along a far greater future achievement, as a 
 natural sequence, than what is already obtained. 
 
 Creation begets confidence for far greater efforts, and 
 there is no such other power in the world as that breadth of 
 grasp and wonderful insight to comprehend unknown exist- 
 ences, begotten of and following the confiilence of successful 
 achievement. As we learn to move the muscles dextrously 
 in the ]iertbrmance of difficult operations, so the mind 
 through success gains facility which is akin to daring and a 
 courage almost amounting to superhuman performance. It 
 will be because it must be. Napoleon's wonderful genius — 
 and this is the principle represented in this wonderful power, 
 this growth of intellectual condition, this faculty which is 
 born of exercise, this parent of activity and creative abil- 
 ity — is an example of this intuitive insight seeing what is 
 
— el- 
 and what -vrould be, because it must be. An intuitive power 
 begotten of activity, of creation, and wliicli stops not at 
 darlvuess, at mountains, or seemingly impassalDle barriers, 
 is man's higliest power. Involuntarily, intuitively, and 
 unconsciously solving, inventing, discovering, constructing, 
 and performing what to the world are impossibilities, 
 simi)ly from an impetus which overcomes and overwhelms 
 all obstacles. 
 
 Few natures but have this predisposition to some par- 
 ticular achievementj which, when cultivated, exercised, 
 becomes, if not true genius, then the power next to it. 
 That the powers of the child may be immeasurably in- 
 creased, and led step by step by exercise and growth to 
 great results, is the principle of educational training, to 
 which humanity must look, and upon which it must depend 
 for the progress of civilization. 
 
 CHAPTER IX. 
 
 Skill, Art, Taste, Design, Culture. 
 
 A definition of skill would be the practical application 
 of art and science to production. To so apply these in the 
 highest degree of artistic performance, the producer must 
 possess both the knowledge and the ability. If we were to 
 define art, it would be "the possession of a nice power, or 
 ability of adapting materials to uses," so that to be skillful 
 one must have the art as well, and more than this, he must 
 possess that nice power of perceiving and comprehending 
 the perfection of this skillful production which is called 
 taste. 
 
 A high degree of these acquirements enabling artistic 
 production could hardly be possessed without a considerable 
 degree of culture, for each acquisition implies more than a 
 mere mechanical i)crformance, it implies judgment, com- 
 prehension, and a nice perception, all of which can only 
 come from a possession of considerable exact knowledge. 
 
— 62 — 
 
 so Hint a certain degree of culture must attend every per- 
 formance upon which slcill, art, and taste are expended. 
 
 To have culture, it is not necessary that a man possess 
 skill or ability for artistic performance ; he need not be a 
 skillful mechanic, or an artist, but he must have an equiva- 
 lent in the possession of taste, judgment, perception, and ex- 
 act knowledge. . 
 
 It is not required that this taste, judgment, knowledge, 
 or perception should be devoted always to the same pursuit ; 
 the same exhibition of abil ty in any pursuit equally entitles 
 the possessor to be considered a person of taste and culture. 
 In older times persons of taste and culture, and the sphere 
 of these acquirements were associated with creation in what 
 was termed the Fine Arts — poetry, literary production, 
 painting, and sculpture— and a man of culture was supposed 
 to possess an acquaintance with the achievements of ancient 
 times. Of later times, without asserting any particular 
 claim to cultivation, our artisans, inventors, engineers, 
 and other men of scientific research and discovery have been 
 supplying the world with an exact knowledge antl a wealth 
 of artistic and mechanical j)roduction and creation of a char- 
 acter, which, while of cstimably greater value to mankind, 
 challenge comparison with any performance of the sculptor, 
 poet, or painter, either as beautiful, or as influencing human 
 existence, and the world is now called upon to furnish a de- 
 signation by which this higher exhibition of creative ability 
 shall be known, and we may question whether or not, at 
 this time, and by common consent, the number of intelligent 
 ]iersons now employed in the adaptation of material, and 
 the application of the powers and products of nature to the 
 use of man in industrial progress, are not dividing this un- 
 known quantity— culture--and sharing by far the greater 
 half of its distinguishing honor. 
 
 If culture is that high development of the intellectual fac- 
 ulties and discii)lineof the individual capacities and powders, 
 an acquisition of e.^act knowledge which creates a quickness 
 
— 63 — 
 
 of perception, a breadth of compreliension, a high apprecia- 
 tion, ability to judge, and power of applying them, the pur- 
 suits awakening the fullest exhibition of these capacities 
 must carry with them the highest claim to that honorable 
 distinction expressed by the word '"culture." 
 
 The merits of the fine aits in tlieir jiecnliar sphere of ele- 
 vating the tastes of mankind by their exami)les of beauty 
 and taste, cannot be deprived of the credit of that intluence, 
 but a new spliere of intellectual development and culture, 
 of creative production, has arisen with the progress of the 
 sciences in their application to the industi-ial pursuits, to 
 contest the honor, and the line arts can no lunger have the 
 sole claim to culture, or the full credit of the progress of 
 civilization. Other elevating influences, of immeasurably 
 greater power, as they are more direct in their operations 
 upon the conditions of mankind, have come into existence. 
 
 The worker in the tine arts can claim but little more as 
 his original production than an imitation of nature, while in 
 literature the student can, at the present time, hardly meas- 
 ure the sum of his obligations to scientific research, as asso- 
 ciated with industry, for tiie wealth of knowledge he finds. 
 
 Without reference to the changed condition of the world 
 resulting from the research, discoveries, and invention of 
 the past half century, what would literature be in compari- 
 son with the present? What would culture l)e, if narrowed 
 and confined as previous to that time? 
 
 It is true, we have no poetry of science ; the world has 
 not yet developed its poetical genius to explore the treas- 
 ures of the mines, or follow the rhythmic measure of the 
 ponderous world of machinery, although, as sculpture, and 
 painting, and design have done, poetry may, by and by, 
 build from the world of science and the useful arts. 
 
 Tlie same human faculties Avhich in earlier times found 
 the development of the bent of their inclinations in mental 
 philosophy, and the embodiments of taste in sculpture and 
 architecture, have now the wider field of labor and more 
 
— 64 — 
 
 Tariod material, as the}- have tlic wider anxiharj^ of science, 
 and the natural growth from those faculties and that genius, 
 are the discoveries, improvements, and inventions giving 
 impetus to industrial progress. 
 
 The discovery of steam and the invention of the steam- 
 engine have been the parents of a world of skill, art, taste, 
 and creative genius wliich we now honor with tlie designa- 
 tion of ''culture." The same maybe said of electricity, and 
 the same of the research into the material and powers of 
 nature. While these have fixed and given tangible shape 
 and existence to man's powers, they have also atlbrded ob- 
 jective material and the opportunity for forcing a more 
 rapid progress in civilization. 
 
 As these have given employment to every active power of 
 man, so they have developed an immeasurably broader, 
 more comprehensible field of culture. It is contended that 
 the creative powers now developing in the invention of ap- 
 pliances and the application of the powers of nature to sys- 
 tematic, practical results, are a higher exhibition of intel- 
 lectual achievement than previously found in other callings, 
 that the highest productions of human genius have been 
 presented to the world through the jicrfection of appliances 
 which are now working out our industrial progress. If this 
 claim be admitted, and it can hardly be denied, upon what 
 basis has culture tlie grandest material for exercise, and in 
 what field is her empire henceforth to be found ? 
 
 Instead of pidlosophical and metaphvsical abstractions, 
 instead of merely beautiful syllogisms, instead of fancy, fable, 
 and imagination, we have exact knowledge, demonstrations, 
 and creations which may be produced and reproduced, and 
 continually transmitted to all future generations. 
 
 Probably no finer exhibitions of skill, art, taste, design, 
 and culture can be referred to than have been found at the 
 exhibitions of all nations with which the industrial world has 
 been familiarized during the past few years. Besides being 
 objects of high taste and design, these exhibitions have tlie 
 
— 65 — 
 
 double value of aiming at an elevation of the human race, 
 and, at the same time, an amelioration of man's condition, 
 by bringing the powers of nature to minister to his necessi- 
 ties. These powers are to do man's labor that he have op- 
 portunity and leisure for culture. 
 
 ' ' I've no muscles to weary, no breath to decaj', 
 
 No bones to be laid on the shelf, 
 And soon, I intend, you may go and play, 
 While I manage the world by myself." * 
 
 In earlier times it was rather elegant leisure, arising from 
 great wealth, aflbrding the gratification of a taste for the 
 fine arts, and culture was rather shown in possessing objects 
 which wealth could purchase than in possessing the acqui- 
 sitions of skill, artistic Avorkmanship, or the ability or genius 
 to produce or create. But with the extending field of sci- 
 ence the definition of culture has changed, its sphere is wid- 
 ened, and culture is rather the power of creation, than 
 power of appreciation, and the laurels of high distinction 
 rather rest upon tliose engaged in scientific research and 
 the prosecution of great engineering designs. 
 
 The young men of America have no longer insurmount- 
 able barriers to their entering the path-way leading to this 
 high position of culture. The self-made men of the nation 
 have broken down the barriers of exclusiveness, have built 
 a far more magnificent empire, while the Goths andYandals 
 of the useful arts and sciences have overrun the old empire 
 with a new culture in grandeur beyond any distinction or 
 achievement of the past ages. To day the fine arts are but 
 the fiowers adorning the "coarser plants of daily neces- 
 sity," and culture is the solution of the problem of the appli- 
 cation of science, skill, art, and taste to industrial progress 
 and a higher condition of civilization. 
 
 Into the ranks of this army of industrial workers the 
 young man may enlist at any time, and pursue to success ; 
 
 * The Poem of Steam, by Geo. W. Cutter. 
 
~ ee — 
 
 ho must compreliend, however, that culture is the result of 
 a lilelong earnest toil and growtli ol' knowledge, and which 
 cannot be had without the earnest application of all his fac- 
 ulties. He who wins must pursue with vigor. More and 
 more the standard is elevating, and more and more indus- 
 trial progress requires the highest skill and an exact knowl- 
 edge, to insure success. The powders of the gods of old have 
 been brought down with the fire of heaven, to do man 
 service, and it is to their mastery we must apply. 
 
 ' ' Harness me down with j'our iron bands, 
 
 Be sure of yonr curb and rein, 
 For I scorn the strength of yonr puny hands, 
 
 As the temiiest scorns the chain." * 
 
 CHAPTER X. 
 
 CONCLUSION. 
 
 The writer comes to the concluding pages of this little 
 Avork with much of regret ; for, although the labor has been 
 a pleasure, he feels a keen sense of how incompletely he 
 has been able to put his convictions on paper. There are, 
 however, many practical, self-made men, as well as many 
 others who have had to unlearn the teachings of the first 
 half of their lives, who will appreciate these endeavors and 
 comprehend the feelings which have prompted the writer. 
 
 Whoever has traveled over the vast extent of our 
 national domain and observed the wealth of raw product 
 of which the country is capable, the unlimited yet undevel- 
 oped resource still waiting for skillful hands and intelligent 
 minds, and seen how imperfect are the appliances and the 
 existence of the industrial arts, how much of skill, art, 
 taste, and exact knowledge are yet required, and to what 
 wonderful results these may be employed, will understand 
 the anxiety which prevails in the industrial world with re- 
 
 * The Poem of Steam. 
 
- 67 — 
 
 gard to the future educational training and its bearing upon 
 industrial jiursuits. 
 
 No other people have ever had such a complete world of 
 resource, of power and material— such an opportunity for 
 grand exhibition and achievement, but no other people have 
 had so to struggle against overwhelming odds of an irregu- 
 lar national industrial economy, such a want of educated 
 workmen, and none have had to more completely build the 
 foundations of their operations, to so completely invent, dis- 
 cover, and construct their whole system of production. The 
 present by no means perfectly adapted appliances are the 
 work of men who have taken their education and culture 
 into their own hands and have toiled under the most dis- 
 couraging conditions. 
 
 The perfectly fitted workshops, supplied witli machinery 
 that varies not a hair, and not a second, the superintend- 
 ents who know the character of the materials they use, and 
 its adaptability to products, are exceedingly rare, while the 
 perfect tools and appliances to produce and the intelligent, 
 skillful workmen to use them are very few. 
 
 Until America cares for her industrial progress and seeks 
 the development of her wealth of resources through an intel- 
 ligent, systematic encouragement of industrial products, 
 and the practical education of her children, the same un- 
 natural struggle and doubtful results must continue. 
 
PATERS ON EDUCATION, First Series, 0, 
 
 A FEW WORDS TO PARENTS. 
 
 The great improvements made, of late, in our public-school 
 system, and the facilities which it now furnishes for securing 
 intellectual development are generally acknowledged. The 
 opinion is, however, largely held, that in one important 
 respect the public schools leave much to be desired. It is a 
 fact, that the majoiity of the graduates from these schools, 
 but more especially those scholars who drop out of school 
 before completing the course, show a deplorable lack of 
 training for the productive employments of life. 
 
 The reason of this, undoubtedly, is that the prevailing 
 system of instruction concerns itself almost exclusively with 
 mere book-learning. Addressing the mind solely, it ignores 
 the hands, and the whole range of faculties of which they 
 are the special instruments, and thus leaves the child's me- 
 chanical tastes and aptitudes totally undeveloped. 
 
 The present system is, therefore, one-sided and insufficient: 
 it tends to make mere scholars, instead of being, as it should 
 be, broad and comprehensive, i. e., aiming to quicken and 
 cultivate all the faculties, and to send out its pupils, not only 
 with the proper amount of knowledge, but, also, sufficiently 
 prepared to become practical men and women. 
 
 This objection, which is even more strongly emphasized by 
 those who urge it, may not have all the weight that they im-" 
 agine; but no one who fully looks into the subject, will fail 
 to see that there is much in it entitled to serious considera- 
 tion. Nor, probably, could the defect here pointed out have 
 been thus long unheeded, had not parents been almost uni- 
 versally occupied with the desire to see their children enter 
 
upon some profession or commercial pm'suit, rather than to 
 have them put in training for a trade. This is always done 
 under the impression, as false as it is hurtful, that the former 
 are more gentlemanly pursuits, and are the passports to a 
 higher social standing than the latter. 
 
 As a consequence of the anxiety thus excited, not only 
 has this error been permitted to pass without correction — 
 almost, indeed, without notice — but tlic professions, in par- 
 ticular, are largely overcrowded, and the excess is constantly 
 on the increase. Comparatively few can, by any possibility, 
 rise to eminence in the calling which they have selected 
 from a mistaken sense of gentility; and the supei'abundance 
 of mediocrity often renders the earning of a decent livelihood 
 extremely difficult — in many cases, impossible. 
 
 In this last event, mere professional education is obvi- 
 ously useless, not to mention the time and money it has cost, 
 and the expensive style of living to which it necessarily leads. 
 Failing in tlie dii'ection aimed at, it fails, also, to answer the 
 purpose of honest work in general; and, were it possible, tliis 
 professional education would, in hundreds of cases, be gladly 
 exchanged for any respectable trade aflbrding a comfortable 
 subsistence. 
 
 What is true in regard to this one-sided and insufficient 
 education of young men applies with no less force to that of 
 young women. There are, for instance, thousands aspiring 
 to the position of teacher, who do not possess the requisite 
 qualifications: consequently, their career must prove a fail- 
 ure, a hard and yet unsuccessful struggle, while in some 
 other sphere— to them, apparently, less genteel— they would 
 prove far more useful to tlie community, would have fewer 
 wants, would be less dependent on others, and would be 
 hcaltliy, contented, and happy. 
 
 When a crisis in the life of a person comes, if he has 
 been rightly educated, he may, with a fair prospect of 
 success, enter any new field of activity for which he is 
 fitted by skill, ability, etc. 
 
It would seem, tlierelbre, that a true system of education 
 should include some development of mechanical faculties; so 
 that, in case of need, a person might tium to an honorable 
 handicraft for subsistence. 
 
 Social pride would, no doubt, interfere in many cases to 
 prevent a resort to such an alternative; but, as things are 
 now, even when pride does not stand in the way, the one- 
 sided education that has been received renders any such 
 course impossible. The mechanical faculties, which should 
 have been trained from the earliest childhood, having received 
 no attention, are inert, middle age has arrived, when their 
 practical productive development is almost out of the 
 question and the so-called ''educated man," he whose cliief 
 or only capital is the diploma of a High School, College, 
 or University, without employment and with no other 
 resources, is left to starve, or to live on a miserable and un- 
 certain pittance, while the youth brought up so as to be 
 prepared to engage in any of the thousand mechanical or 
 agricultural pursuits that are open to industry and ambition, 
 has before him the prospect of a good living, if not of a 
 liberal competency. 
 
 Does any one doubt the substantial truth of this picture ? 
 Tens of thousands in the United States, both native and 
 foreign-born, to-day, in sadness attest its accuracy. 
 
 For a state of things so lamentable, so fruitful of dis- 
 appointment and of misery, there are but two remedies. The 
 first is for parents to rise above the senseless prejudice 
 against trades as compared with the professions, to give up 
 theii' antipathy or mistaken pride, through which they lead 
 their children on to life-long and ineffectual struggles, and 
 to guard them against expensive habits of living. The 
 second is for children to be imbued, from an early age, with 
 a love of work and mechanical occupations. They must be 
 taught that as work in general, so a trade is, in itself, dignified 
 and honorable ; that manual labor is the sphere in which 
 the great majority of the human race are destined to move, 
 
— 4 — 
 
 and that it is mechanical genius and skill which have trans- 
 formed the world, and which will ever command the highest 
 prizes in the race of life. As there is hardly any thing 
 worse, or more useless, in this world than a stupid, unthink- 
 ing workman or an unpractical philosopher, let the early 
 training of children be such as to teach them to use the hand 
 in obedience to an intelligent will and a developed brain. 
 
 As it must be admitted that enforced idleness invariably 
 proves more unsatisfactory than the hardest manual labor, 
 and more destructive of head and heart than the most 
 exacting brain-work, and as, moreover, no position is so 
 unmanly or degrading as that of a healthy and able-bodied 
 person who, in the possession of all his faculties, is yet con- 
 tent to live, like a parasite, on the exertions of others, let 
 the first offices of parents be to teach their httle ones to help 
 themselves; and, as they learn gradually to supply their own 
 wants without the aid of others, so will they grow self- 
 reliant and self-helpful ; learning, early in life, lessons in 
 economy — alike of time and money — in patience, and in 
 persistent labor, which will in after years bear fruit in a 
 strong, earnest, and useful life. 
 
 As conducing, therefore, to these much-desired ends, the 
 fingers, the eyes, and all the senses of the little ones, must 
 be studiously trained, from the earliest childhood, with a 
 constant view to tlie cultivation of mechanical tastes, and to 
 the exercise and development of the various powers and 
 aptitudes by which alone these tastes can fitly express them- 
 selves in forms at once useful and beautiful. 
 
 It is undoubtedly true that the training of the mechanical 
 faculties, far from standing in the way of purely intellectual 
 education, is a positive aid to it, "besides fitting pupils the 
 better to master the great problems of life. 
 
 The education of the future, therefore, must help young 
 people to ^cork\ not to live without ivorking; it must, espe- 
 cially, develop all their powers, talents, and faculties; and, 
 above all, it must early instill into the young mind the great 
 
— 5 — 
 
 truth that success is only attainable by the harmonious asso- 
 ciation of the head with the liand and the heart. 
 
 As a result of this helpful training, a full and complete 
 humanity will be developed by the beneficent influence ex- 
 erted upon the ethical nature of the child, which will give 
 him firmness and singleness of purpose, habits of creative 
 diligence, subordination to tlie common aims of society, and, 
 above all, unfailing cheerfulness — the only atmosphere in 
 which true virtue can thrive. 
 
 Were it for no other reason than for having clearly seen 
 this truth, and embodied it practically in his Kindergarten 
 system of education, Frcebel deserves to rank as one of 
 the greatest benefactors of humanity. 
 
What is the Effect of Kindergarten Education^ 
 
 The Opinions of 21 practical Kindergartners, 
 communicated to the U. S. Bureau of Education in reply to inquiries. 
 
 (From the Reports of the Commissioner of Education for 1874 and 1875.) 
 
 "Physical development, manual skill, habits of clear thinking, 
 order, precision, and attention." — "Freedom and grace of movement, 
 command of language, and superior preparation for public schools." — 
 "Development of the powers of application, perception, and reasoning." — 
 "Harmonious development ; the mind is made active and the body is 
 strengthened." — "Excellent; minds clearer and quicker in acting." — 
 "Mental and physical development, and ability for self-occupation." — 
 "Beneficial to mind and body; all organs and powers are developed har- 
 moniously." — "It promotes a healthy and harmonious growth, a habit 
 of attention, and a clear perception. " — ' 'Mental and physical develop- 
 ment and quickened observation." — "Excellent progress without over- 
 taxing the pupils." — "Harmonioiis and natural development of every 
 fixculty, and strength, agility, and healthfulness of body and mind." — 
 "The best preparation for the common schools." — "Habits of observa- 
 tion, correctness, and application," — "Habits of attention, concentra- 
 tion, obedience, and progress in studies." — " The child becomes grace- 
 ful, polite, self-dejjendeut, skillful, thoughtfiil, constructive, and eager 
 for knowledge." — "It strengthens the body, exercises the senses, and 
 employs the awakening mind." — "Physical development, clearness of 
 ideas, and harmonious growth of the whole nature." — "It promotes a 
 graceful carriage, healthy body, and wdl-balanced mind." — "Physical, 
 mental, and moral development, and ability to combine knowing with 
 doing." — "Correct habits of thinking are formed, accuracy of eye and 
 manual skill are cultivated, and the muscles are exercised. " — "It pro- 
 motes strength of limb, symmetry of form, grace and agility of move- 
 ment; it cultivates powers of observation and concentration, use of Ian 
 guage, memory and reason." — 
 
 Perhaps the strongest endorsement of the Kindergarten system as a 
 practical means of education which may be almost every- 
 where introduced, is found in the fact that in 187.S a Kindergarten was 
 established in connection with the public schools of St. 
 
 Louis, Mo. In live years the number of such Kindergartens has grown 
 to 45 with the prospect of continual increase, and it has been stated that 
 the result of this new method will be a saving of from one to two years 
 schooling to the pupils, consequently also, a saving of money to the 
 public treasury — a matter worthy of the mo.st careful cousideration of all. 
 
Inexpensive Public Kindergartens. 
 
 (Report made December I9,th, 1877, io the Board of Public Sehooh, concerning 
 tJie Kindergartens forming part of the Public School system, of the City of 
 St. Louis, by the Hon. W. T. HABRIS, City Stqm'intendent c>f Public Schools.) 
 
 In the 41 kindergartens at present in operation, there are 39 directors, 
 39 paid assistants, and 1()5 vohmteer assistants. 
 
 Inasmuch as a year's training in the kindergarten may be regarded as 
 a most excellent preparatory training of a young lady for the duties of 
 life, it is not suprising that we have found it so easy to find a sufficient 
 number of unpaid assistants. It does not seem unreasonable that all who 
 can afford the expense will come to regard it as essential that their 
 daughters shall spend at least a year in the kindergarten as a finishing- 
 school. This would render it possible in all our cities to establish kinder- 
 gartens so cheaply that there would he. no question in regard to expense. 
 Hitherto the chief hinderance in the wajr of the progress of the kinder- 
 garten botli here and in Europe had been the great expense attending it. 
 The average number of pupils assigned to a teacher in a kindergarten 
 ought not to exceed fifteen or twenty, while in a well-graded primary 
 school the number may exceed GO or even 80. In oiu- kindergartens the 
 attempt has been made to solve the problem of economy. We have a 
 director and a paid assistant in each, the former receiving a salary of from 
 $400 to SGOO, and the latter of $100, so that the aggregate expense per 
 annum is only .foOO to .f 700 for each kindergarten — the two paid teachers 
 being assisted by from three to ten unpaid assistants, who sign a written 
 agreement to serve for a year without compensation, for the sole purpose 
 of learning the art. 
 
 Inasmuch as the number of children enrolled in our forty-one kinder- 
 gartens the past quarter is 3,670, with an average of about 90 to each one, 
 it is clear that the expense per pupil is far below the cost of primary in- 
 struction in our city. 
 
 The cost of primary instruction is about $11.50 per pupil of the 
 entire number enrolled for the year. The cost of the kindergarten on the 
 modified Lancasterian system now used in our schools was for the year 
 before last about $.5.7(5 for each pupil of the 1.041 enrolled; it was $4.0.5 
 for each pupil of the 3,333 enrolled last year in thirty kindergartens. I 
 think the average cost will be about the same for this year. Although we 
 have increased our number of paid assistants, the enrollment of pupils will 
 also be much larger. 
 
 The material used by the pupils in their occupations, weaving, em- 
 broidering, modeling, etc., is nearly or cpiite paid for by the fee of one 
 dollar a quarter, collected from all except indigent pupils. 
 
 In these data we have the key to the financial problem of the kinder- 
 garten. Should the Board find itself unable —by reason of expense — to con- 
 tinue the system which has borne such good results thus far, it is clear that 
 an additional fee of one dollar prr (|u;uter, making the cost to each pu[)il 
 a dollar for every iive weeks, would make our kindergartens self-sustain iug . 
 
 NOTE. The Gifts and Occupation Material tised in tlie St. Louis Public Kindergartens 
 are being supplied by E. STEIGER, New York. 
 
1?i|5li3l]elr'3 9ic)berti^ei(ii)e^f§; 
 
October, 1878. 
 
 KINDERGAETEN PUBLICATIONS. 
 
 Mrs. Edw. Ben'tj and Madame Michaelis. 
 60 Kindergarten Songs ami Games. With 
 Muaic. Paper, $0.5U; clotli $0.>JU 
 
 Kindergarten iSoyigs and Games. Seeoud 
 
 Soriea. WitU Music. Paper, $U.5U: 
 
 ciotli, $U.UU 
 
 J. F. JBorsrJiitzky. Kindergarten - Lieder, 
 witk German ami EngLish Words. Contain- 
 ing the 33 Songs in Rouge's Guide. Arranged 
 With au Accompauimeut ol' Second Vuice 
 aud Pianoforte Guidance (ad lib.). $3.50 
 
 * Ezras, Carr. C'liild Culture. Au Address. 
 
 Pax^er, $U.U5 
 
 J(nnf:<i Carrie. The Principles and Practice 
 
 of Early and Infant School Education, with 
 
 an Appendix of Infant School Hymns, and 
 
 Songs with appropriate melodies. Cloth $2.00 
 
 * Adolf DoiiuL The Kindergarten. A Manual 
 for the Introduction of Frwbel's System, of 
 Primary Education into Public Schools, and 
 for the Use of Molhej-s and Prioate Teachers. 
 With 16 lithographed plates. Cloth, $1.00 
 
 (Introduction. To Teachers.— Kindergarten 
 Game.s with 20 Songs, the te,\t in English 
 and German. — Gymnastic Exercises, with 4 
 Songs, the text in English and German. 
 Mental Exercises. — Child-like Songs, 23, the 
 text in English and German. — Child-like 
 Poetry without song. — 4 Pieces in English, 
 19 in English and German on opposite pages, 
 2 in German. — Child-like Tales, 12 in Enghsh 
 and German on opposite pages. — The play of 
 Drawing according to Fuceuel's System.) 
 
 Jliitfo Elm. Spiel und Arbeit. Unterhaltende 
 lieschiifligiingen und anregende Spielefar die 
 Kinderstube. Zur Forderung d.es Schonheits-, 
 Thdtigkeits- und Ordnungs-Sinnes, sowie zur 
 Gewohnung an Arbeit und Ausdauer deul- 
 scher Kinder, nach Fri'ihel' schen Grundscilzen 
 bearbeitet. With 580 illustrations aud 83 
 plates. Paper, $1.70; boards, $1.90 
 
 *FrmbeVs Kindergarten Occupations for the 
 Family. Each in an elegant and "strong 
 Paper Box. containing Material, Designs, 
 aud Instructions. @ $0.7.'5 
 
 1. S/ir/.--L,i,/ii,g. ^2. Net-worh Dra,win{i. 
 
 — 3. Perfirating {Pricking). — i:. Weaviiir/ 
 (Braiding). —,'',. Emln-oiderinr/. — e. Cork or 
 PeasWorlc. — 7. P/nlliiig Inierlacinn Slats). 
 
 — 8. Ring-laying.— 'i. Infert Mining Paper.— 
 10. Cutting Paper. — -[l and 12. 'Tablet-lay- 
 ing (Double Box, for SL.'iO). 
 
 (Other Numbers will follow .shortly.) 
 »y (SteijiPr's Sample Cards of Work 
 that may be prod need by means of, or 
 from, the material, etc., of tlie Fraibpfs 
 luadere/tirfeii Orcupnt'innf: for the 
 Family. Nos. 1—12, net $0.75) 
 
 Friedrich Frcehel. Gesammelte pddagngische 
 Schriften. Herausgegeben vou Wich. 
 Lange. 2 vols, in 3 divisiouB.. 
 
 Paper, $9.60 
 Separately: 
 
 I. 1. Aus Fra;hel's Leben und emstem Stre- 
 ben. Autobiograplvie und kleinere Schriften. 
 With Portrait. Paper, $2.95 
 
 I. 2. Ideen Frmbel's iiber die Menschen- 
 erzieliung, und Aufsdlze verschiedenen In- 
 halts. With 3 jjla'tes. Paper, $3.35 
 
 II. Die Piidagogik des Kindergartens. Ge- 
 dankcn F. Frwbel's iiber das Spiiel und die 
 SpielgegensUinde des Kindes. With i pp. 
 of Music aud 16 plates. Paper, $3.35. 
 
 Fr. Frcehel. Manual pratique des jardins 
 d'enfants, ii V usage des instilutrices et desm'e- 
 res de famillc, compose sur tcs documents alle- 
 ■mayids par J. E. Jacobs et Mme. la baronne 
 de Mabenholtz-Buelow. With 85 en- 
 gravings aud several pages of Music. 
 
 Paper, $4.20 
 
 Fr. FrocheT. Mutter- und Kose-Lieder. Dich- 
 tung und Bilder xur edlen I'Jlegc des Kind- 
 heitlebens. Ein Familienbuch. With Etch- 
 ings, Te.xt, and Music. New edition. 
 
 Boards, $4.70 
 
 *K<irl Fraibel. Elements of Designing on 
 llie Developing System, for Elementary School 
 Classes and for Families. 4 Parts, each 
 containing 24 pages ruled in squares, 
 with designs and .space for copying. 
 
 Each part, in paper, $0.35 
 
 Parts I, 2, 3. Straight Lines and their 
 Combinations. — Part 4. Circles and Curved 
 Lines, and their Combinations. Each page 
 of the given Examples is followed by a blank 
 page for the Compositions, Combinations, or 
 Inventions of the pupil. 
 
 Georffo GUT, Calisthenic Songs. Illustrated. 
 Suitable for Public and Private Schools, 
 and the Nursery, containing Pieces for 
 Diversion and Recreation. Boards, $0.50 
 
 GeorffP Gill. Movement Plays and Action 
 Songs. Boards $0.50 
 
 *Gold(immer-I{effelt. Die Einordnung des 
 Kindergartens iu das Schulwesen der Ge- 
 meinde. Nach H. G-oldammek niit Kiiclc- 
 sicht auf amerikanische Vorhiiltnisse dar- 
 gestellt von Hermann Reffelt. 
 
 Paper, $0.15 
 
 W. N. TTfiilmnn. Kindergarten Culture in 
 the Fainil'l and Kindergnrlen : A cmnplete 
 Sketch of Froebel's System, of Eiirli/ Educa- 
 tion, adapted to American Inslilulions. For 
 the use of Mothers and TeachiM-s. IUur- 
 trated. Cloth, $0.75 
 
 E. Steiger, 35 ParU Place, JScw Yorlt. 
 
KINDERGARTEN PUBLICATIONS 
 
 Alex:. JBrtmo ITansrhnin )i ti . Frkdrich 
 Froebel. Die Entwickluny seiner Erzieliiuigx- 
 idee in seinem Leben. Nach authi'iitisclieti 
 Quellen dargeslellt. Paper, $2.95 
 
 A. S, llnnschmanii. Die Handarheit in 
 der Knabenschule. Drei Abhandlungen uber 
 die Verbindung des Kindergartens und der 
 prakiischen Arbeit mit der Lernschule. Mil 
 einem Beitrage von A. Clauson-Haas. 
 
 Pajier, $0.45 
 
 *A. B. Hatischniann. Das System des Kin- 
 dergartens nach Frcebel. Fiir Miittur und 
 iuiidergai'tuerinuen. Illustrated. 
 
 Paper, $0.15 
 
 Eleonore TTef^rtrnrf. An Abstract of Les- 
 sons un the Kindergarten System given to the 
 senior Students of the Training College, Stock- 
 well. Paper, $0.50 
 
 Eleonore Heertvart. Music for the Kinder- 
 garten, Hymns, Sangs, and Games, for use 
 in the Kindergarten, the Family, and the In- 
 fant School, collected and arranged. Limp 
 clotb, i;i.25 
 
 Elentiore Heeiirnrt and Ilfniiiah Riillci/. 
 Painting for Children. In 3 Parts. A 
 Course progre.ssively aiTanged according 
 to Friedrich Frcebel's Kiudergarteu-Sys- 
 tem, for use at home or in the Kinder- 
 garten. Part. 1. 12 plates, colored. 
 
 Paper, $0.50 
 
 The same. Exercise Book. Part I. 12 plates. 
 Paper, $0.25 
 
 *n'einrich Hoffmann. Kindergarten Toys, 
 and ItDW to use them. A practical Explana- 
 tion of the first six Gifts of Frceljel's Kiniler- 
 garlcn. Illustrated. Paper, $0.20 
 
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 and Purpose. An Addre s. Paper , $0.05 
 
 Kindergarten Action-Songs and Marches, for 
 Infant Schools. With Music in the sol-fa 
 Notation. First Series. Paper, $0.20 
 
 *Tlie Kindergarten engrafted on the American 
 Public Sellout System. Extracts from Offi- 
 cial Reports on the Public Kindergartens 
 in St. Louis, Mo. Paper, *U.U5 
 
 *Der Kindergarten in Amerika. Enlslehung. 
 Wescn, Bedeutung und Erzielningsmiltfl des 
 Fraliel'schen Systems und seine .Inicendung 
 auf hiesige Verhiiltnisse. Fiir Elteru, Leh- 
 rer und Kinderfreunde kurz dargestellt. 
 
 Pap r, $0.15 
 
 KindergartenTracts (Steigee's), 18 Numbers. 
 No. 1. ]Vhat is the purpose of Kindergarten 
 
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 2. Was ist der Zweck der Kindergarten- 
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 4. Was ist ein Kindergarten? Kurze Darsli-l- 
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 tract from a Lecture by I'rof. Jos. Pavnk ) 
 
 50 for $0.20 
 
 6. What I think of Kindergarten s. (From 
 the Herald of Health.) 50 for $0.10 
 
 Kindfrgarlcn Tracts (Steiger's). 
 
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 Tribune.) 50 for $0.10 
 
 8. A Day in the Kindergarten of Frdulein 
 Held at Nashua, JV. H. 60 for $0.10 
 
 9. The Kindergarten. (An Address by Miss 
 S. K. Blow.) 50 for $0.20 
 
 10. The Medical Profession recommend the 
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 11. The Christmas Kindergarten. (A Lett r 
 by the Rev. J. S. I'ravelli.) 50 for $0.10 
 
 12. The Rose Window. 50 for $0.10 
 
 13. A few Words to Mothers on Fra;bel's Firtt 
 Gift for' Babies. 50 for $0.20 
 
 14. Friedrich Frcebel's Developing System of 
 Education. (A Lecture by Kakl Frleisel) 
 
 50 for $0.20 
 
 15. Frcebel's Kindergarten Education espe- 
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 Institutions where there are no natural Mothers. 
 (Account of a visit to the New V'ork Founddng 
 Asylum by Elizabeth P. Peabodv.) 
 
 50 for $0.10 
 
 16. Kindergarten und Charakterbildung. 
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 One copy of eacli of the above Tracts will 
 
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 and Independent Kducntional Instilntion. 
 Part Second. The Child and its Education.— 
 The Means of Education and their Applica- 
 tion. In press. 
 
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 ziige der piidagogischen Ideen Fnehel's und 
 deren Anweiulung in Familie, K indergartcn 
 und Schule. Paper, gilt edges^ $0.15 
 
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 kindergartens. Illustraled. Paper, $1.70 
 
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 Gebrauehe der Frcebel'schen Erziehungs- und 
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 Schule' 3 vols. Illustrated. Paper, $5.70 
 Separately: 
 
 I. Einleitung. — Die Sinnes-, Glieder-und 
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 Die Bdlle. — Kugel, Walze und Wi'irfel. — 
 Die getheilten WHifel. With 22 plates. 
 
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 II. TSeschdflignng mil fluchen-, linicn und 
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 El. Steiger, aS I^arU flace, Pfe-vv York: 
 
KINDERGARTEN PUBLICATIONS 
 
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 *Mnrin Kraiitt-Bfelfe aiid John Ki'ffii.t. 
 The Kindergmien Guide : An Illustrated 
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 of Kindergiirliiers, Mothers, anil Nurses. 
 
 The Kindergarten Guide is issued in 11 
 Numbers, viz. : 
 No. 1. The First and Second Gifts. With 50 
 
 illustrations. Paper, $0.35; cloth, $0.65 
 
 2. The TUird, Fourth, Fifth, and Sixth Gifts. 
 With 497 illustrations. Paper, $0.70; 
 
 cloth, $1.00 
 
 3. Vie Seventh Gift (The Tablets). With 554 
 illustrations. Paper. $0.50; cloth, $0.80 
 
 4. The Connected Slat. The Disconnected Slat, 
 or Slat-interlacing. Slicl.-- laying. With 509 
 illustrations. Pajior. $0.70; cloth $1.00 
 
 5. King-laying. Thread-game, the Point. yVith 
 many illustrations. 
 
 6. Perforating, Sewing. With many illustra- 
 tions. 
 
 7. Drawing, Painting. With maiij' illustra- 
 tions. 
 
 8. Mat- plaiting. Paper-interlacing. With 
 many illnstratinus. 
 
 9. Paper-folding, Paper-cutting, and Paper- 
 mounting, Silhouetting. With many illustra- 
 tions. 
 
 10. Peas or Corh Work, Card-board Work, Mod- 
 eling. With many illustrations. 
 
 11. Stories, Music, Games, Conversational 
 Lessons, Discipline, Care of Plants andAnimals, 
 etc. With music and illustrations. 
 
 JSCff- The first 4 Numbers of the Kinder- 
 garten Guide are now (October 1878) ready; 
 the rest will be issued as soon possible. 
 
 ti'g- This is a book for every family, and 
 for every teacher. — Miss E. P. PE,\BODy 
 writes in regard to it: "We like the 
 Manual very nmeh, and ruy sister (Mrs. 
 Mann) says, ' since it is impossible for 
 Mrs Kraus to teach all the children in 
 the United States herself, the next best 
 thing for her to do is certainly to give 
 these precise and full directions to 
 others.' We are indeed delighted with 
 your minuteness, thoroughness, and 
 clearness of direction. Your Ijook is cer- 
 tainly far iu advance of any Guide wo 
 have yet seen." 
 *--Lliuri Tj. Kfirgp, Rhymes anA Tales for 
 the Kindergarten and Nursery. Collected and 
 revised. With introductory remarks on the 
 value and mode of telling stories to chil- 
 dren. Paper, $0.50; cloth, gilt edges, $1.00 
 
 *Mittilda H. Krirge. The Child, its Nature 
 and Relations. An Elucidation of Froebel's 
 Principles of Education. A free rendering 
 of the German of tlie Baroness Mabenholtz- 
 BUELOW. Cloth, gilt top, $1.00 
 
 (The New Educition. — The Child's Being. 
 
 — Its Relation to Nature, Man, and God. — 
 The Child's Manifestations. — The Child's 
 Education. — Froebel's " Mother's Cosseting 
 Songs" — Funilamental Forms. — Readin,?.) 
 
 *Mittllda H. Kflegc. Friedrich Frmbel. A 
 biographical Sketch. With jiortrait. 
 
 Paper, $0.25; cloth, $0.50 
 
 *II. F. Tjord. How to influence Little Children. 
 A Lecture. Paper, $0.08 
 
 li. roil, MarcnJioJtz - Biiloir. The New 
 Education by Work, according to Fro'bel's 
 Method. Translated by Mrs. Houace 
 Mann, with the assistance of Leopold 
 NoA. Cloth, $1.00 
 
 11. voii Jtrarr'iiholtz-BUlow. Reminiscences 
 of Friedrich. Frcebel. Translated by Mrs. 
 HoHACK Mann. With a Sketch of the Life 
 of Friedrich 'Frmbel by Emily Shirreff. 
 
 Cloth, $1.50 
 
 Jlonriettn Noa, Plai/s for the Kindene/arten. 
 Music by Ch. J. Ric'hter. (The Text "of the 
 19 plays is iu both English and German.) 
 
 Stiff cover, $0.30 
 
 ^Joseph Pftifiie. Fraebel and the Kindergar- 
 ten System of Elementary Instruction. 
 
 Paper, $0.15 
 
 ""tTosejih Pni/iie. Pestaloszi; the Influence of 
 the Principles and Practice on Elementary 
 Education. A Lecture. Paper, $0.05 
 
 *J'iKsej»h Paijne, The Science and Art of 
 Educ'ition (a Lecture), and Principles of the 
 Science of Education, as exhibited in the Phe- 
 nomena founded on the unfolding of a Young 
 Chilli's Powers under the Influence of Nat- 
 ural Circumstances. Paper, $0.15; 
 cloth, $0.40 
 
 *Elisahcth P. Poahodij. Guide to the Kin- 
 dergarten and Intermediate Class. And 
 Moral Culture of Infancy. By Mary Mann. 
 Revised Edition. Cloth. $1.25 
 
 (Kindergarten. — -What is it? — Rooms, etc. 
 
 — Music. — Plays, Gymnastics, and Dancing. 
 
 — The Kindergartner. — Kindergarten Occu- 
 pations. — Moral and Religious Exercises. — 
 Object Lessons. — Geometry. — Reading. — 
 Grammar and Languages. — Geography. — 
 The Secret of Power. — Moral Culture of In- 
 fancy. — Songs.) 
 
 *Elizahfth P. Penhodif. The IdenlHication 
 of the Artisan and Artik the proper object if 
 American Edunition Illustrated by a LiM-t- 
 ure of Cardinal Wiseman, on the Relation 
 of the Arts of Design with the Arts of Proiluc- 
 tion. With" an Essay on Frosbel's Reform 
 of Primary Education. Paper, $0.20 
 
 *Elizfdicth P. J'oahodil. Ediiculion of the 
 Kindergartner. A Lecture. Paper, $U.'J5 
 
 *Elizaheth P. Pvtthodij. The Nursery. 
 A Lecture. Paper, $0.25 
 
 E. Stelger, S5 Parle Place, Tie-w York. 
 
KINDERGARTEN PUBLICATIONS 
 
 * Elizabeth P. I'enhody and Mary Mann. 
 
 After Kindergarten — What? A Primer of 
 Reading and Wrilitrg for the Intermediate 
 Class and Primary Schools generally. 
 
 Boarils, roan back, $0.45 
 
 The Authors say at the eu'd of this book: 
 "We claim that the foregoing method of 
 teaching children to read EngHsh, according 
 to the phonographic classification of words, 
 is the best for their minds; because it gives 
 scientific method and appreciation of law as 
 their practical experience. 
 
 Even if it did put off the date of learning 
 to read till children are seven years old, so 
 much the better ; because that will leave 
 time for the healthy and complete develop- 
 ment of senses, understanding, and expres- 
 sion, such as constitutes the Kindergarten- 
 education, where doing precedes analysis, 
 and mental synthesis; preparing; them to use 
 written or printed words intelligently, after 
 they have been made living things by their 
 meaning. Nevertheless, for the last thirty 
 years, children of four, five, and six, have 
 been taught on this method, which is a more 
 rapid one than any of the ingenious contriv- 
 ances by which children's memories are 
 crammed with words, that prevent the nat- 
 ural development of their minds. 
 
 When, by our Primer, they have learned 
 to know words at sight, they can take a 
 story-book, or Monroe's Readers, and will 
 immediately learn to read with expression." 
 
 "We are glad to see the plan of quite over- 
 turning the accepted methods of spelling is 
 not encouraged. The methods adopted and 
 the style of instruction ought to make this 
 IJrimer and .going to school a great delight to 
 every child." (The Publishers' Weeldy.) 
 
 Plays and Songs for Kindergarten and Family. 
 
 Collected aud revised by a Kiudergartner, 
 
 Paper, $0.50 
 
 llerm.roescht'. Die BaJl- nnd Tiinispiele Fr. 
 Fra-ltii's. Fur Jloitx, Kiiuli ignrten tiiid 
 Schule bearheili't. Illustrated. I'aper, $0.R5 
 
 tTohantws and licrthii lioiuje. A practical 
 Guide to the Eiujlixh. Kindergarten, for the 
 ■use of Mothers, Gvcernesscs, and Infant- 
 Teachers, being an exposition of Fnibel's 
 System of Infant-Teaching, accompanied wilh 
 a great variety of Instructive and Amusing 
 Games, ami Industrial and Gymnastic Exer- 
 cises. With iniiai.rous Songs Bet to Mii.sic 
 and arranged for the Exercises. With 71 
 lithographic plates. Cloth, $2.10 
 
 ('on.itant Schocbe. 40 ausgewdhlte Beve- 
 i/ungsspiele des Kindergartens zundchst fur 
 den hiluslichcn Gebrauch. Zwoistimmig ge- 
 setzt nud Uiit leicbtcr Clavierbegleitiinp; 
 versehen. Paper, $0.(15 
 
 '>I£ntll!f Shirreff. Tlie aaim of Fra-hel's 
 System to be called "The New Education." 
 
 Paper, $0.05 
 
 Eiullj/ Sltirrtff, The Kindergarten. Prin- 
 ciples if Fro'bel's System, and their Bearing 
 on the Education nf Women. Also, Eemarlcs on 
 tlie higher Education of Women. Cloth. $1.25 
 
 *Steiger'8 Designs for Stickdaying. 
 
 12 plates in wrapper, $0.30 
 *Steiger'8 Designs for Net^work Drawing. 
 
 12 plates in wrapper, $0.30 
 
 * Steiger's Designs for Perforating [Pricking). 
 
 12 plates in wrapper, $0.30 
 *Stelyet''s Designs for Weaving {Braiding). 
 12 plates in wrapper, $0.30 
 
 * Steiger's Designs for Embroidering. 
 
 12 plates in wrapper, $0.30 
 
 * Steiger's Designs for Cork or Peas Work. 
 
 12 plates in wrapper, $0.30 
 *Steif/er's Designs for Plaitinq (Interlacing 
 Slats). 12 plates in wrapper, $0.30 
 
 "Steiger's Designs for King- laying. 
 
 12 plates in wrapper, $0.30 
 
 * Steiger's Designs for Intertwining Paper. 
 
 12" plates in wrapper, $0.30 
 *Steiger's Designs for Cutting Paper. 
 
 12 "plates in wrapper, $0.30 
 
 * Steiger's Designs for Tablet-laying. 
 
 1:3 ijlates in wrapper, $0.60 
 John Straclian, What is Play? Its bear- 
 ing upon Education and Training. A phys- 
 iological Inquiry. Paper, $0.50 
 JSd. Wiebe, The Songs, Music, and Movement 
 Plays of the Kindergarten. With Text in 
 English and German $2.25 
 
 The Kindergarten Messenger. 
 
 Edited by Elizabeth P. Peabopt. 
 
 New Series, Vol. I. (1.S77.) 6 Double Numbers. 
 (January to December.) net $1.00 
 
 A. DouaVs Series of 
 RATIONAL READERS, 
 
 combining the Principles of Pestalozzi's 
 aud EiioiiiEL's Systems of Education. — With 
 a systematic classification of English words, 
 by which their Pronunciation, Orthography, 
 and Etymology, may be readily taught with- 
 out the iise of any new signs. 
 
 *I. The Rational I'honetic Reader. An In- 
 troduction to the Series of Eatioual Read- 
 ers. Boards, $0.20 
 
 *II. 77ie Rational First Reader. For Pho- 
 netic and Elocutional Instruction. 
 
 Boards. $0.30 
 *ni. The Rational Second Reader. For Pho- 
 netic, Elocutional. Etymological, and Gram- 
 matical Instruction. Boards, $0.50 
 
 *1V. The Rational Third Reader. I'"or In- 
 struction in the Laws of Pronunciation, 
 Grammar, and Elocution. Boards, $0..' 
 
 *V. A Reform ofthe Common English Branches 
 of Instruction. Manual introductory to, and 
 explanatory of, the Series of Rational Head- 
 ers. Boards, $0.30 
 
 A very complete assortment of other 
 Kindergarten Literature is on hand. 
 Catalogues forwarded free on application. 
 
 JE. Steiswi's SC5 i*ai'li: r'lace, We>v York. 
 
 i 
 
Froebel's Kindergarten Occupations for the Family. 
 
 Tlie design of these Boxes is to provide children of 3 years and over 
 with instructive and quiet amusement, and to quicken their intellect 
 without wearying the brain. 
 
 1. Stick-laying. 
 
 — For Boys and Girls — 
 
 600 assorted Sticks, 1, 2, 3, i, 
 and 5 inches long, respectively, 
 2G5 Designs on 12 plates, and 
 Instructions. Price $0.73. 
 
 Designed to teach correctness 
 of form, the denients o/numcr 
 teal and geometrical propor- 
 tions, and to arouse the invent- 
 ive faculties. 
 
 ....We hardly see how anything 
 could be more attractive, though 
 the price is surprisingly low. Re- 
 garded only as toys, they cannot 
 fail to render most effective assist- 
 ance in engaging the attention of 
 the little ones, and keeping them 
 busy, contented, and quiet. But 
 they add to that the far higher 
 service of inculcating manual skill, 
 artistic taste, and the love of study 
 and application, without tears for 
 the pupil or wearisomeuess to the 
 instructor. . , , ( The Cultivator and 
 Country Centletnan^ 
 
 2. Net-work Drawing:. 
 
 —For Boys and Girls — 
 1 Slate, C^ by 8^ inches, 
 grooved, o.i one side, in squares 
 (4 inch wide);withuarrow frame, 
 rounded corners, 3 slate pen 
 cils, 9-1 Designs ou 12 plates, and 
 Instructions. Price $0.75. 
 
 Designed to teach the first 
 principles of drawing and art 
 instruction, to train eye and 
 hand in a systematic but X)ro- 
 gressice manner, and to develop 
 the intellect. 
 
 . ...Our children are delighted with 
 these gifts and find in them an in 
 finite source of anuisement, to say 
 nothing of the valuable instruction 
 which they are receiving, with 
 scarcely any effort on their part. 
 
 '\filaine Farmer.) 
 
 E, Stels^sr, We-vr "Vork 
 
Frajbers Kindergarten Occupations for tfie I'amily 
 
 are intended to inculcate manual skill, artistic taste, a ready appreciation 
 of results, and, consequently, a love of learning and application 
 
 3. Perforatmg" (Pricking). 
 
 — For Girls and Boys — 
 2 Perforating-Needles, 1 Per- 
 forating-Cusliion, 1 Package of 
 10 leaves of paper, ruled in 
 squares on one side, 1 Package 
 of 10 leaves of heavy white pa- 
 per, 93 Designs on 12 plates, and 
 lustructions. Price $0.75. 
 
 Destigned to advance the child 
 still further in art-insiructioii, 
 and to create afacultn for free- 
 hand drcunng and the produc- 
 tion of artistic and beaidiftd 
 forms. — The objects thus inade 
 may he used for various pur- 
 poses in the household. 
 
 .... These Occupations are particu- 
 larly adapted to family use, and are 
 invaluable in directing the early 
 training of the young mind. The 
 price of these Occupations is moder- 
 ate, but, whatever their cost, they 
 will be found to afford a pleasure 
 and instruction to the child which 
 money cannot buy. 
 
 {Christian Statesjnan.) 
 
 .... We know of nothing ever got- 
 ten up so simple, and yet so useful, 
 to occupy the attention of little chil- 
 dren and keep them amused and 
 out of mischief, as these beautiful 
 boxes.... (The Gospel Banner.) 
 
 4. "WeaTln? (Braiding or 
 Mat-plaiting). 
 
 — For Girls and Boys — 
 1 Steel Weaving-Needle, 20 
 Mats of assorted colors and 
 widths, with corresponding 
 strips, 75 Designs on 12 plates, 
 and Instructions. Price $0.75 
 
 Designed to tench neatness, 
 and accuracy and thus to convey 
 a knoviedqe of the proper com- 
 bination of colors. — The objects 
 thus inade may be preserved 
 and used as bookmarks, and in 
 various other way» 
 
 £2. @telts:ex-> ]Xe-w York. 
 
Froebers Kipdergarten Occupationg for the Family 
 
 ai'e designeil to traiu children's iniuds tlnough apparent play and recre- 
 ation, whiL' they are the means of producing little presents. 
 
 5. Embroidering. 
 
 — For Girls and Boys — 
 
 Worsted, of 12 different col- 
 ors, and 3 Worsted-Needles, 1 
 Pcrforating-Needle, 10 pieces of 
 Dristol Board, 1 piece of Blotting 
 Paper, 10 leaves of white paper, 
 136 Designs on 12 plates, and 
 Instructions. Price $0.75. 
 
 Designed to (each the elements 
 nf fmicy-work, to convey cor- 
 rect ideas as to nnmhcr and 
 form, and to still fartlwr edu- 
 cate the eije in t/ie selection and 
 combination of colors. — The 
 objects produced (like those of 
 most of the other Occupations) 
 look pi-etty, and may be used as 
 presents . 
 
 6. Cork- (or Peas-) Work. 
 
 — For Boys and Girls — 
 60 Cork Cubes, 60 pieces of 
 Wire, 1, 2, 3, and 4 inches long, 
 respectively, 1 Piercing -Pin, 
 108 Designs on 12 plates, and 
 Instructions. Price $0.75. 
 
 Designed to instruct in the 
 proportions of geometrical fig- 
 xires and in the production of 
 outlines of solids and of leal 
 objects, while teaching also accu- 
 racy of measurement and the 
 dements of perspective, etc. 
 
 7. Plaiting 
 (Slat-interlacing). 
 
 — For Girls and Boya— l ^_-*' 
 30 Wooden Slats, 9 inches ^ "^ 
 
 long by i inch wide, and 30 
 Slats, 6 inches long by 4 inch 
 wide, 93 Designs on 12 plates, 
 and Instructions. Price $0 75. 
 
 Designed to teach pi-ecition 
 and nicety of adjustment, to 
 instruct in geometrical form, 
 and to stimulate the invention 
 of fancy figures. 
 
 E. iStelser, Tiey/v York, 
 
Fr(]e1)ers Kindergarten Oconiiations for the Family 
 
 afford the best possible means of preparing children for school; they render 
 instruction easy and entertaining ■without requiring constant direction. 
 
 8. Riug-hiyiug. 
 
 — For Boys and Girls — 
 10 Rings and 20 Half Kiugs 
 
 each, of 2 inclies, 1^ inch, and 
 I inch diameter, 107 Design*!, 
 and Instructions. Price $0,7o. 
 
 Designed to teach the eleinent^ 
 of form, as applied to curnd 
 anil symineti'ical figures, and to 
 lead to an artistic derdopnu nt _ 
 of the curve— the line of beautg — 
 
 9. Paper-intertwiiiiiig. 
 
 — For Girls and Boys — 
 
 100 Strips of Paper, white ^ 
 and colored, 55 Designs, and In 
 Btructions. Price $0" 
 
 Designed to teach the J 
 principiCsoftJie art of deco 
 tioii , ihestwhj of angles, and i/u 
 combination of colors. 
 
 10. Paper-ciittm^. 
 
 — For Girls and Boys — 
 1 Pair of Scissors, with round- 
 ed blades, 100 leaves of Paper, 
 ■white and colored, 10 leaves of 
 Ultramarine Paper, 96 Designs, 
 and Instructions. Price $0.75. 
 
 Designed to teach therelation 
 of complex fonn^, the produc- 
 tion of artistic decorations, and 
 thepropjer use of scissojs. 
 
 11 and 12. Tablet -laying. 
 
 — For Boys and Girls — 
 100 Tablets of wood, colored 
 and finely polished (squares 
 and right-angled isosceles, equi- 
 lateral, right-angled scalene, 
 and obtuse-angled triangles). 
 With 624 Designs. 
 
 A Double Box, price $1.50. 
 
 Designed to instruct in geo- 
 wetrical forms, tlicir relation 
 and adaptation, to each other, 
 and, also, to teach the laio of 
 opposites and, comparisons, and 
 to stimulate invention. 
 
Papers on JEdiication 
 
 is the collective title of a Series of small pamphlets ou educational topics, 
 selected as especially Talnable and interesting. Most of these Addresses, 
 Lectures, or other Papers had been published before,, in newspapers, mag- 
 azines, reports, or otherwise; but it was thought that, in the convenient, 
 attractive, and yet inexpensive form of this Series, they would secure ad- 
 ditional and permanent attention. The following numbers of the Papers 
 on Education are now issued, viz.: 
 
 Trainer of Kindergarten Teachers in 
 tliis Country. An Address. By Mrs. 
 Maeia Kraus-Bcelte, N. Y. 
 
 16 pp. 3 Cts.; 10 c. $0.26.) 
 
 14. A Vindication of tlie Common 
 Scliool, Free Higli Scliool, and Normal 
 Scliool Systems of Education, as tliey 
 exist in the State of New Yorlt. A Paper. 
 By J. H. HoosE, Priucipal State Normal and 
 Training Scliool, Cortland, N. Y. 
 
 (30 pp. 5 Cts.; 10 c. SO.41.) 
 
 15. Cliild Culture. An Addres.s. By- 
 Prof. Ezra S. Carr, Superintendent of Pub- 
 lic Instruction of the State of California. 
 
 (24pp. acts.; 10c. $0.30.) 
 IG. Tlie Relations of Higher Educa- 
 tion to National Prosiierity. An Ora- 
 tion. By Charles*endall Adams, Profes.sor 
 of History in the University of Michigan. 
 
 (28 pp. 4 Cts.; 10 c. $0.33.) 
 17. The Kindergarten; its Place and 
 Purpose. An Address. By James Hughes, 
 Inspector of Public Schools and President 
 of the Teachers' Association of the Prov- 
 ince of Ontario. {48 pp. (5 Cts.; 10 c. $0.52.) 
 IS. Tlie Jjesal Prevention of Illit- 
 crac.y. A Paper. By B. G. Northrop, Sec- 
 retary Connecticut State Board of Educa- 
 tion. (32 pp. 4 Cts.; 10 c. |0.37.) 
 
 ,. ; 1^- Education and Labor. An Address. 
 
 tl'io IirfluenVe o'l" liis By M. A. Newell, Principal of the Maryland 
 State Normal School and President of the 
 National Educational Association. 
 
 (20pp. sets.; 10c. $0.26.) 
 20. How to influence I.,ittle Cliildren. 
 !». Common-School Teaching. A Lect'-lA Lecture. By Mrs. H. F. Lord, of London 
 ure. By Henry Kiddle, Superintendent j (36pp. .5Cts.; 10 c. $0 41.) 
 
 of Schools, New York Citv. 21. Manual Education. A Paper. By 
 
 i44 pp. 5 Cts.- 10 c. $0.48. )iC. M. Woodward, Dean of the Polytechnic 
 
 10. The Claims of' Fr<Ebel's System! School of Washington University, St. Louis. 
 to be called "The New Education." A (40 pp. 5 Cts.; 10 c. $0.44.) 
 Paimr. By Miss Emily Shikreff, of London. 22. Kules .and Hints on the 1 heory 
 
 (24 pp. 3 Cts.; 10 c. $0.30.) [and Practice of Teaching. Prepared tor 
 
 11. The Political Economy of Higlu'ritlie Teachers of Public Schools. By Duanb 
 and Technical Education. An Address. Doty, Superintendent of Public Instruc- 
 By Howard A. M. Henderson, Superintend- tiou, Chicago. (16 pp. 3 Cts.; 10 c. $0.22.) 
 ent of Public Instruction of the State of 23. Proposal for a Cliange in the 
 Kentucky. (24 pp. 3 Cts.; 10 o. $0.30.^ Plan of our Public Schools. An Address. 
 
 12. Education and Crime. \ Paper. By Prof. A. Schneck, Detroit. 
 
 BvS. H. White. Principal of Peoria Countyl (28 pp. 4 Cts.; 10 c. $0.33 ) 
 
 N(U-mal School, Illinois. 24. A Catholic View of Education in 
 
 10 pp. 3Cts. ; 10 c. $0.22.) the Ignited States. A Paper. By J. C 
 
 13. The Kindergarten and tlie Mis- Curtin, A. M., Editor of the iVcro I'oWc 7'((6- 
 sion of Woman; my Experience a,sjd. (20 pp. 3 Cts.; 10c. |0.'26.) 
 
 1. The Science and Art of Education. 
 A Lecture. — Principles of the Science of 
 l-:ducation. A Paper. By Joseph Payne, 
 I'rofessor of the Science and Art of Educa- 
 (iou to the College o1' Preceptors, at Loudon. 
 
 (36 pages, 5 Cents; 10 copies $0.41.) 
 
 2. Teaching Color. Extracts from Lect- 
 ures. By Norman A. Calkins, First Assist- 
 ant Superintendent of Schools, New York 
 City. f28pp. 4 Cts.; 10 c. $0.33.; 
 
 3. The Kindergarten engrafted on 
 the American Pulilic -School System. 
 Extracts from Official Reports on the Public 
 Kindergartens of St. Loins, Mo. 
 
 (IGpp. 3 Cts.; 10 c. $0.22.) 
 
 4. Waste of Labor in the Work of 
 Education. An Address. By P. A. Chad- 
 bourne, President of Williams College, Wil 
 liamstowu, Mass. (20 pp. 3 Cts.; 10 c. $0.2(1.; 
 
 5. History of the Philosophy of Ped- 
 agogics. A Lecture. By Charles W. Ben- 
 nett, Professor of History and Logic in Syr- 
 acuse University. (24 pp. 3 Cts.; 10 c. $0.30.) 
 
 <>. A few Words to Parents. Being a 
 plea for the simultaneous education of head 
 and hand. By E. Steioer. 
 
 (8 pp. 2 Cts.; 10 c. $0.15.) 
 
 7. Moral Education in the I'ublic 
 Schools. A Paper. By William T. Harris, 
 Superintendent of the Public Schools of St. 
 liouis. Mo. (24pp. 3 Cts.; 10c. $0.30 
 
 S. Pestalozzi 
 Principles and Practice on Elemcutary 
 Education. A Lecture. By Joseph Payne 
 Professor of the Science and Art of Educa- 
 tion, at London. (24 pp. 3 Cts.; 10 c. $0.30 
 
These 24 pamphlets constitute the First Run of the First Series 
 (in duodecimo) of the I*(ipei'S ou lildiieation, which are together fur- 
 nished (direct by the Publislier only) for $0.50, a sum which barely covers 
 the cost of production. — Single coi)ies or quantities of any one of the 
 Papers will be sent upon receipt of the price annexed to each. 
 
 The numbers of the Second Run of the Papers on 'Education 
 will be issued as fast as circumstances permit. To secure the regular re- 
 ceipt of the Papers, preimid by mail, as they are issued, it is necessary 
 to subscribe for them and remit $0.50 for each Run, which will contain 
 pamphlets aggregating not less than 600 pages. 
 
 Diifering both in appearance and in contents from these small-sized 
 Papers on Edaeafion, there will be issued simultaneously another 
 Series under the collective title 
 
 Steiger^s Educational Pamphlets, 
 
 In size and type these Pamphlets will match the octavo pages of 
 the CyelojiaHlla of Education and the Year-Book of Educa- 
 tion , and their contents will be in the line of Educational Essays and 
 other articles similar to those of the.se two works, although more extended 
 than the limited space in these reference books admits. In other words, 
 Steiger's Ediicatioual Pamphlets will present information on Edu- 
 cational Matters, within a wide range, giving, as occasion may offer, the 
 ideas and views of writers of all shades of opinion. 
 
 The main object of the issue of these Pamphlets is, like that of the 
 Papers on Education^ to offer a suitable form of publication for val- 
 uable writings too limited in size for issue through the regular book-pub- 
 lishing channels, — Essays and Papers which would otherwise, by simple 
 publication in newspapers and reports, be buried, as it were, imder the mass 
 of other matter, and being unhandy in form, be lost to those who have read 
 them ; whilst, on the other hand, they would remain unknown to the many 
 readers who will be reached by this inexpensive, though convenient and 
 attractive, mode of publication. Each of Steiger''s Educational 
 Pam2ihlets, ho-weyei small, will be issued with a paper cover, and the 
 price will be very low. 
 
 The co-operation of the friends of education in the prosecution of 
 these undertakings will be welcomed. In carrying out his jjlans for further- 
 ing the interests of education in general, the undersigned desires, by the 
 pul)lication of the Papers Oil Education and the Educatioual 
 Pamphlets, to seciire for the best thoughts of leading educators the 
 widest possible dissemination. Authors of suitalile Papers, for which this 
 means of publication is desired, are invited to place the same at the dis- 
 posal of the undersigned. 
 
 New Yoek, May, 1879. M, SteigeV. 
 
E. STEIGER'S CATALOGUES 
 
 ennmerflted hereafter, are iiitcmlcd, on the one hand, to keep the public informecl 
 of what he has ia stock in the various departments of literature; of books, there- 
 fore, which are usually on hand, and cau be at once supplied. On the other hand, 
 these Catalogues serve as a guide to the best publications in their special branches 
 of literature, and such as are most serviceable in this country. 
 
 These Catalogues, having now reached a considerable number, and being con- 
 tinually made more comprehensive by additions and revisions, can, for the future, 
 as a rule, be sent only on receipt of the subjoined nominal prices, which simply 
 cover in part the expenses of pro<luctiou and the prepayment of postage. 
 
 1. Steigkr's IT'estival Cata.l<>ji:no. 
 
 A List of German Books .and Fiiu' Illustrated 
 Woi-ks more especially adapted lor pri'sciits. 
 (Classics, Romances, Novels, Tales, roeins, 
 Antholoi^ies, Dramatic Woiks, Fine Kditioiis 
 with illustrations.and tlir choicest ]iro(liictioiis 
 in the Departments ol llislory, iJcoLcraiiliy, Nat- 
 ural Sciences, I'hilosophy, "vKslhctics, " I'cda- 
 gogy. History of Literature and the Art (ifl'oct- 
 ryi^ Music, and Art Literature, I'rotestant Theol- 
 ogy, Encyclopiedias and Dictionaries, Commer- 
 cial Science, Works for the higiier culture of IIk; 
 female sex. Books on Housekeeping, (Jookeiy, 
 and Domestic Economy, Humorous Literature, 
 etc.) 240 pages. (15 Cents.) 
 
 la. Steiger's Festival Cataloauo. 
 First Division. (Classics, Romances, Novels, etc.. 
 Poems, Anthologies, Dramatic Work.s, —cheap 
 Juveniles, and Kindergarten Literature.) 72 
 pages. (5 Cents.) 
 
 3. Hiibl'ai'y of r"iotioTi. A Cat.a- 
 logue of select Romances, Novels, and Tales by 
 GecHiore authors, and the licttcr class of similar 
 foreign Works in German traiisl.it ions. (5 Cents.) 
 
 3. STEIGER'S Catal<»j>-iic of Crt^r:- 
 man I*ictiii*t?-i5ooii;w ami «Ju- 
 "Veniles. Classiti(;d accordiug to the a;,'e of 
 children. New Edition. (J Cents.) 
 
 4. STEIGER'S Tlioologioal Hii- 
 ■Urax'Sf. A Sy.stematized Catalogue of (tcnivia 
 Publications in the Departments of I'l-nti-xtaiit 
 Tlieology. (5 Cents.) 
 
 5. STEIGER'S T»liilosiopl-»ieal Xji- 
 ■hrai'Sf. A Systematized Catal(].i,'ue (Jt (/fnimii 
 Publications in the Departments of l'tMos(>i)liy 
 and Esthetics. (4 Cents.) 
 
 G. STEIGER'S Feclagogieal I^i- 
 l»rary. Part I. A Systematized (.Catalogue 
 of German Publications on the Tlicunj of Eiliicn- 
 tion and Instruction. (4 Cents.) 
 
 <y. STEIGER'S Illiistratotl Cata- 
 logue of Iviii<l«»r«»-ai-l«'ix <>il'1.'s 
 and Oociipat ion Ma(oi-ijil, to- 
 gather with a List of hiiiilrntml' n LiJmitiiri-, 
 in German, English, and Kiciich. (Gratis.) 
 
 8. STKIGER'si><-^^«■l•iI>t^V©f^Cl^OOl- 
 
 :Boolt Catii l<>tc»i«'. A List i)t Educa- 
 tional Publications: with Xote.s, Specimen pages. 
 Reviews, etc. (Gratis) 
 
 »a. STEIGER'S iBibliotUeoa Glot- 
 
 tica. Parti. First Division. A Catalogue of 
 Dictionaries, Grammars, Readers, Exiiositors, 
 etc., of (mostly) .Modern Languages, except En- 
 glish and German. First Division : Abenaki to 
 Hebrew. (.') Cents.) 
 
 96. STEIGER'S TF$il>liotlxooa Olot- 
 tica. Parti. ^Second Dinislon. (In pri'ss.) 
 
 XO. STEIGER'S I?iV>Hotlie<'a Cilot- 
 tica. Part II. A Catalogue of DirtiiDun-irs, 
 Grammars, Headers, Exyiositors, etc., of the En- 
 glish Laufiuage, in English, Czccli, I):inish, 
 Dutch, French, German, ttalian, Polish, I'ortu- 
 guese, Ru.s,sian, Spanish, Swedish, and Turkish. 
 Ci Cents.) 
 
 1 X. STEIGER'S "Bil^liotliooa Olot- 
 tioa. Part III. Tin- Grrmini LitmiiKKii- and 
 Lilrratun'. A Catalogue of the Iwst Kooks for 
 the study of the German. Language llcjr Geruians 
 and .\iiiericans), the History of German latera- 
 turi'. Poetry, etc. (5 Cents.) 
 
 1 '~i. Ooi'iiiaix T>ijiloots. A Cata- 
 logue of more than ."ilK) Publications, represent- 
 ing all of the Dliileets si.oken in the German 
 Empire and neighborini; Gi'inuin speaking 
 countries. Together with .Maps, Desrriiitions iff 
 land and people, and Gulde-Books ot Germany. 
 
 (Gratis.) 
 
 1 3. STEIGER'S Soieiitifio LiUi-a i->'. 
 Part I. A Systematized Catalogue of (lerman 
 Books and Periodicals in the Departments o( 
 Natural Sciences, Jtlalhenialics, .MiUtani and 
 C'uir.mercial Science. With Indc.\. c") ('cuts.) 
 
 X4. STEIGER'S ]>Io<li«-jil r>il>i-ai-v-. 
 Part I. A Catalogue of German Hooks and 
 Periodicals in the De].aitmeuts ot Medicine, 
 Pharmacy, an^\^'el(■rinar!/ .science. With Index. 
 
 ((') Cents.) 
 
 Xr>. STEIGER'S Ijil>r'ai'>' of CIk^hi- 
 ij^tr-y aii<l X^liax-iiiaoy. Part 1 .\ Cat- 
 alogue of German Books and Periodicals in the 
 Deptirtinents of Chemistry and Pharmacii. With 
 Index. (.S Cents.) 
 
 X<>. STEIGER'S Teclinolotsi*-!! 1 lA- 
 l)vary. A Catalogue of German Hooks and 
 Periodicals in the Department of 'J'echnoloin/. 
 With Index. d Ccnt.s.) 
 
 1'*'. STEIGER'S Iji1>i-ai'>' ol" J<::ii- 
 i>-iiiooi-iiij>-. A (.iatalogiie of German 
 Books and Periodicals in the I)e|iai tmcnts ot 
 Emjtneeriny, Meclianics, Areliitecture, Mining, 
 etc. With Index. (4 Cents.) 
 
 XSn,. STEIGER'S Xjil>rar>- of A.i"- 
 oliiteetxii-e. Parti. A Catalogue of Ger- 
 man Publications in the various Departini'uts of 
 Areliitecture, Ilamlicraft, \\'orlxmansliii>. and 
 other cognate Branches. To which are added 
 Lists of Contents. Desciiptive Notices, and lle- 
 \iews. With Iiidi'X ol Suloect-M.itteiofall Piil)- 
 lications eiiunierMtcd, CeniKin-Eiiglish and Kn- 
 glish-German. With Additions. " (0 Cents.) 
 
 X 86. A short List of American and British 
 Publicatiou.s on Architecture, Art, Ornamenta- 
 tion, etc., togetlier with a List of American 
 British, and French Periodicals in the Depart- 
 ments of Architecture, Art, Engineering, Tech- 
 nology, etc. (Gratis.) 
 
 1 j». STEIGER'S r'ax"mox''s Tjnxx-ax->'. 
 
 A Svstematized Catalou'iie ol German Hooks anil 
 
 Periodic.ils in the J lepiiitnieiits ol .l((j;c»(^(/C(', 
 
 JJortienltlire, Domestic F.conomii, Forest ni, etc. 
 
 (4 Cents.) 
 
 30. STEIGER'S ITiistoi'ioo- tioo- 
 Ji'x-aijlxit'al Xjil>i-ax->-. A Catalogue ol 
 German Books, Miips, and Periodicals ill tlicDO- 
 partjiieiits i>{ Histoni, Geography, and allied Sci- 
 ences. With Ind.'X. (G Cents.) 
 
 !JX. StI'Mger's T^aw Hiil^x-ary. Parti. 
 A Catalogue of German Books and Periodicals in 
 the Oepartments of Jurisprudence, Politics, Sta 
 tistics, etc. With Index. (5 Cents.) 
 
E.- STEICER'S CATALOGUES 
 
 x-ielite. A Kull 
 tiuns. [issued since IS 
 tion ol' Steiger's I.itt- 
 
 33. A-i-t antl IMiisic. A Systema- 
 tized Catalogue ot tlie best German Books and 
 Periodicals in the Departments of Paintiny, 
 Sculpture, Architecture, Art-Industry, Music, etc. 
 (3 Cents.) 
 
 33. Steiger's Ijilirar"^' of 0>-iii- 
 nastics. A Systeniatizeil ('atal()i,'iu' cil GVr- 
 »naw iH'blications on tlie si-veral l<iiKls of fJi/Hi- 
 nastics; together with a List ol ,S(jn<j and Gti-e 
 liMks. (Gratis.) 
 
 34. Steiger's Tlioatrical Cata- 
 l«»Sriie. A Catalog;ue of tlie best Plays in the 
 ilcriiKUi Ijani^iia^i', selected from the dramatic 
 Literature nldi-nii.inv, l-'rancc, England, Spain, 
 etc. |.\bi)Ut2,G0O pieces.] (5 Cents.) 
 
 355. Steiuek's rjitoi'ni"ii=!olio T?o- 
 
 i,i' 11,11' <;i)lllilll f'KhlinI 
 
 '), ii:nllv as a eontinu.-i 
 
 irixi/icr Mi)ii(ilxhrrirht.\ 
 
 0*"* 1 to 121, ;» Cents.) 
 
 3e. C"ataloa\iP of TG. f^toi- 
 
 a-er-'s tioi-ii^aii t'ii-fxilatinji,- Li- 
 
 l>i-ni'>-. With .XdditicpMs. (6 Cents.) 
 
 aT. STEKiEK's C:ittilos:u.e of I*o- 
 
 I'itxlifsilfs. A Systematized enumeratiun 
 
 of the Pfriiidical I'nblicatiims i>t' German Ijitera- 
 
 ture. With an Appeudi.x : Works issued in I'arts. 
 
 (5 Cents.) 
 
 as. Steiger's Catalo^vie ofOei-- 
 
 «iaii ISoolts at i-ecliioetlJPi'ieos. 
 
 (Gratis.) 
 
 fi®" An eli>gant Patent fieJf- Binder, large 
 
 enough to hoUrthe majority of the ahove-named 
 
 Cataiogues (which are in 12mo), may be liad 
 
 for $1.U0. 
 
 31. Steiger's Tlliistvatocl X»o- 
 Sicxnr>ti'v'e C^sil:il<>«i-iio ot" 
 
 <jrlo(>es,'X"olli.ii'ij« ^^^^. >[ Ji psi.aiKl 
 Etliicatioiiiil ^ViJim I'll t lis, 
 
 (G 
 
 31a. American Terrestrial and CiUsiial 
 Glot>os, Relief Alajjss, T«»llii- 
 i"ia.ii.%, etc. Svo. iGiaiis.) 
 
 31fc. ICintlei'g'avteii I'liTjlicii- 
 
 tloiis, Suiierior Tcxt-huoks for the sludij af 
 Cirerinaii, I^r-eixcli, A.i-itliiiiotif, 
 
 Text-books for German ScJiools, etc. 8vo. (Gratis.) 
 33. Steiger's I*oclas:oj>:ical l^i- 
 l>i'ai'>*. Part II. £ducatlnn and General 
 PhUoloijy, together 1i'ith^^'nrks of lieference. Teach- 
 ers^ Handbooks, etc. A (^lassitied Bescriptivo 
 
 Catalogue of American, Britisli, German, French, 
 and other Foreign Publications (exclusive of 
 Text-books). Svo. (10 Cents.) 
 
 3S. rciio I*ei-iotlical Litex'- 
 atxix'e of tlie XJiiltecl (States of 
 A.iiiex*lca. With Index and Appendices. By 
 K. Steiger. Svo. Cloth. ($1.00) 
 
 [This Catalogue enumerates about 8,300 Pe- 
 riodical Publications, and the Index of Subject- 
 Matters is given in English, German, Dutch, 
 French, Italian, and Spanish.] 
 
 39. Steiger's Olassifiotl Cata- 
 loiffxxe of jViiierifaii. I5i-itislx, 
 liex-nxaix, iiii<l l'''i-«-ii<-I> l*<-i"i«>tl- 
 ifals, in the licpailiMcnl.s u[Mrilic<il .Sciciiies, 
 Choiiistr)/, and I'liariiiarii—Xntiirdl Sciences — 
 Archill ctiiri', PiKiiiieeriiKi, .Math' miUirx, ,-lc.~ 
 — Tirhiiiildiiii. ((iiniiirrre. Fiiiiiiire. itc.—AijricHU- 
 ■iire, J)iitiiislic KcdiKimii, Arts, Siiiirta. Fashions, 
 etc. (This is a List of "about 1,21H) of the best Pe- 
 riodicals in the above-named Special Depart- 
 ments.] Svo. (Gratis.) 
 
 • I<>. Sti:ii;ei!"s T>os«r'x'iptiA''e Ciata- 
 lofiiK- ol' !-i<-U»iit ilio, Teelxixo- 
 lo«litil, tiiitl otli«'i- JSweoial I»e- 
 i'io<li«-al>s piil>liwlieA ill til© 
 TJiiito*! fr»tate»s of A^iiiex'ica. With 
 liiilcx (it Suliject-Matters in English, German, 
 and French. 'Svo. (Gi'atis.) 
 
 41. iSijjofiiiieix of aix A.ttoiiipt 
 at a < 'a t siloft-iie of <>i-it>;liial 
 jVixiei-i<-aii JSook^ii. With Index ot 
 Subject-Jlatters. By E. Steiger. Svo. (Gratis.) 
 
 A List of leading ^Inicn'cnw, British, German, 
 and French Itelif^'ioixs aixcl Tlic- 
 ologfical JVXag-aziixes and I*a- 
 pex's. (Gratis.) 
 
 A List of American, British. German, and 
 FrcnchMMiazines and Papers iiilhe Departments 
 of I^aw, If^iiiaiioe, Iiisxix'aiicc, 
 Statisties, etc. (Gratis.) 
 
 A List of ClieaiJ X*ict\ix"cs, (Gratis.) 
 
 An Illustrated List of J^'i-celjel's Kixi- 
 <ler{>-ax'toix Oocupatioiis fox* 
 tlie I^aiiiils'. (Gratis.) 
 
 Oiiirte tlix'oiigflx E. J^t oi«>ex-r«ii 
 «toflt of Oex-iiiaix Iit»<»Jt.s. An 
 Alidiahctieal Index of about SUO Departments and 
 SiM'cialties of which works are on hand. German 
 and English. (Gratis.) 
 
 Otber Lists of Books are iu preparation. — Catalogues of Second-hanclHoolis 
 in all Languages and Deiiartmeuts are sent t/ralis on application. 
 
 A very rich Collection of liihlioijraphU-al Material, combined with wicle-spread 
 connections, enable tlie subscriber to give prompt information in reply to most in- 
 quiries toucbing tlie literary productions of all countries of the (llobe. 
 
 He begs leave to state that lie is now supplying with foreign books and other 
 publications the V. S. Departments at Washington — PiiWic Libraries— Colleges 
 and other Eilucntiotial InstitntimtsSoohsellcrs all over the country, and rrivate 
 Ji<>ol:-hiti/ers generally. 
 
 While E. Steiger's filtoeJ; of fterman Boohs nuil Terioilicals is the largesi 
 i ll this country, enabling him to Jill iiio.'it ordi'rs iinuiefliatelij, his facilities for the 
 jtrottipt importation of whatever may not be on hand, are uiisitrjiassed, and his 
 terms are as favorable as iiossible. 
 
 Books, Jlaps, Charts, etc.. .vpeeialhf imported by order and for the use of any 
 library, or society itieorporated for philosophical, literary, or religious purposes or 
 for the encouragement of tlio fine arts, or by order and for the use of any seminary 
 of Ij.arning, school, or college, IVee of iliit^', at lote rates. 
 
 E. STEIGER, 25 Park Place, NEW YORK. 
 
 ^ 
 
E. Steiger, 
 
 Publisher, 
 
 Bookseller, 
 
 and Importer 
 25 Park Place, 
 
 New York 
 
 would hereby call attention to his extensive stock and 
 unsurpassed facilities for supplying 
 
 Books ior Educational Institutions, 
 
 Terrestrial and Celestial GlolbcS, 
 
 Kindergarten Material, etc. 
 
 Information and Catalogues promptly furnished. 
 
 Office of 
 
 The Cyclopmdia of Education, 
 
 The Year-Booh of Education, 
 Steiger^s Educational Directory, 
 
 Steiger's Educational Bureau. 
 
 Steiger's Educational Bureau is accommodating Teachers 
 and Kindergartners \^ith positions, Schools and Colleges with 
 Teachers and Professors, Parents and Guardians with Tutors and 
 Governesses, or information concerning suitable Educational Institution9 
 — all without charge to any party. 
 
 pm*7rO-'7TS?P'-v>^/ ilrankiprt Sr. 
 
 „ Murray Street 
 
 Barclay Street 
 
E. STEIGER, 
 
 NEW YORK.