The Graded School.
A GRADED
COURSi OF INSTR[1CTIO
FOR PUBLIC SCHOOLS:
COPIOUS PRACTICAL DIRECTIONS TO TEACHERS,
AND
OBSERVATIONS ON PRIMARY SCHOOLS, SCHOOL DISCIPLINE,
SCHOOL RECORDS, ETC.
BY. rH: WELLS, A.M.,
SUPERINTENDENT OF PUBLIC SCHOOLS, CHICAGO, AND LATE PRINCIPAL OF THU
STATE NORMAL SCHOOL, WESTFIELD, MASS.
A. S. BARNES & COMPANY,
NEW YORK AND CHICAGO.
1877.
WITH 
Entered according to Act of Congress, in the year 1862,
BY A. S. BARNES & BURR,
Iu the Clerk's Office of the District Court of the United States for tihe
Southern District of New York. 
PREFACE.
Tim Graded Course of study here presented, is
substantially the Course adopted in the Public
Schools of Chicago. It is believed to combine the
best elements of the different systems adopted in
Boston, New York, Philadelphia, Cincinnati, St.
Louis, and other cities.
M ost of the Directions which accompany the
Course have been suggested by the author's diary
of visits to the schools of Chicago and other cities;
and they are designed to supply the deficiencies
most frequently observed in schools, and to correct
the most common faults.
-..
The kind reception of the.author's Seventh An      nual Report, which embraced a large portion of the
Course here presented, and the success of the system
in the schools of Chicago, have induced the belief
that the same Graded Course and accompanying
Directions may prove acceptable to teachers in the
present revised form. 
PREFACE.
For a more full elucidation of the special features
of the Course, the reader is referred to the Initroduction.
Several brief articles on Discipline, Records, and
other topics, are appended to the Course, in the
hope that they may add somewhat to its value.
W. H. W.
CiCAGO, July, 1862.
4
0 
CONTENTS.
PAGN
INmODUCTION.........................................7-1 4
Number and Division of Grades............................ 7
General Directions accompanying the Graded Course......... 9
Practicalness in Teaching-Oral Instruction.................. 11
Course of Instruction for the Grammar and Prnary  Department of a
Graded School.......................................15-116
General Directions for all the Grades.............1.......15
Tenth Grade............................................ 39
Ninth Grade............................................. 47
Eighth G rade........................................... 51
Seventh Grade........................................... 58
Sixth Grade...............................................  64
Fifth G  rade............................................... 69
Fourth Grade............................................ 76
Third Grade............................................. 83
Second Grade............................................. 9t
First Grade......................................  100
Music.................................................. 105
Transfer from One Grade to Another....................... 106
Physical Exercises......................................... 106
Course of Instruction for a High School, with General Course and
Classical Course....................................... 116
Different Forms of Organization.............................. 120
Course in English High School, Boston......................... 121
Course in Latin High School, Boston........................... 122
Course in ancinnati High Schools.............................  123 
PAGN
Admission to High &oo....................................  125
school Records............................................ 130
Use of School Records.................................... 139
Rdelian...............................................  144
'    r    ly -a........................................... 158
ine................................................ 164
8Ol  of Obedi.....................................170
Hing and Vent       ilation.. 172
Temperature......................................... 172
Respiration.......................................... 173
Hot-Air Furnaces..................................... 175
Steam Heating....................................... 176
Hot-Water Heating.................................. 176
Improved Methods of Heating by Steam and Hot Water.. 177
Perkins' Heater...................................... 178
Improved Stoves.............................. 179
Ventilation.......................................... 181
Books of Reference for the Ora Course of Instruction.............. 186
General Library for Teachers.............................. 198
6
CONTENTS. 
INTRODUCTION.
A GRADED SCHOOL is a school in which the pupils
are divided into classes according to their attainments, and in which all the pupils of each class attend to the same branches of study at the same
time.*
Number and Division of Grades. In all cities
and large towns, there are numerous transfers from
one public school to another. As pupils from different schools are thus brought together, it is often
found-that those who are equally advanced in onse
* "All the pupils in any one class attend to precisely the same
studies and use the same books. In each room there will be a first
and a second class, and it is important that the identical pupils
which constitute the first class in one branch should constitute the
first class in every branch pursued by the class. By this arrangement, while one class is reciting, the other is preparing for recitation, and an alternating process is kept up through the day, affording the pupils ample time to study their lessons, and the teacher
ample time to instruct each class..... This is what is meant by a
graded and classified school." —lra Divoll, Superintendent of Schools,
St. Lou'is.
"The due classification and grading of the schools is but the application to the educational cause of the same division of labor that
prevails in all well-regulated business establishments, whether mechanical, commercial, or otherwise. It is not only the most economical, but without it there can be little progress or prosperity."
-H. C. Hickok, late Superintendent of Public Instruction of Pennsylvania. 
INTRODUCTION.
branch of study are very unequally advanced in
other branches. This creates constant confusion and
inconvenience in the classification. Hence the importance of some uniform system of gradation in all
the schools of a city or town.
It is obviously unreasonable to expect one school
to make the same progress, in all cases, as another
more favorably situated; but it is not impracticable
so to arrange the course of study, that there may be
certain stand-points in it, at which the pupils shall
be required to reach a given standard of attainment
in all the parallel branches, and from which no one
shall be allowed to advance in one branch before al]
the other branches are brought up to the same standard. At these particular points, it is plain that the
pupils will be together in all the branches in all the
schools; and if these points are made sufficiently
numierous in the course, a pupil may pass from one
school to any other in the city or town, at any time,
and he will find some class equally advanced with
himself in all the studies.
In classifying the pupils of cities and large towns,
it has been found convenient to divide all that belong to the Grammar and Primary Schools into ten
grades-four Grammar Grades and six Primary. In
smaller towns a less number of grades will be found
more convenient.
In order to give efficiency and value to a graded
course of study, it is important that the divisions
between the successive grades should be plainly and
sharply defined.  Special cases may sometimes occur, in which it will be necessary for a time to relax
8 
INTRODUCTION.
the stringency of this rule; but these cases should
be made as few and brief as possible.*
In the course herewith presented, the number of
pages or chapters belonging appropriately to each
grade, can not be given with exactness, since the
text-books adopted in different cities and towns do
not always correspond, either in the number of volumes or in the extent to which the subjects are carried. The divisions of the several branches ill the
present course, are made as definite as the circunmstances will allow. They are the result of systematic
experiments extending over a period of several years,
together with a careful study of the classification
adopted in a large number of cities and tossns.
No pupil should be advanced from one grade to
another, till he has first sustained a thorough and
satisfactory test-examination on all the branches of
the grade from which he is to be transferred. These
examinations by the Superintendent or Principal, at
frequent and regular periods, comparing the attainments of each grade with a fixed and known standard, will try every teacher's work, and award to the
most deserving the credit which justly belongs to
them.
general -Directions  ac.companying the Graded
* "Other things being equal, the closer the classification the better the school system."-H. F. Cowaery, Superintendent of Schools,
Sandusky, Ohio. 
"The advantages of the union school arise chiefly from the grading. The more perfect, therefore, the grading, the more certain
and marked will be the success of these schools."-J. M. Gregory,
State Superintendent of Schools. Michigan.
9 
INTRODUCTION.
Cour8se.-Of the large body of teachers engaged in
public schools, many of whom are inexperienced,
and all of whom are controlled, in a greater or less
degree, by habits formed under a variety of different
influences, it is not to be expected that all will reach
the same standard of excellence, nor is it desirable
that all should attempt to reach this standard in
precisely the same way. The individuality of each
teacher must be preserved, and his originality and
invention should be constantly tasked. There are,
however, certain principles which belong to every
good system of instruction, and the teacher who
claims the privilege of rejecting these because he
thinks he can teach better in some other way, is an
unworthy member of the profession.
Public-school teachers are as faithful and progressive as any class of persons in the community,
and yet cases will constantly occur in every city and
town, in which suggestions repeatedly given by
School Directors and Superintendents, are repeatedly forgotten. The power of habit is strong, and will,
in many cases, reassert its claims even against the
best intentions to resist it; and there are always
some whose sympathies are not fully enlisted in
their work, and who need to be admonished by a
uniform standard of duty, kept always before them.
In preparing these directions and observations,
the mere correction of errors has not been my highest object. I would fain hope that they may be the
means of aiding all classes of teachers in their efforts
to introduce improvements and advance the stands
ard of excellence in their modes of instruction.  I
10 
INT'RODUCTION.
have taken special care to give no directions that
will check the enterprise of progressive teachers,
and I believe that no one will be found to act again8st
any thing except positive errors and inferior methods of instruction.
On the various and somewhat numerous points to
which these suggestions relate, they are offered as a
substitute for a constant visit from Superintendents
and School Directors.
Practicalne8s in Teaching- Oral Instruetion. —
The regular course of school studies, in most cities
and towns, is already sufficiently extended, and yet
it is notorious that pupils leave the public schools
lamentably deficient on a great variety of subjects
connected with a sound practical education.
It is found impracticable to introduce the study
of physiology in the Grammar Divisions, with an
additional text-book and a course of daily recitations; and so most of the pupils complete their
course without any knowledge of the important
functions of the lungs and heart, and the general
laws of health. We can not add the study of mineralogy and geology to the course; and pupils go out
from the schools without any satisfactory knowledge
of the materials employed in' constructing the flagstones on which they walk. We can not introduce
natural philosophy; and most pupils leave without
any definite knowledge of the principle involved in
rowing a boat, or even in floating it. We can not
add chemistry; and pupils leave without being able
to explain the rising of a loaf of bread, or the burning of a common fire.
11 
INTRODUCTION.
And yet, a careful study of the philosophy of education will show, that the schools are all this time
suffering for the want of the relaxation which would
be afforded by a systematic course of oral instruction, exactly suited to supply these important de
ficiencies.*
A series of oral lessons, occupying fifteen minutes
a day, and continued through the entire course of
the Grammnar Department, would be sufficient to
embrace a wide range of practical exercises in common philosophy, and common things. Such a course
of lessons would introduce an agreeable variety,
without interfering with the successful prosecution
of the other branches. If called up at the right
* "Nor need any one fear that the use of object lessons will
diminish the amount of book-learning that will be acquired by the
pupils.  On the contrary, experience proves that the little child
will learn to read faster and better, under a course of instruction
sich as proposed, while the older pupils will go forward with more
intelligence and ease, when the theoretical statements of the textbooks are prepared for and illustrated by the plain facts of sense.
All teaching in our schools would gain both in vividness and value
if a more frequent appeal were made from the facts as stated in
books to the facts as they are exhibited in the world without.....
Our knowledge of the nature and uses of common things and our
skill in common affairs-that knowledge and skill which constitute
the implements of our daily work and influence-are obtained not
from books, but from the action of our senses and the exercise of
our individual powers."-J. M. Gregory, Superintendent of Public Instruction, Michigan.
"Oral training lessons, in natural science and the arts, are found
to be not merely a highly intellectual exercise, but are valuable to
persons in every rank of society..... Children of both sexes
should be exercised daily on some point of science or the arts, particlilarly in relation to ordinary life and common things. "'-David
Stow, Founder of Glasgow NVormal Training Seminary.
12 
I XN TRODUCTrION.
time, it would infuse new life and vigor in the
classes, and prepare them to do more in the time
that remains, than they would otherwise accomplish
even with the additional fifteen minutes.
Iit many cities and towns, considerable attention
is already given to object less8on8 and other conversational exercises, in the Primar y -Oivi8ions.  In some
schools these elementary object lessons are admirable, and could hardly be improved;* but it is probably true that in a majority of cases, where object
teaching is introduced, the teachers do not attempt
any thing like a systematic and progressive course
of lessons, while many teachers conduct these exercises without any definite object in view.
Instruction by object lessons is a method comnpara
tively new in this country, and many teachers do
not know how to set themselves at work. The subjects are often selected in the upper grades without
any regard to the topics already discussed in the
grades below; and some teachers seem to think that
they have given a satisfactory object lesson, when
they have conducted a free conversation on some
common subject, even though the children may not
have gained one new idea of the properties and relations of objects, nor learned the use of a single
new word.
In the course of instruction herewith presented, I
* In Oswego, N. Y., the Pestalozzian system of object teaching
is fully and successfully introduced in all the Primary Schools.
rhe system herewith presented was adopted in the Chicago schools
in March, 1861. Many of the principal features of the course were
adopted as early as 1857.
2
13 
INTRODUCTION.
have endeavored to digest a pretty full outline of a
systematic and progressive oral course, embracing
object teaching, moral lessons, and other conversational exercises, and extending through all the Grainmar and Primary Grades.* It has beeni a leading
object with me to supply in this oral course the lack
of practicalness to which I lhave already alluded
Though necessarily confined to the limits of a mnere
syllabus, and not designed to relieve teachers from
the labor of making special preparation for the daily
lessons,t I trust it will be found sufficiently full to
guide even inexperienced teachers in the selection
and arrangement of topics, and in the general method
of treating them. References are made to some of
the principal sources of information on the various
subjects introduced, and other sources will occur to
teachers as they have occasion to employ them.
* " Object lessons should not only be carried on after quite a
different fashion from that commonly pursued, but should be extended to a range of things far wider, and continued to a period far
later than now. They should be so kept up during youth, as in
sensibly to merge into the investigations of the naturalist and the
man of science." -Herbert Spencer.
t "It will always be found true that whatever method saves the
teacher from the burden of thinking, prevents the pupils from realizing the most valuable results of education,-correct habits of
thought, and a well-disciplined mind."-New York School Report.
14 
COURSE OF INSTRUCTION
FOR A GRADED SCHOOL,
EMBRACING THE
GRAMMAR AND PRIMARY DEPARTMENTS;
WITH
ACCOMPANYING DIRECTIONS TO TEACHERS.
NOTE.-The Regular Course of lntruction and the Directions to Teachers are preserved distinct from each other, in different sizes of type, and
each is complete in itself. For convenience of reference, the directions
are numbered consecutively through the course.
All the directions designed to be consulted with any grade, are either
found in connection with the regular course for that grade, or they are
referred to directly by numbers.
GENERAL DIRECTIONS FOR ALL THE GRADES.
~ 1. Reading.-Teachers should adhere rigidly to
the rule, that no reading lesson is to be left till the
pupils understand the meaning of every word contained in it, and are able to express that meaning in
their own language. When definitions are given by
the author, in connection with the lesson, the pupils
should be required to give other definitions of thei
own, or modify those of the author, so as to satisfy
the teacher that the real meaning is comprehended
It is highly important that pupils should not only
understand the meaning of words when taken by
p 
COURSE OF INSTRUCTI()N
General Directions.
themselves, but that they should also understand
their meaning and use in connection with other
words. For this purpose, they should often be required, after giving the definition of a word, to enmbody it in a short sentence. Even this exercise falls
short of the highest end of intellectual reading.
Pupils should often be called on to explain the inport of phrases, and sentences, and even of whole
paragraphs.* Explanations and illustrations should
also be added by the teacher; but let it ever be
borne in mind, that an explanation dl:awn from the
scholar is of far more value to him than the same
explanation furnished by others.
While examples are constantly occurring in which
pupils do not read "with the understanding," there
is also an opposite fault that is equally to be shunned.
Some teachers seem to suppose that the principal
object of a school exercise ill reading, is to understand the meaning of the piece read. This is a mnistake. The principal object is to read the piece so as
to express that meaning.  The sense of the piece
must be studied then, not in this case as anl end, but
as a means to enable the pupil to execute the read
* "From the mnoment that a child knows the powers of the letters, and readily associates with the written form the pronunciation
which it represents, his attention should be directed to the ideas.
His progress in the art of reading should be regulated by his intellectual progress.  The power of reading different words should not
anticipate his power of understanding them. The habit, early acquiried, of associating the ideas with their written signs, will secure
his acquisitioL of the art of reading, and make it a delightful occupation. "-Marcel.
16 
FOR GRADET) SCHOOLS.
Reading.
ing successfully. This being the case, it is obviously
a great fault to spend half or three-fourths of the
hour allotted to a reading lesson, in discussing the
meaning of words and the general sense of the passages read.
While a class is engaged in reading, it should receive the undivided attention of the teacher. If the
teacher is necessarily called away, by all means suspenid the exercise. It is far better to omit a lesson
altogether, than to leave the pupils to read by themselves.
The voice of the teacher should be frequently
heard in every reading exercise, as an example for
the scholars to imitate. It is by imitation that children learn to talk, and their skill and accuracy in
reading will depend mainly upon the character of
the models which are brought before them. A child
may make a dozen trials in reading a sentence, and
not only fail every time, but read it worse and worse,
if he does not hear it read correctly by the teacher
or by some member of the class.
The use of capitals and italics, marks of punctuation, quotation points, and all other marks employed
in the reading lessons, should be learned as fast as
examples present themselves.
Teachers should be particularly on their guard
against adopting unsatisfactory modes of teaching
this important branch, and allowing them to be confirmed into habit. In conducting classes over the
same ground from term to term, and from year to
year, some teachers lose their interest in the exer
17 
COURSE OF INSTRUCTION
General Directions.
cise, and fall unconsciously below their own previous
standard. A good method must be secured by effort
and retained by effort. Effort relaxed always leads
to retrogression.
~ 2. Spelliig.-In conducting oral exercises in
spelling, pupils should pronounce each word distinctly before spelling it, and they should never be
allowed to try twice on a word.* Whenever a pupil
misses a word, let him afterward be required to
spell it correctly. This may be done as soon as the
correction is made in the class, or deferred till the
close of the recitation.
In giving out the words to a class, teachers sometimes commit the error of departing from the ordinary pronunciation, for the sake of indicating the
orthography. Thus in the word variance, the vowel
in the second syllable is given very distinctly as
long i, to show that the letter is i and not e. The
words should in all cases be pronounced exactly as
they are pronounced by a correct reader.t
As pupils are constantly liable to misunderstand
the pronunciation of words, it is a very useful practice, in all written exercises, to call on some pupil in
the class to repronounce -each word distinctly, as
soon as it is pronounced by the teacher.
* "One trial is better than-a score of guesses, both to decide
whether the pupil has mastered the lesson, and to insure its study
in future.''"-B. G. Northrop, Agent Massachusetts Board of Education.
t "An undue emphasis, or prolongation of the utterance of a
syllable, may enable the scholar to spell the word as pronounced,
but will never make him an expert speller of words as properly
spoken. "-Northend.
i8 
FOR GRADED SCHOOLS.
Spelling.
Special attention should be given to syllabication,
in connection with both written and oral spelling.
In oral spelling, pupils should syllabicate in all cases,
as in the following example: asm am, p-i-i p1i, arn7pli,
f-yfy, ampvify.  In written spelling, it may not be
necessary to syllabicate at every recitation; but in
a portion of the exercises, even in written spelling,
pupils should be required to divide the syllables,
and failures should be marked as errors.*
Teachers should bear constantly in mind, that unless habits of correct spelling are formed early, there
is very little probability that they will ever be acquired.
However thorough the drill in spelling may be,
from the lessons of the speller and reader, every
teacher should have frequent and copious exercises
in spelling words from other sources. These should
be words in common use, chosen as far as possible
from the range of the pupil's observation, including
the new words that arise in object lessons, and in
geography, arithmetic, grammar, etc. The more difficult of these words should be written in columns
on the blackboard, and studied and reviewed with
the same care as lessons from the speller and reader.
Failures in spelling these words should be marked
with errors, the same as failures in any other lessons.
Teachers should put forth their best efforts, especially in primary classes, to secure the attention of
* "If this division of words into their proper syllables is to be
learned by itself, it will be found an enormous labor; but if learned
while spelling, it will hardly add any thing to that task."-.Mann.
19 
COURSE OF INSTRUCTION
General Directions.
the pupils, and render the lessons as interesting as
possible.  Occasional exercises in "choosing sides,"
when properly conducted, may be made highly useful.  The exercise of "spelling down" a class may
also be resorted to occasionally with good effect.
If a teacher finds at any time, while conducting
an oral exercise in spelling, that a portion of his
class are becoming listless, he can easily recall their
attention by the following simple measure: The
whole class pronounce distinctly the word given by
.he teacher, as notation; then one scholar says n;
the next o; the next pronounces the syllable ttu;
the next says t; the next a; the next ta; the next
nota; the next t; the next i; the next o; the next
n; the next tion; then the whole class pronounce
the word notation.
Another useful method is to read a sentence of
reasonable length, and require the members of a
class to spell the words in order; the first scholar
spelling the first word, the next scholar the second,
and so on to the end.*
~ 3. TWriting.-Writing should be taught as a
simultaneous class exercise, all the members of the
class attending to the same thing at the same tiine.t
In conducting exercises in writing, teachers should
* For other directions respecting exercises in spelling, both
written and oral, teachers are referred to Northend's Teacher's As
sistant.
t The advantages of this system of teaching, over that in which
different pupils of a class are allowed to write from different copies
or in different books, at the same time, have been fully demon
strated in the schools of Boston, Chicago, and other cities
20 
FOR GRADFD SCHOOLS.
Writing; Concert Exercises.
make constant use of the blackboard. Important
letters and principles of the copy should be written
on the board, both correctly and incorrectly, illustrating the excellences to be attained and the errors
to be avoided. Teachers who are not accustomed to
this mode of illustrating, will find that they can
easily qualitfy themselves to introduce it.*
Many teachers who excel in imparting a knowledge of other branches, teach penmanship only indifferently well. Teachers who have little taste for
this exercise should discipline themselves to increased effort. Even a poor writer may make a
good teacher of penmanship; and no one who attempts to teach writing is excusable for not teaching
it successfully.t
Exercises of special excellence should receive
marks of special credit; and deficiencies resulting
from carelessness or indifference should in all cases
receive marks of error and affect the scholarship
averages as much as failures in any other lessons.
~ 4. Concert Exercises.-In all the lower grades of
Reference.-~ 4. Barnard's Object Teaching, Art. 13.
*  Where the best results were produced, the blackboard was in
constant use, and a whole section of pupils wrote the same copy at
the same time. In some divisions, the blackboard did not seem to
be used at all in teaching this branch. Such a neglect shows a
want of competency, or a want of faithfulness on the part of the
teacher." -Report of Boston School Committee
t "A bad handwriting ought never to be forgiven; it is shameful
indolence; indeed, sending a badly-written letter to a fellow-creature is as impudent an act as I know of."-Aiebuihr.
21 
COURSE OF INSTRUCTION
General Directions.
the Primary Department, brief concert exercises
should be introduced, as often as once a day, in connection with reading, spelling by letters, spelling by
sounds, arithmetical tables, etc.; but they should in
no case occupy more time than the individual exer
cises. They are only means to an end; not the end
itself.  Their proper use is to aid in securing the
success of individual efforts.  Frequent concert exercises should also be introduced in connection with
reading, in the upper divisions of the Primary'Department, and in all the divisions of the Grammar
Department.
Great care should be taken, in all concert exercises, to secure free and natural tones of voice. It is
always better to dispense with exercises in concert,
than to have them become a means of forming bad
habits in modulation and inflection.
~ 5. Rapid Combinations i?n Arithmetic.-Classes
in Arithmetic should have frequent extemporaneous
exercises in combining series of numbers, involving
the principles which they have gone over. These
numbers should be given by the teacher, slowly at
first, and afterward with more and more rapidity,
as the pupils are able to carry forward the computations. The following is an example: Take 5, add
3, add 10, subtract 9, multiply by 8, add 20, add 8,
subtract 40, divide by 10, result? Those who are
prepared to answer raise the hand, and the teacher
calls on one or more of them individually, for the
answer, or on all together. EIArcises of this kind
should be commenced as soon as pupils are able to
22 
FOR GRADED SCHOOLS.
Good Language.
add simple numbers together, and continued through
the entire course. Similar examples may occasionally be carried rapidly round a class, each pupil
giving in turn the result for one step of the process,
with as little delay as possible.
~ 6. Good Language.   Cromposition.-Teachers
should be watchful on all occasions, and especially
during recitations, to secure habits of readiness and
precision in the use of language. Every question
should receive a complete and grammatical answer.
Teachers should be clear and accurate in their own
expressions, and impress upon their pupils the importance of selecting at all times the best words and
phrases, and forming the Aabit of using good language in early life. As fast as new words are
learned in the various oral exercises, the children
should be required to embody them in spoken or
written sentences, and thus fasten their meaning
and uses securely in the memory.*
Reference.-~ 6. Manual of Elementary Instruction, vol. 2,
article, Language.
* " Great attention should be given to the language used in the
school-room,  both by teachers and pupils.  It should be pure
English, free from all provincialisms; and the construction of the
sentences should be grammatical. It is of the utmost importance
that the teachers of our Primary scholars should be accurate in the
use of language; quick to notice, and prompt to correct all "bad
grammar" heard in their school-rooms. No slang, no useless expletives, no unnecessary repetitions, no obsolete words, no violations of orthography or syntax, should, at any time, or under any
circumstances, be allowed to pass without careful correction. The
power of expression may be cultivated by "Object Lessons" and
23 
COURSE OF INSTRUCTION
General Directions.
Exercises in composition may be introduced in
such a manner, that pupils will never regard them
as irksome tasks. With proper care and skill on
the part of the teacher, they may be made as interesting and attractive as any of the exercises of the
school. The following are some of the first steps
that may be taken to secure this object:
(1.) Let the pupil take his slate to a window during
a recess, and write down any thing that he hears
from the children in the play-ground. At the close
of the recess, let him read before his class what he has
written, and he will be interested to learn that the
conversation. Pupils should also be'advised and required to write
much. Recitations may sometimes be conducted by writing, and
will be found mutually profitable. Questions should be pointed
and precise; answers should be concise and exact. Every answer
should embrace a complete proposition. Frequently the pupil gives
the answer only in part. Every exercise. and every recitation
should be so conducted as to habituate the scholars to correct,
terse, and elegant modes of expression. All indistinctness of utterance, all clipping of words, all hesitancy of speech, should at once
be noticed and the proper remedies faithfully applied."-J. G.
McMynn.
"Conversational Lessons.-One great object in early education should
be to awaken the mind of children to activity, and to furnish them
with language. Conversational lessons are well calculated to effect
these objects, inasmuch as they accustom children to speak of
things they daily see and use; leading them to make their own
observations upon such things, and in their turn to ask for further
information.
"These lessons are of course conducted without any formality,
and do not'require any particular hiints.  The subjects chosen are
very simple, and the teacher ought to be quite easy and familiar,
letting the children take the lead; merely stimulating them by
judicious questioning. "-Manual of Elementary Instruction.
24 
FOR GRADED SCHOOLS.
Morals and Manners.
sentences from the different scholars are so many
little compositions. iHe will then understand, that
every time he speaks a sentence, he makes a composition, and if he will only write it on his slate or on
paper, it will be a written composition.
(2.) Select a common and familiar subject, as a
horse, and ask the pupil various questions respecting
it. As he gives his answers, let him write them down
on his slate. iHe will soon find that he has written
an original composition, almost without effort.
(3.) At the close of an object lesson on any familiar subject, let the pupils write or print on their
slates every thing they can remember of the description that has been given, and read their exercises in
turn before the class.
These different exercises should be examined carefully by the teacher, and the errors that occur in
language, orthography, punctuation, etc., should be
kindly pointed out and corrected before the class.
The pupils should then be required to rewrite their
exercises correctly.
The establishment of a school paper, sustained by
the pupils, under the general direction of the teacher,
is one of the best means of cfultivating this important art.
~ 7. Xorals and -Janners.-Love to parents and
others, friendship, kindness, gentleness, obedience,
References.-~ 7. Calkins's Object Lessons; Cowdery's Moral
Lessons, and Cowdery's Primary Moral Lessons; Barnard's
object Teaching, arts. 7, 9, and 12; Hooker's Natural History,
chap. 36; Willson's Third Reader; Barnard's Journal of Edu
3
25 
26CUS   F  NTUTO
General Directions.
honesty, truthfulness, generosity, self-denial, neatness, diligence, etc., are cultivated in children, not
so much by direct exhortation and formal precept,
as by resorting to expedients that will call these
affections and qualities into active exercise.  Lead
a child to do a kind act, and you will increase his
kindness of heart; and this is the best of all lessons
on kindness. Let teachers ever remember that the
exercise of virtuous principles, confrmed into h abit,
is the true means of establishing a virtuous character.
Little anecdotes and familiar examples, illustrating
the love of brothers and sisters, the respect due to the
aged, kindness to animals, mutual love of companions and associates, benevolence, etc., are among the
best means of cultivating these virtues. Such a work
as "Cowdery's Moral Lessons," teaching mainly by
examples, will accomplish far more than the same
principles when abstracted from the narratives in
which they are found, and embodied in a formal cat
echism of moral instruction.*
Teachers should frequently read to their divisions
short, entertaining narratives, and make them  the
subjects of familiar and instructive conversations
with their pupils. So also in lessons on animals,
trees, and all the works of nature, opportunities
should be constantly improved to show the wisdom,
cation, vol. 1, art. 10; Dwight's Higher Christian Education
Hall's Manual of Morals; Mayhew's Popular Education, chap. 8
* "Nature, reason, and experience proclaim this order, exam)le
before precept. " -Mlarcel.
26
COURSE OF INSTRUCTION 
FOR GRADED SCHOOLS.
Morals and Manners.
power, and goodness of the Creator, and to inculcate
the reverence that is due to Him, and a sense of dependence upon Him.
Every ease of quarreling, cruelty, fraud, profanity,
and vulgarity, should be made to appear in its true
light. The selfishness of children is the greatest obstacle to moral training. To moderate this strong
instinet, to teach self-denial and self-control, must
be the constant care of the teacher.
There is no time when the watchfulness of the
teacher is more necessary than during the recesses
and other hours of relaxation at school. This is the
time when little differences are most likely to spring
up, and bad passions to gain the ascendency. No
parent's eye is upon the children, and yet they
should constantly feel that some kind guardian is
near —not to check their cheerful sports, but to encourage every kind and noble act, and to rebuke
every departure from the path of virtue and honor.*
* "Let the play-grounds never be left without the supervision of
a teacher when the pupils are there.   To accomplish  this, they
should not be opened to pupils till a fixed hour, when the teacher
should be present. If the recesses, also, be given to both sexes at
once, the teacher may go with his pupils on to the play-ground, and
while he encourages the cheerful hilarity of the games, his presence
will hold in awe the quarrelsome spirits or profane lips, which will
otherwise work so much evil. It is the unwatched and unrestrained
association of the pupils, good and bad, upon the play-ground, that
forms one of the most fruitful sources of moral corruption.  Remove
this, and we have abated, at one blow, more than one half of the
dangers that attend our schools."-J.. M. Greyory, State Superintendent of Public Instruction, Michigan.
See also Young's Teachers' Manual.
27 
COURSE OF INSTRUCTION
General Directions.
Gooi anorals are intimately connected with good
mvzanuers, and teachers should improve every opportunity to inculcate lessons of civility and courtesy.
In the Primary divisions, especially, the teachers
should give frequent and somewhat minute directions respecting the ordinary rules of politeness.
Let the pupils be taught that when a question is
asked them, it shows a lack of good breeding to remain silent or shake the head, even if they are not
able to answer it. They should receive some general directions respecting the manners of younger
persons in the presence of those who are older.
They should be taught that well-bred persons seldom laugh at mistakes, etc.  The manners of the
children in their intercourse with each other before
and after school, and at the recesses, and in going
to and from school, should receive the constant and
watchful care of the teacher.
~ 8. 0ral Exercises.-The oral lessons of the course
are not intended to be exhaustive and complete; but
they present a pretty full outline of most of the exercises that should be introduced. This outline should
be filled out, and, in most cases, extended by the
teachers; but none of the subjects introduced should
be omitted.
" In every exercise, it is of the highest importance
that there should be some definite aim and purpose,
References.-~ 8. Calkins's Object Lessons, pp. 291-348;
Barnard's Object Teaching, arts. 2 and 12; Hailman's Object
Teaching.
28 
FOR GRADED SCHOOLS.
Oral Exercises; Reviews, etc.
and that the teacher should work with reference to
obtaining certain results."'*
The oral lessons of the Grammar divisions are designed to occupy an amount of time equal to about
fifteen minutes a day. This will be found more than
sufficient to present all the topics introduced.
An outline of each oral exercise should be written
out and preserved for review. This may be done b3
the teacher on the blackboard, or by the pupils on
slates or paper, as the exercise progresses; or the
pupils may be required to write it out from memory
immediately after the close of the lesson.
~ 9. Reviews and Abstracts.-The time devoted to
reviews, both oral and written, should be very much
increased.t
Each lesson should be made, to some extent, a review of the previous lesson, without, however, consuming very much time, except in cases in which
the previous  recitation  has  been unsatisfactory.
Pupils should understand that they are liable to be
called on to recite any portion of the previous lesson,
* "Oswego Report."
"The order in which the various impressions of objects and other
facts connected with them should be considered, depends, to a great
extent, on the knowledge which the pupil has already of the object.
"The following are the principal facts to be considered, though
not always in the order given, in the various objects:  1. Name;
2. Place; 3. Touch, Sound, Odor, Taste; 4. Color; 5. Shape; 6. Size;
7. Material, Uses, etc."-Hailman's Object Teaching.
t "The great secret of being successful and accurate as a student,
next to perseverance, is the constant habit of reviewing." -Todd's
Student's Manual.
3s
29 
COURSE OF INSTRUCTION
General Directions.
and questions enough should be asked in review to
make it necessary for them to read over the last lesson before coming to the recitation, unless their previous preparation has been sufficient to fasten it in
the memory.
The oral lessons should, in most cases, be reviewed
more than once, and in all cases till they are thoroughly learned and remembered.
In most of the studies in which the recitations occur daily, one lesson of each week should be a review
of the four preceding lessons. Classes reciting only
two or three times a week may have a review every
second week; and there may be a few exceptional
cases in which it will be best to have these reviews
only once a month.*
In the Primary divisions, the reviews will necessarily be oral; but in the Grammar divisions they
should be both oral and written. In the 1st, 2d, and
3d grades, most of the classes should have at least
one written review in a month, besides the oral reviews.
It may be well, occasionally, to devote an hour to
a written review of all the different branches, in one
exercise, selecting ten or more questions promiscu:usly from all the studies of the class.
In the five upper grades, all the classes should
have occasional exercises in writing a few lines of
have occasial exercises in writing a few lines of
* "The regulation recently adopted by the Board, requiring a
weekly review of every class by its teacher, without the use of books,
can not fail to accomplish much good, and encourage a more intel
ligent system of teaching." —.Aew York Report.
30 
FOR GRADkED SCHO()LS.
Reviews and Abstracts.
prose or verse, dictated orally by the teacher, as a
test of their proficiency in spelling, punctuation, use
of capitals, penmanship, etc.  In the 4th and 5th
grades, the pupils may use either pen or pencil, at
the discretion of the teacher; but in the 1st, 2d, and
3d grades they should be required in all cases to use
a pen. These exercises should be strictly extemporaneous, and every paper should be passed to the
desk at the close of a specified time.
In conducting written reviews, great care should
be taken to remove from the pupils, so far as possible, all temptation to seek assistance from books, or
papers, or classmates.  When two pupils of the class
are seated at the same desk, it is often desirable to
have two sets of questions of about equal difficulty
-one set for all the pupils sitting at one end of the
desks, and one for those sitting at the other end.
Written reviews are among the most successful
means that can be employed for securing thoroughness and accuracy of scholarship.   They afford a
reliable test of the pupil's knowledge of the subject,
cultivate habits of freedom and accuracy in the use
of language, and afford a valuable discipline to the
mind, by throwing the pupil entirely upon his own
resources.
In addition to the written reviews, teachers of the
higher divisions should require frequent written exercises in connection with the daily recitations in
history, grammar, arithmetic, etc.
All written reviews, abstracts, etc., should pass
under the critical examination of the teacher; the
31 
COURSE OF INSTRUCTION
General Directions.
important errors should be corrected; and pupils
presenting papers carelessly written, should be required to rewrite them.
~ 10. Number of Cla8sses in a -ivision.-As a general rule, the pupils assigned to each teacher in the
Grammar Department, should.be divided into two
classes; in the 5th, 6th, 7th, and 8th grades, into
three classes; and in the 9th and 10th grades, into
four.
The number of pupils in a division, or other circumstances, may make it desirable, in certain cases,
to depart from this arrangement.
It is desirable that each class in the Grammar
Department should not number more than 20 or 25
pupils, and each class in the lower grades not more
than 10 or 15 pupils; but this arrangement is impracticable where a division numbers more than 40
or 50 pupils.*
~ 11. Number of Branches to bepursued at a time.
-It requires the constant watchfulness of teachers to
prevent pupils from undertaking too many branches
of study at a time.  Pupils should rarely be allowed
to study more than three branches at once, besides
reading, spelling, and writing; and it is generally
better to have some of the lessons come only on
alternate days than to have even the six exercises in
one day.
A "In a large class, each of whom seldom, and at best only for a
short time, receives individually any attention from the teacher,
the progress is slow, the faculties little developed, and the education altogether very imperfect."-Reid's Principles of Education.
32 
FOR GRADED SCHOOLS.
Order of Exercises, etc.
~ 12. Order of EKercises and -Length of Recitat,ons.-Every teacher should have posted up in the
room an established order of exercises for each day
in the week, assigning a definite time for the beginning and ending of every exercise, and of every interval between the exercises.
It is impracticable to establish a uniform rule respecting the frequency and length of recitations.
The following scale will serve as a general guide to
teachers in this matter:
Recitations in the Grammar Department from
twenty-five to forty minutes in length, except exercises in spelling, which may usually be completed in
fifteen to twenty-five minutes; in the 5th, 6th, and
7th grades, from twenty to twenty-five minutes; in
the 8th and 9th grades, from fifteen to twenty minutes; and in the 10th grade, from ten to fifteen
minutes.*
* "From four to five lessons a day for a Primary school, is better
than six, even for mental proficiency. A Primary school that has
even five hours of session per day should have an hour or more of
interval at midday. Besides, there should be one or two recesses
during each session. The exercises of the school should be so arranged as to give a change of position and subject as often as every
fifteen or twenty minutes. No child will give sufficient attention
to derive much benefit from a lesson that continues more than
twenty minutes. Five and ten minute lessons, on some subjects,
are better than longer ones. Lessons occupying different senses
should follow each other, as the change affords relief to the mind."
-N. A. Calkins.
The following is the programme of exercises for two days of the
week, in one of the Primary schools of Oswego, N. Y. It includes
only the pupils of a single teacher, in the upper Primary grades,
33 
COURSE OF INSTRUCTION
General Directions.
~ 13. Fre~q?ency of Recitations.-The following
arrangement will serve as a general guide, but cases
may sometimes arise in which it will be necessary to
depart from it: Reading Classes in the 1st grade, two
or three times  week; in the 2d and 3d grades, three
and is introduced here to show the minuteness of detail, the range
of topics, and the arrangement and distribution of time and subjects, that have been adopted in a city that is distinguished for the
excellence of its school system:
MONDAY.
8.30 to  8.45-Opening Exercises.
8.45 to  8.55-Moral Instruction.
8.55 to  9.15-Reading, B, subd. 1.
9.15 to  9.20-Gymnastics.
9.20 to  9.35-Lessons on Number, B, subd. 2.
9.35 to  9.45-Recess.
9.45 to 10.00-Lesson on Place, A class.
10.00 to 10.25-Reading, B, subd. 2.
10.25 to 10.30-Gymnastics.
10.30 to 10.50-Lesson on Number, B, subd. 1.
10.50 to 11.00-Recess.
11.00 to 11.20-Reading, A class.
11.20 to 11.40-Writing on slates, B, subd. 1.
11.40 to 12.00-Lesson on Number, A class.
12.00 to  2.00-Intermission.
2.00 to  2.20-Lesson on Number, A class.
2.20 to  2.30 —Lesson'on Animals, A and B.
2.30 to  2.35-Gymnastics.
2.35 to  2.55-Reading, B, subd. 2.
2.55 to  3.10-Lesson on Number, B, subd. 1.
3.10 to  3.15-Calling Roll.
3.15 to  3.30-Recess.
3.30 to  3.45-Spelling, A class.
3.45 to  4.10-Reading, B, subd. 1.
4.10 to  4.30-Reading, A class.
4.30-Dismission.
34 
FOR GRADED SCHOOLS.
Frequency of Recitations.
or four times; 4th grade, four or five times; 5th and
6th grades, five to eight times; 7th and 8th grades,
eight to ten times.
Slate arithmetic, three or four times a week; mental arithmetic, in 4th and 5th grades, four or five
times a week; in 3d grade, three or four times; in
2d grade, two or three times.   Numbers, in five
lowest grades, five times a week.
TUESDAY.
8.30 to  8.45-Opening Exercises.
8.45 to  9.00-Lesson oni Form, B, subd. 2.
9.00 to  9.15-Lesson on Weight, B, subd. 1.
9.15 to  9.20-Gymnastics.
9.20 to  9.35-Spelling, A-class.
9.35 to  9.45-Recess.
9.45 to 10.10-Reading, B, subd. 2.
10.10 to 10.20-Drawing, B, subd. 1.
10.20 to 10.25-Gymnastics.
10.25 to 10.50-Lesson on Number, B, subd. 1.
10.50 to 11.00-Recess.
11.00 to 11.15-Lesson on Objects, A class.
11.15 to 11.35-Reading, B, subd. 1.
11.35 to 12.00-Lesson on Number, A class.
12.00 to  2.00-Intermission.
2.00 to  2.15-Lesson on Number, B, subd. 2.
2.15 to  2.30-Drawing, A class.
2.30 to  2.35-Gymnastics.
2.35 to  2.55-Reading, B, subd. 1.
2.55 to  3.10-Lesson on Weight, B, subd. 2.
3.10 to  3.15-Calling Roll.
8.15 to  3.30-Recess.
3.30 to  3.45-Lesson on Number, A class.
3.45 to  4.00-Lesson on Form, B, subd. 1.
4.00 to  4.10-Spelling, A class.
4.10 to  4.30-Lesson on Number, B, subd. 1.
.,30-Dismissioln.
35 
COURSE OF INSTRUCTION
General Directions.
Geography, from three to five times a week.
History, three or four times a week.
Grammar from three to five times a week.
Spelling, in 1st grade, two or three times a week;
2d and 3d grades, three or four times; 4th grade,
four or five times; all grades below the 4th, eight
to ten times.
Writing, in the Grammar divisions, two or three
times a week; in the 5th and 6th grades, four or
five times. See ~ 14.
~ 14. iDivision  of Time and Labor.-In deciding
what proportion of time should be given to spelling
by letters, what to spelling by sounds, to reading, to
numbers, to geography, etc., the rule should be this:
whenever a class is less advanced in one branch
assigned to the division than in other branches, let
that particular branch receive special attention till
it is as familiar as the others.  It is very common to
find a class more advanced in reading than in numbers, and still devoting less attention to arithmetic
than to reading; the observance of this rule will
correct all such errors.
~15. Rhetorical Exercises.-The first five grades
should devote about one hour every Friday afternoon, to exercises in composition, declamation and
recitation, and reading select pieces.  The same
course may be adopted in the other divisions, when
the convenience of rooms and other circumstances
permit.
In the 1st and 2d grades, every pupil should be
required to take a part in both the elocutionary and
36 
FOR GRADED SCHOOLS.
Rhetorical Exercises.
the composition exercises, as often as once a month.
When pupils have important written abstracts or
other similar exercises to prepare, these may in certain cases be accepted as equivalents for the regular
compositions. There may also be instances in which
it will be best to accept the reading of a piece of
poetry or other selection, as an equivalent for a
declamation or recitation; but in all ordinary cases
it is better even for the girls to commit to memory
the pieces which they recite.*
* " The Recital.-Akin to the debate, we have introduced another
exercise which, for want of a better name, is termed the RECITAL.
The primary object is to cultivate the power of clothing thought in
appropriate language, and of presenting it in an easy, colloquial
style, to a company of listeners. The pupil may select for a topic
any thing that will require a description. It may be an event in
history, a brief biographical sketch, the relation of current events,
6r a good story. The subject-matter for a Recital may be obtained,
after reading a book, by forming a synoptical outline of the same,
detailing the more interesting portions with a proper degree of
minuteness. Among the topics which have been thus presented,
are the following:'SIR JOHN FRANKLIN,' in which was given a brief
sketch of his life, explorations, loss, expeditions sent in search of
him, and the discovery of his remains;'Account of Lady Esther
Stanhope,'' Grace Darling,'' The Sack of Rome,''Aaron Burr,' etc.
"The exercise is equally adapted to both sexes.  While it furnishes many of the advantages of the debate, it affords others of
equal value. It accustoms the pupil to comprehend, with promptness and ease, the substance of a volume or subject; induces concentration of thought; cultivates memory; encourages the habit of
investigation; affords practice in the use of language; stores the
mind with useful information; forms the habit of noticing important facts and events, and imparts the power of presenting information to others with facility and in an agreeable manner.
"The exercise greatly increases the interest of our'general ex
4
37 
COURSE OF INSTRUCTION
General Directions.
~ 16. 3ental Discipline.-The highest ultimate
object of intellectual education, is mental discipline,
and this discipline call only be acquired by mental
labor.   Cases are constantly occurring  in which
pupils require explanation and assistance, and unless
they receive this aid they will be greatly retarded in
their progress. But examples are also frequently
arising in which teachers give assistance that is not
required, and thus rob the pupils of the discipline
which they would gain by overcoming the difficulties themselves. Teachers should study carefully
the capabilities of their pupils, and never do for
them what they are able to do without assistance.
Pupils should also be guarded against the dangerous
habit of assisting one another, without the knowledge and approval of the teacher.
It is one of the most important duties of the
teacher, to exercise a watchful care over the pupils'
hours and habits of study.  Some pupils never learn
to study a lesson abstractedly and with the whole
mind; and some teachers have heretofore been so
unfortunate as not to know that they have any
special responsibility in this matter.
The power of attention'is essential to the successful prosecution of study at every stage of prog
Reference.-~ 16. Watts on the Mind.
ercises,' stimulates the minds of the school to more elevated modes
of thought and conversation, and induces a higher and more profitable course of reading."-A. Parish, Principal of tyih School, Sp'ingficld,..Vass.
38 
FOR GRADED SCHOOLS.
Tenth Grade
ress, and the best efforts of teachers should be
directed to the cultivation of this great educational
power.*
4 *
TENTHi GRADE.
[PRIMARY DEPARTMENT.]
REGULAR COURSE.
Oral instruction, embracing lessons on common things; on form,
color, flowers, animals, morals and manners. Two or more lessons
a day, each from five to eight minutes long.
Repeating verses and maxims, singly and in concert.
Reading from blackboard and from charts, with exercises in spelling, both by letters and by sounds. Two or more lessons a day.
Counting, from one to sixty. Simple exercises in adding, with
use of numeral frame, pebbles, beans, etc.
Drawing on the slate, imitating letters, figures, and other objects
from blackboard sketches by the teacher, tablets, cards, and other
copies. Printing the reading and spelling lessons, and the numerals as far as learned. Two or more exercises a day. [All the pupils should be provided with slates and pencils.]
Physical exercises as often as once every half hour; each exercise
fiom three to five minutes. See ~ 105.
The recitations in this grade should never exceed twenty minutes
in length. In ordinary lessons, fifteen minutes will be time enough,
and in some lessons ten minutes.
* "The surest way to succeed in cultivating and improving the'
other intellectual powers, is to acquire a command over attention,
and to give it a useful direction."- Marcel.
"I was told by the Queen's Inspector of the Schools in Scotland,
that the first test of a teacher's qualification is, his power to excite
and to sustain the attention of his class. If a teacher can not do
this, he is pronounced, without further inquiry, incompetent to
teach.'"-iMLnn.
39 
COURSE OF INSTRUCTION
Tenth Grad(e.
DIRECTIONS.
~17. Oral Instruction.-The period embraced in
the tenth grade should be regarded as a bridge from
the freedom of hoine-life to the more regular discipline of the sehool-room.* The first lessons should
be simple conversational exercises upon home objects, with which the children are already familiar,
and in which they feel the greatest interest,-thcir
toys, their plays, their friends, etc.
In all the object lessons given in the 9th and 10th
grades, the teacher should bear in mind that the
prominent objects to be accomplished are, to cultivate habits of observation, improve the perceptive
faculties, and secure habits of accuracy in'the use of
language. See ~ 8.
~ 18. In conducting conversational exercises in all
the grades, teachers should be careful not to aid the
pupils so much as to check their curiosity and deprive them of the opportunity to discover and investigate the properties of objects for themselves.t
References.-~ 17. Calkins's Object Lessons, pp. 11-40;
Welch's Object Lessons, first 90 pages.
* "As in the transplanting of the tree from the nursery to the
orchard, its continued life and unchecked growth demand that
there should be as little change of circumstances, as to climate,
soil, and position, as possible, so in the transfer of the child from
the nursery to-the school-room, he should be led to feel the change
as little as possible."-Report of Board of Education, Osweyo, N. Y.
tI "The process of self-development should be encouraged to the
ftilest extent.  Children should be led to make their own investi
10 
FOR GRADED SCHOOLS.
Form; Color.
~ 19. Form.-The first exercises may be devoted
to straight lines, comparing short lines with long
ones, and selecting the straight lines from the letters
of the alphabet and other figures. Illustrate with
slate and blackboard exercises.   Adopt  a similar
course with curved lines, and continue the slate exercises.   Simple plane figures may  also be introduced, as the square, the circle, the triangle.
~ 20. Uolor.-With the help of a box of paints,
the teacher can easily prepare a set of cards, each
bearing a separate shade of color. Let the children
be exercised in selecting particular shades of color.
Next let them distinguish the colors in articles of
dress, books, furniture of the room, etc. After this,
they can exercise their memory in naming a variety
of colors and shades of color that belong to objects
not present. This will cultivate accuracy and precision in the use of language, and prepare them for
References.-~ 19. Welch's Object Lessons; Calkins's Object
Lessons; Barnard's Object Teaching, arts. 9 and 12; Hill's First
Lessons in Geometry.
~ 20. Manual of Elementary Instruction, vol. 1; Calkins's
Object Lessons; Welch's Object Lessons; Barnard's Object
Teaching, arts. 9 and 12; Parker & Watson's Second Reader,
lesson 65; Science of Common Things, index; Reason Why,
index.
gations, and to draw their own inferences. They should be told as
little as possible, and induced to discover as much as possible. Humanity has progressed solely by self-instruction; and that to achieve
the best results each mind must progress somewhat after the same
fashion, is continually proved by the marked success of self-made
men.'' —lHerbert Spencer.
4*
41 
COURSE OF INSTRUCTION
Tenth Grade.
useful  exercises in describing  objects.   Children
should also be encouraged to bring to the school
various articles representing as many different shades
of color as they can find.
~ 21. Flowers.-Flowers are among the first ob
jects that attract the special attention of children
and they furnish desirable subjects for some of the
earliest object lessons of the school-room. Thie pupils should be encouraged to bring flowers to school,
and exercised in distinguishing their names, colors,
forms, etc., but all the lessons in this grade should
be strictly rudimental. Flowers afford some of the
best illustrations of the different shades of color, and
may be studied profitably in connection with the
study of color.
~ 22.  Animals.-Lessons  on  common  domestic
animals, as the horse, the cow, the dog, and the cat,
are among the most entertaining and suitable exercises for pupils in this division. These lessons should
be made very simple, extending only to the most
familiar and obvious points, as form, color, size,
speed, strength, food, covering, habits, uses, etc.
The prominent object of these lessons should be to
excite observation and cultivate feelings of humanity.   Short anecdotes respecting the different
References.-~ 21. Child's Book of Nature, part 1; Manual
of Elementary Instruction, vol. 2.
~ 22. Barnard's Object Teaching, art. 9; Willson's Third
Reader; Carll's Child's Book of Natural History; Manual of
Elementary Instruction, vol. 1. Also selected articles from the
tli.fferent school Readers.
42 
FOR GRADED SCHOOLS.                    43
Verses and Maxims; Reading, etc.
animals should be presented by the teacher, and,
when practicable, drawn from the pupils.  Pictorial
illustrations and outline sketches should be employed
iii connection with these exercises as far as practicable;* and the animals themselves should in some
cases be brought to the school-room, if it can be
done without materially interrupting the exercises.
-Joral8 and 2fanners.-See ~ 7.
~ 23. Verses, Xaeimrs, etc.-A few simple, easy
verses, embodying moral sentiments or useful information, will help to furnish an agreeable variety in
the exercises. The children may also be taught to
repeat a few brief maxims and sentiments, as, "What
is worth doing at all is worth doing well;" " It is better to suffer wrong than to do wrong;" "A place for
every thing, and every thing in its place;" "Never
leave till to-morrow what should be done to-day."
~ 24. Reading and Spelling.-The first lessons in
reading and spelling should be taught from the
blackboard. First, present an object to the class, as
a hat, and have the pupils pronounce the word hat.
They already understand that the word which they
hear represents the object which they see. Other
illustrations of seeing and hearing, as applied to the
same object, may be introduced by the teacher, or
drawn from the class.
References.-~ 23. Sanders's Third Reader, lesson 50; Parker & Watson's Third Reader, lesson 30; Chambers's Information for the People.
* See Manual of Elementary Instruction, vol. 1. 
COURSE OF INSTRUCTION
Tenth Grade.
Next, print the name hat neatly on the blackboard, and teach the class that the word which they
,see represents the same thing as the word which
they hear; and that both represent the object which
they see before them. The word should now be pronounced by the class individually and in concert,
with their attention directed to the board, till each
member is able to call the word at sight. Similar
exercises, with other words, may be continued for
several days; but no word should be introduced
which the pupils can not be made to understand.
Each new word placed upon the board, should be
made the subject of familiar conversation, and, if
practicable, of illustration, so that it may convey to
the mind of the child a clear idea of the object represented.
As the spoken language consists of sounds, the
teacher should now commence teaching the pupils
to analyze these sounds and utter them separately.
The words already learned should be employed for
this purpose, so that the child may be required to
learn only one new thing at a time.
As soon as the pupils have learned to analyze all
the words they have gone over, they may next learn
the names of the letters, using the same words as
before.
After the class have learned in this way from five
to ten words, so that all the children are able to call
each word at sight, and spell it correctly, both by
letters and by sounds, the teacher may introduce
Primary Cards containing simple monosyllabic words
44 
FOR GRADED SCHOOLS.
Reading and Spelling.
and sentences. The teacher should continue to print
simple exercises on the blackboard, as before, and
use them in connection with the lessons on the
cards. See also ~~ 1 and 2.
~ 25. The pupils should now be required, at stated
hours, to print every lesson neatly on their slates;
and they should receive a mark of credit for every
satisfactory effort. As often as once a day, they
should be called on at recitation to read or spell a
lesson from their slates.
~ 26. From this time forward, let it be regarded
as essential to the completeness of every lesson that
each scholar shall be able to define all the words introduced, and spell them both by letters and by
sounds.* Teachers too often accept definitions that
are exceedingly vague and defective, not to say erroneous.  The construction of a simple sentence embodying a word, is often the most satisfactory definition of it that can be given by the young learner.t
Let it also be regarded as a rule of paramount importance, that every lesson learned shall afterward
be made the subject of frequent and thorough reviews, so that the pupils may not fail to retain what
they have once acquired.
* "Each difficult word should be uttered clearly, first by its elements, and then by their combination."- Wm. H. McGuffy.
t "More attention should be given to defining than it now receives. The knowledge of the meaning of words possessed by most
pupils in our schools, is exceedingly limited. It is by using words
that we best learn their meaning; hence one of the first exercises
in a well-conducted Primary school is forming sentences which
shall embrace the words of the reading lesson." -John G. McMynn.
45 
COURSE OF INSTRUCTION
Tenth'Grade.
~ 27. An important direction to be observed from
the commencement, is to give constant and special
attention to agrticulation. There can be no good
reading without correctness of articulation, and it is
far easier to form good habits at first, than to correct bad ones at a later period.*
~ 28. -Yumbers.-It is highly important that the
first exercises in counting and adding should be
illustrated by the use of the numeral frame and
various convenient objects, such as pebbles, beans,
kernels of corn, etc.  Let each number or addition
named be illustrated by a corresponding number or
addition of objects. Let the children count around
the class, each giving a number for himself in turn;
let them count the number of children in the room;
the lights of glass, the seats and desks, etc.
See, also, ~~ 4, 6, 10, 12.
References.-~ 28. Calkins's Object Lessons; Barniard's Object Teaching, art. 12; Manual of Elementary Instruction, vol. 2.
* "Every faculty of the mind, as well as of the body, with regard to its mode of action, has a strong tendency to take a set, according to the first impressions made upon it, or the character of
its first observations. It becomes, as it were, preoccupied by the
first impressions, to the exclusion or diminished force of succeeding
impressions." —Reid's Principles of Education.
46 
FOR GRADED SCHOOLS.
Regular Course.
NINTH GRADE.
LPRIMARY DEPARTMENT.]
REGULAR COURSE.
Oral Instruction, embracing lessons on parts, form, and color,
illustrated by common objects; on plants; on animals, mostly
those with which the children are already familiar; morals and
manners; miscellaneous topics. Two or more lessons a day, each
from five to ten minutes long.
Verses and maxims.
Reading and Spelling.-Blackboard exercises continued. Cards
reviewed. Primer completed. Spelling both by letters and by
sounds. The exercises in both reading and spelling to be heard
twice a day.
Counting from one to a hundred, forward and backward. Reading and writing Arabic numbers to 100. Addition tables from blackboard, to 4 + 10, forward and backward, in course; also, by taking
any of the numbers irregularly; with use of numeral frame. Extemporaneous exercises in adding series of small numbers.  See ~ 5.
Romnan numerals to L, both in course and out of course.
Exercises, at least twice a day, with slate and pencil, using elementary drawing-cards, plain figures, pictures placed on the blackboard, and other copies; and printing lessons in spelling, numerals, etc.
Physical exercises from two to five minutes at a time, not les
than five times a day. See ~ 99.
DIRECTIONS.
Oral Instruction.-See ~~ 8 and 18.
~ 29. Pa"(ts.-Pupils in this division should have
frequent exercises in distinguishing and naming the
different parts of which objects are composed.
References.-~ 29. Mayo's Object Lessons; Manual of Elementary Instruction.
4, 
COURSE OF INSTRUCTION
Ninth Grade.
Thus, the parts of the human frame, as the head,
arms, shoulders, elbows, hands, wrists, fingers, nails,
forehead, eyes, eyelids, teeth, etc.; the parts of a
house, as sides, ends, doors, windows, floors, roof,
stairs, etc.; the parts of a table, book, chair, tree,
field, road, carriage, coat, knife, etc.*
-Form.-See ~19.
Color.- See ~ 20.
~ 30. Plants.-Common and obvious properties
and uses. Distinguish the parts, as roots, steinm,
leaves, buds, flowers, fruit, and seeds. See ~ 21.
* "Object.-To concentrate observation on actions done in the
sight of the children; to call upon them to imitate those actions;
and to teach them to describe them in accurate language.
"1. The teacher to perform some action,-such as placing the
palm of the right hand on that of the left; and, without requiring
the children to describe the act, call upon them to imitate it; or
placing the right hand on the left shoulder; the left hand on the
right shoulder; extending the right arm, and bending the wrist;
holding up the extended right arm, while the left is held downward; folding the arms, etc., requiring the children to imitate
each action exactly.
"2. The teacher may then describe an action, in place of performing it, requiring the chil' -n to carry it out: Put the right hand
on the right shoulder, the left hand on the left shoulder; put one
arm behind, the other across the chest, extend the left arm, and
bend the wrist, etc., etc.
"3. The teacher to perform the action, and the children to describe it: for example, the teacher may touch the upper eyelid of
the right eye with the forefinger of the left hand; or touch the inner corner of the left eye with the thumb of the left hand; or fold
the arms; or'hold up both arms extended, etc., the children describing each successive action: if in doing this they express themselves inaccurately, the teacher should correct them.''"-Manual of
Elementary Instruction.
48 
FOR GRADED SCHOOLS.
Miscellaneous Topics.
Animals.-See ~ 22.
/[orals and Xaanners.-See ~ 7.
~ 31. -Jiscellaneous Topics. — Meaning and use of
the terms hard, soft, dozen, score, rigAt, left.  Time
by clock or watch.  Name ten articles of table furniture; six articles made of glass; eight different
kinds of fruit; four things that please the teacher;
four things that displease the teacher, etc. The
teacher will vary and expand these exercises at
pleasure.
Verses and Baxims.-See ~ 23.
Oral Instruction.-See ~~ 8 and 18.
~ 32. Reading and Spelling.-The following method will be found highly useful in securing the attention of Primer classes, and giving to each'pupil the
benefit of reading the whole lesson, or such portion
of it as may be desired: Let one scholar read the
first sentence; then let the class follow, reading the
same in concert, and pointing to all the words as
they read. Let the next scholar read the second
3entecrce, and the class follow in concert as before,
and so on.
The practice of mental reading should also be
frequently introduced; all the members of the class
pointing carefully to the words of a paragraph or
lesson, as they are read by the teacher. If these
exercises are properly conducted, they will advance
References.-~ 81. Fireside Philosophy; Graded Course of
instruction, by Home and Colonial School Society; Calkins's
Object Lessons.
5
49 
COURSE OF INSTRUCTION
Ninth Grade.
a class much faster than the method of hearing each
pupil read a sentence in turn, without the concert
practice in oral and mental reading.
The pupils should be able to point out and explain
the title-page, table (f contents, le(De',a1ea, margins
jf;'oQtiti'ece, and the heatdings or the titles of the les
.sons. They should also be able to spell all these
words before leaving the 9th grade.
Let them be taught to hold a book in a proper
iianner, in the left hand, with the thumb and little
finger on the pages in front, and three fingers on the
cover behind.
In preparing an exercise in spelling, it is highly
important that young pupils should hear the words
pronounced by the teacher.  A very useful method
is, for the teacher first to pronounce all the words of
the lesson distinctly, while the pupils listen attentively and point to the words in the books, as they
are pronounced. Next, the teacher pronounces one
word, which is repeated by the first scholar in the
class; then another word, which is repeated by the
second scholar, and so on. After this, if time permits, the teacher and class may pronounce in concert, and then the class pronounce in concert without the teacher.
All the spelling lessons should be neatly printed
by the pupils on their slates, and the classes should
be required to read the words from their slates in
connection with the spelling exercises.   See, also,
~1~ 2, 26, and 27.
iVTumbers.-See ~ 2S.
5Do 
FOI' GRADED  SCHO()LS.
Drawing, Printing, etc
~ 33. Drawinqg, Printing, etc.-The teachers of the
several Primary grades should assign definite lessons
in drawing, printing, etc., to be prepared by all the
pupils, with the same regularity and care as any
other exercise.* The teacher should spend at least
ten minutes each day in assisting the pupils and
giving such directions as they may need. When
the exercises are completed, they should in all cases
be examined by the teacher. Lessons of special excelleincee should receive maiks of credit, and failures
resulting from carelessness or indifference, should
receive marks of error.
See, also, ~~ 4, 6, 10, 12, 14, 15.
EIGHTH GRADE.
[PRIMARY DEPARTMENT.]
REGULAR COURSE.
Oral Instruction.-Parts; size; general qualities; color; animals; plants; trades and professions; morals and manners; miscellaneous topics. Two or more oral exercises a day, each from five
to twelve minutes long.
Verses and Maxims. See ~ 23.
First half of First'Reader read and.reviewed, with punctuation,
definitions, and illustrations. Short daily drill in enunciating the
References.-~ 33. Welch's Object Lessons; Calkins's Object
Lessons; Barnard's Object Teaching; Philbrick's Primary
School Tablets; Manual of Elementary Instruction.
*  The spreading recognition of drawing as an element of education, is one among the many signs of the more rational views on
mental culture now beginning to prevail. "-Herbert Spencer.
51
0 i 10 
COURSE OF INSTRUCTION
Eighth Grade.
vowels and consonants, and their combinations.* Spelling the
columns of words, and words selected from the reading lessons,
both by letters and by sounds.
Drawing and Printing.-Two or more exercises a day with slate
and pencil, or paper and pencil, using blackboard sketches prepared
by the teacher when practicable, drawing-cards when they can be
obtained, pictures and various figures from books and cards, etc.
Printing lessons in spelling and arithmetic. See ~ 33.
Addition table completed; thoroughly and constantly illustrated
and applied. Extemporaneous exercises in adding series of numbers. See ~ 5. Reading and writing Roman numerals to one hundred, forward and backward in course; also irregularly.
Physical exercises, from two to five minutes at a time, not less
than five times a day. See ~ 105.
DIRECTIONS.
Oral Instruction.-See ~~ 8 and 18.
Parts.-See ~ 29.
~ 34. Size.-Let the children receive their first
ideas of a foot, a yard, an inch, etc., by the actual
measurement of these different lengths in their presence. Place lines of known lengths on the blackboard as standards of comparison.  Let the pupils
estimate the length of the room, the hight of one
of their own number, the width of the street, etc.,
and then test their different estimates by measuring
the objects. Now let the pupils draw lines of speci
References.-~ 34. Calkins's Object Lessons; Welch's Ob,ect Lessons; Barnard's Object Teaching; Manual of Elementary Instruction, vol. 1; Mayo's Lessons on Objects.
* See Watson's National Phonetic Tablets, Philbrick's Primary
School Tablets, Sanders's Elocutionary Chart, and Page's Normal
Chart of Elementary Sounds.
52 
FOR GRADED SCHOOLS.
Size; General Qualities.
fled lengths on their slates or on the blackboard, as
a foot, half a yard, two inches, etc.; after which
their lines should be subjected to the test of measurement. The same mneasures may next be applied
to width, and illustrate as before.*
~ 35. General  Qualities.-After completing the
special exercises on each of the qualities offerm,
color, etc., a large number of lessons should be devoted to the general qualities of objects, including
those that have already been taken up separately.
~ 35. Barnard's Object Teaching, particularly art. 12, by
James Currie, of Edinburgh; Welch's Object Lessons; Calkins's
Object Lessons; Mayo's Lessons on Objects; Manual of Ele
mentary Instruction.
*' he following is a report of one of the exercises before an Educational Convention recently held at Oswego, N. Y., to examine
into a system of Primary Instruction by Object Lessons:
"Ages of children, five to seven.
"The children were requested to hold their forefingers otne inch
apart while the teacher measured the space between them.
"Then the children were required to draw lines on the blackboard an inch in length, and others to measure them, stating
whether too long, too short, or correct.
"Next they were required to tear papers an inch in length; then
to tear them two inches in length; then to fold them three inches
in length, and so on, the teacher measuring them meanwhile. At
east two out of each three tore and folded their papers of the exact length named.
"Then the children were requested to draw lines on the blackboard one foot in length; then to divide them into twelve inches.
"They readily measured inches, and feet, and yards, both with
the rule and with the eye, and drew lines representing them, showig that they understood the relations of these to each other as well
as the length of each,"
5*
53 
COURSE OF INSTRUCTION
Eighth Grade.
Thus, the following qualities will be discovered in
a  quill.  It is long, 7igrtl, staff, usfuln, l,nanimate, animal produc tion. The barrel is tran,parQnt,
or semi-transparent, eard, elastic, bright, lig/t-colored or yellowish, cylindrical, ]ollow.   The shaft is
feathered,  qvite, satg  or  limber, opague, solid,
grooved. Let each of these qualities be illustrated
by comparing it with a similar quality in some
other object, and let the meaning of each term be
clearly fixed in the mind by all actual exalnination
of the object in which it exists.   The principal
topics introduced and the names of qualities should
be written very plainly on the blackboard, to aid in
impressing the lesson on the minds of the pupils.
Before closing the exercise, let the pupils be called
on to explain the meaning of the terms used, in thleir
own words, and to construct short sentences or
phrases embracing them.
This is the best class of lessons that can be given
to aid the pupils in enlarging their vocabulary of
useful words; and the teacher should be careful to
select such subjects as will introduce one or I)iore
new words at each exercise.*
~ 36. Color.-More extended exercises in discrim
References.- ~ 36. See the references of ~ 20.
* If properly conducted, these lessons will be found the most
efficient means of improving the children's p(Owers of observation,
discrimination, and description, and of inclreasing their stock of uiseful information. They will also do much to prevent the confusion
and misunderstanding of terms which we so often witness in ordinary conversation.-See Marcel on Lg.gyqye
564 
FOR GRADiEl) SCH()OLS.
Animals;'Trades, etc.
inating the shades and tints of color.  Primary and
secondary colors.
~ 37. Animals.-These lessons should be gradually extended to include animals less common and
familiar, as the squirrel, the fox, the deer, the owl;
with a few foreign animals, as the lion, the camel,
the ostrich.  As far as practicable, the lessons shoul(l
be illustrated by pictures in books and on the blackboard, to be copied by the pupils.
Let the characteristics of different animals  be
pointed out; as, the fidelity and sagacity of the dog,
the docility of the horse, the intelligence of the elephant, and the cunning of the fox.  Let examples be
selected from each of the different classes of animals,
for object lessons. Attention should frequently be
directed to the wisdom and goodness of the Creator.
as shown in adapting the form, covering, etc., of the
different animals to their peculiar modes of life, and
the climate in which they are found.
Plants.-See ~ 30.
38. Tra.des, Profes,sions, etc.-Object lessons lelating to different employments-the farmer, the
blacksmith, the shoemaker, the carpenter, the teaclier, the lawyer, etc.; including a particular d(lescription of the tools used by the meehanic, farmer, etc.,
and illustrated, whenii practicable, by presenting the
instruments themselves, and by drawings on the
slate and blackboard.
References.-~ 37. See the references of. 22.
~ 38. Hazen's Trades and Professions, in Halpers' FaTnily Lib.
-.55 
COURSE OF INSTRUCTION
Eighth Grade.
-Yorals and fanners.-See ~ 7.
~ 39. Jiscellaneous Tovics. —Relative position ol
objects, as the direction of a pupil from the teacher,
or from another pupil, or from the door. Let the
children name the city they live in; the county; the
State; the country; capital of the State; of the
country; mayor of the city; governor of the State;
President of the United States, etc.   Day of the
week; of the month. Short table, embracing the
common divisions of time. Estimate by pupils of
the length of a minute, of five minutes, fifteen minutes, etc., without the aid of a clock or watch; submitted to the test at the close of the trial. Five
duties to parents; five to brothers and sisters; five
to companions at school; six different modes of conveyance; six things made of wood; six made of
leather; six streets, with their relative locations; six
different kinds of food, etc. Meaning and use of
terms natural, artixcial; animal, vegetable, mineral; metal; simple, compouud; native, foreign;
indi,'enous, exotic; century, etc.
Reading.-See ~~ 1, 26, 27, and 32.
~ 40. Spelling.-Let the children spell their own
names; the name of the city or town; State; days
of the week; months of the year. These exercises
should be repeated till the pupils are able to perform
them well. See, also, ~ 2.
~ 41. Analys8is of Sounds.-" Articulation should
be taught and practiced by a thorough analysis of
References.-~ 39. Barnard's Object Teaching, art. 9.
56 
FOR GRADED SCHOOLS.
Analysis of Sounds.
the elementary sounds of the language, and their
separate and powerful execution by the' organs of
speech; then, sentences and short passages that require unusual command of the articulate powers
may be made the subject of diligent practice."* It
will also be found a highly useful exercise to give
the elementary sounds occasionally, in a clear and
forcible whisper. The analysis of sounds relates
chiefly to reading, and should, therefore, be studied
and practiced more in connection with the lessons in
reading than with those in spelling.s
* Zachos's Analytic Elocution.
t "After all the elements and their combinations have been made
so familiar by practice as to be readily recognized, proceed to analyze, and then to spell the words in the following exercises, in this
manner: 1. Pronounce deliberately and firmrly.
"2. Divide the word into its syllables, speaking each one separately, and as fully as if it were a word by itself.
" 3. Articulate, in proper order, every element separately and
very fully.
"4. Enunciate every syllable as it is completed, preserving the
distinctness of its elements.
"5. Pronounce the word with due proportion of force and time
on each syllable, taking care that the elemewts, as before articulated, be distinctly preserved in the pronunciation.
"The mode of spelling here proposed is the only proper way of
assisting a child that is learning to talk. It can not reasonably be
expected that a distinct and organically correct articulation can be
acquired by the common custom of learning merely to pronounce
words. There can be no doubt that nearly all the stammering, blundering, and indistinct articulation which we so continually hear,
while few are conscious of it in themselves, have come very naturally, if not of mere necessity, from the folly of those who expect
or allow children to execute words without mastering the simplest
elements of which they are composed." — Hlillard's Third Class Reader,
57 
COURSE OF INSTRUCTION
Seventh Grade.
-Drawing.-See ~ 33.
~ 42. X?umbers.-Counting to 100 by twos, using
the even numbers, 2, 4, 6, etc.; also using the odd
numbers, 1, 3, 5, etc.; forward and backward.
See, also, ~~ 4, 6, 10, 12, 13, 14, 15, 16.
SEVENTH  GRADE.
[PRIMARY DEPARTMENT.]
REGULAR COURSE.
Oral Instruction.-Form; size; general qualities; weight; color;
animals; the five senses; common things; miscellaneous topics;
morals and nianners.  Two or more oral exercises a day, each from
seven to fifteen minutes long.
Last ha.lf of First Reader completed and reviewed, with punctuation; and definitions and illustrations.  Short daily drill in enutnciating the vowels and consonants, and their combinations.*
Spelling, both by letters and by sounds, from Speller, and from
reading lessons.
.Drawing and Printing.-Two or more lessons a day; same as in
eighth grade.
Subtraction table completed, and multiplication table to 5 X 10 or
5 X 12, constantly illustrated by use of beans, etc., and applied. Extemiporaneous exercises in adding and subtracting series of numbers.
See ~ 5.  Reading and writing Arabic and Roman numerals to five
hundred, forward and backward in course; also out of course.
Physical exercises, from two to five minutes at a time, not less
than four timnes a day. See ~ 105.
Refrerences.-~ 42. Barnard's Object Teaching, art. 12; Calkins's Object Lessons; Davies' Grammar of Arithmetic.
* See Philbrick's Primary School Tablets, Page's Normal Chart of
Elementary Sounds, Sanders's Elocutionary Chait, and Watson's
National Phonetic Tablets.
58 
FOR GRADED SCHOOLS.
Form; Size.
DIRECTIONS.
Oral Instruction.-See ~~ 8 and 18.
~ 43. Form.-Lessons on the various relations and
conditions of lines, as horizontal, vertical, perpendic
ular, oblique, parallel, diverging, converging, curved
waving, spiral, etc.; on afngles-righlt, acute, obtuse,
on the different kinds of triaigles; and on parallelogarams, quadrangles, the 8quare, rectangle, rhombtzs,
oblong, rhornmboid, trapezoid, trapyeziun; use of the
term diagonal.
Copious slate and blackboard exercises, illustrating all the above lines and figures.
~ 44. Size.-It is now time to introduce measures
of surfaces and solids. Actual measures, as the gill,
the quart, the gallon, the peck, should be brought
to the school-room and used in illustrating these lessons, till the children become familiar with them.
Let the pupils estimate the measure of a cup, bowl,
bottle, pail, basket, etc., and then correct their errors
by measuring. Similar exercises should be introduced in relation to surfaces. First, place a square
inch, foot, yard, etc., on the board, as standards of
comparison. Next, illustrate the division of a square 
yard or foot into square inches, etc.  Let the pupils
estimate the number of square yards, feet, inches,
etc., in various objects. as the floor, the teaclier's
References.-~ 43. Calkins's Object Lessons; Barnard's Object Teaching, arts. 9 and 12; Hill's First Lessons in Geometry.
~ 44. Calkins's Object Lessons;  Barnard's OIbject Teaching,
arts. 9 and 12.
59 
COURSE OF INSTRUCTION
Seventh Grade.
desk, a slate, blackboard, window, etc. Test their
accuracy by calling on them to measure the objects. Accompany with copious slate and blackboard exercises.
General qualities.-See ~ 35.
~ 45. Weight. First call the attention of the pupils to the attraction of the earth, as shown in falling bodies, the tendency of water to run down hill,
the effort required to lift a heavy body, etc. Give
them different articles of the same size, but made of
different substances, as cork, wood, iron, lead, a vial
of water and a vial of quicksilver, a bag of shot
and a bag of beans. Let them handle and compare
them. Distinguish bodies heavier than water firom
those which are lighter, by actual experiment. Now
introduce various standard weights. Let the pupils
handle a pound of lead, a pound of wood, a pound
of cotton; a body weighing 5 lbs., 10 lbs., 20 lbs.,
etc. Next let them handle a variety of bodies, and
estimate the weight of each; after which their judgment should be tested by the scales.* In this way
they will cultivate accuracy of judgment in respect
to the weight of different objects presented, an attainment which very few persons ever make.t
Color. See ~ 36.
References.-  45. Science of Common Things, index; Barnard's Object Teaching, art. 9; Welch's Object Lessons.
* A pair of scales, or some other instrument for weighing, can
easily be obtained for this purpose, through some of the pupils
t See Young's School Teacher's Manual.
60
.1 
FOR GRADED 5HOOL5             61
Five Senses; Common Things.
Animals.-See ~ 37.
~ 46. The Five Senses.-General description of the
Ye, the ear, and other organs of sense.  Exercises
illustrating the cultivation and use of these organs.
Let the children name ten things discovered by the
eye; five discovered by the ear; five by touch, etc.
Name different qualities, etc., and let the children
tell the sense by which they are discovered.
~ 47. Common Things8.-Object lessons on a clock,
watch, nail, carriage, pin, needle, rope, pitch, tar, etc.
~ 48. Mis8cellaneous Topics. -   ame  six public
buildings in the city or town; six different kinds
of carriages; ten different foreign fruits; six birds of
prey; six different kinds of stores.
The names of the young of different animals.
The flesh of different animals used for food,-what
called?  The voice or natural call of different animals.   The  largest fish, quadruped, bird, insect,
reptile. A collection of men, birds, cattle, fishes,
insects,-what called?
Meaning and use of the terms density, attractton
of gravitation, quadruped, bived, insect, reptile.
~ 49. Sentence-making, etc.-At the close of every
object lesson, let each pupil -make up one or more
References.-~ 46. Child's Book of Nature, part 2; Calkins's
Object Lessons; Mayo's Lessons on Objects; Mayhew's Popular Education, chap. 6.
~ 47. Fireside Philosophy, index; Mayo's Lessons on Objects,
passim; Brande's Cyclopedia, words Horology, Pin.
~ 48. Hooker's Natural History, chap. 13
~ 49. Barnard's Object Teaching, art. 12
6
61
FOR GRADED SCHOOLS 
(COURSE OF INSTRUCTION
Seventh Grade.
sentences embodying certain points of the lesson, or
containing new words that have been learned. The
pupils may ordinarily be called on to repeat these
sentences in course, extemporaneously; but they
should occasionally be required to print or write
them with care on their slates, for the inspection oT
the teacher.  Exercises specially meritorious should
receive marks of credit; and defective exercises
should receive marks of error.
ieadintg.-See I  1, 26, 2T7, and 41.
~ 50.-Aialysis of  Sountds.-Besides  the ordinary exercises in analyzing, by uttering the different
sounds, pupils should frequently be called on to analyze by de8cribing the sounds.  Other explanations
respecting the forms of words, uses of letters, etc.,
mlay be given at the same time.
ExAMPLES.-Fate: sound off, atonic; first sound
of a; sound of i, atonic; e silent.  Garnish: hard
sound of g, subtonic; second sound of a; sound of
,, subtonic; sound of n, subtonic; second sound of
i; sound of s,, atonic. —Hlow many sounds has g?
What are they?  Give a word containing the soft
sound of g; one containing the first sound of a.
HIow many syllables in garAis? Which syllable
is accented?  What is accent? Which of the letters
in garnish are vowels?  Which consonants?  What
letter or letters represent the last sound in garnisl5?
Can you name any other elementary sound that i,
represented by two letters united?
Reference. —  50. W\right's  \nalytical Orthlograp)hy.
62 
FOR GRADED SCHIOOLS.
Spelling.
The description and utterance of the sounds should
generally be united in the same exercise; first analyze by uttering the sounds; then by describing
them.*
~ 51. Spelling.-Spell and review the new terms
introduced under " Miscellaneous Topics."  Spell
the names of all the objects that can be seen in the
school-room. Let the scholars bring objects to the
school to furnish names for spelling.  Spell twenty
or more names of visible objects not in the schoolroom; twenty or more names of invisible objects;
twenty or more words denoting motion.  The more
difficult of these words should be written on the
blackboard, and reviewed several times. See, also, ~ 2.
-Drawing.-See ~ 33.
* The following is a very complete form of analysis, copied from
Watson's National Phonetic Tablets:
"ANALYSIS. -1st. The word SALVE, in pronunciation, is formed by
the union of three oral elements: s a v-salve.  (Here let the pupil
utter the three oral elements separately, and then pronounce the
word ) The first is a modified breathing; hence, it is an atonic.
The second is a pure tone; hence, it is a tonic.  The third is a modified tone; hence, it is a subtonic.  2d. The word SALVE, in writing,
is represented by five letters; s a 1 v e-salve.   S represents an
atonic; hence, it is a consonant. Its oral element is chiefly formed
by the teeth; hence, it is a dental.  Its oral element is produced
l)y the same organs and in a similar manner as that of z; hence, it
is a cognate of z. A represents a tonic; hence, it is a vowel. L is
silent.  Vrepresents a subtonic; hence, it is a consonant.  Its oral
element is chiefly formed by the lower lip and the upper teeth;
hence, it is a labia-dental.  Its oral element is formed by the same
organs and in a similar manner as that of f; hence, it is a cognate
off. E is silent.
See, also, H()lbriook's Norimal Methods of Tl'aching.
63 
COURSE OF INSTRUCTION
Sixth Grade.
~ 52. Numbers.-Counting to 100 by two's and by
three's, forward and backward: 2, 4, 6, etc., 1, 3, 5,
etc., 3, 6, 9, etc., 2, 5, 8, etc., 1, 4, 7, etc.* Adding
single columns of figures on the slate and blackboard.
See, also, ~~ 4, 6, 9, 10, 12, 13, 14, 15, 16.
SIXTHI GRADE.
[PRIMARY DEPARTMENT.]
REGULAR COURSE.
Oral Instruction.-Form; animals; trees and plants; foreign
productions; miscellaneous topics; common things; manners and
morals.   Two or more oral exercises a day, each from eight to
fifteen minutes long.
Reading and Spelling.-First half of Second Reader completed
and reviewed, with punctuation, definitions, and illustrations.
Frequent exercises in enunciating the elementary sounds separately
and in their principal combinations.t Spelling, both by letters and
by sounds, with definitions, from speller, and fiom reading lessons.
Drawing, writing, etc., with slate and pencil or paper and pencil,
using drawing cards when obtainable, cuts from books, and other
copies; writing the large and small letters of the alphabet in plain
script hand.
References.-~ 52. Barnard's Object Teaching, art. 12; Manual of Elementary Instruction; Davies' Grammar of Arithmetic.
t See a valuable article on Oral Lessons in Arithmetic, by Daniel
Hough, of Cincinnati, in Ohio Educational Monthly for February,
1862.  Also Course of Studies for a True Graded School, in Report of
Hon. J. M. Gregory, for 1861.
t See Sanders's Elocutionary Chart; Watson's National Phonetic
Tablets; and Philbrick's Primary School Tablets.
64
,* 6 0 
FOR GRADED SCHOOLS.
Form; Animals.
Elementary arithmetic. Multiplication and division tables completed, with constant illustrations and applications. Extemporaneous exercises in combining series of numbers. See ~ 5. Reading
and writing Arabic and Roman numerals to 1,000.
Abbreviations.
Physical exercises, from two to five minutes at a time, not les
than four times a day. See ~ 105.
DIRECTIONS.
Oral -nstruction.-See ~~ 8, 18, and 49.
~ 53. Forns.-Copious explanations and illustrations on the circle, and on the terms connected with
it, at diameter, radius, chord, segment, sector, tan,
gent, sermicirele, quadrant.   Also, terms oval,  ellipse, parabola; pentagon, hexagon, heptagon, octagon, nonagon, decagon, polygon; line of beauty.
Measurement of angles.
~ 54.-Animals.-Twenty or more lessons on the
following topics, with pretty full descriptions and
copious illustrations by engravings, and cuts, and
slate and blackboard sketches. Division into classcs-beasts, birds, fishes, insects, reptiles; quadrupeds, bipeds; domestic, wild; useful; amphibious;
poisonous; beasts and birds of prey, etc., with illustrative examples of each class. Instinct of animals,
care of their young. Tools of animals, their cover
References. —~ 53. See references of ~ 43.
~ 54. Child's Book of Nature, part 2; Reason Why, index;
Barnard's Object Teaching, art. 17; F. A. Allen's Primary
Geography; Hooker's Natural History; Willson's 4th and 5th
Readers; Carll's (Child's Book of Nature; Webster's and
Worcester's Quarto Dictionaries; Hailman's Object Teaching;
Chambers's Elements of Zoology.
6*
65 
COURSE OF INSTRUCTION
Sixth Grade.
ing, food, habitations, motions. Plumage of birds,
nest-building, migratory habits, etc. Contrasts and
resemblances of different classes of animals.
~ 55. Trees and Plaits.-Similar lessons to those
given in the 8th and 9th grades, but more extended
Compare the leaves of different plants and trees; the
flowers; the seeds; the fruit. Compare flowers with
leaves; branches with roots. Specimens should be
brought to the school, and the children should have
exercises in naming and distinguishing them.
~ 56. Foreign Prodcttions.-Object  lessoi?s on
foreign productions in general use, including ginger,
pepper, cloves, cinnamon, nutmegs, oranges, lemons,
olives, dates, almonds, tamarinds, prunes, pineapples,
tea, coffee, cocoa, chocolate, figs, bananas, raisins,
sago, india-rubber, ivory, pearls, camphor, sponge,
whalebone, gum arabic.
~ 57. Jbiscellaneous Topics.-Description and value
of the different coins in common use, with exercises
in distinguishing them. The names of thirty differ
References.- ~ 55. Child's Book of Nature, part 1; Fireside
Philosophy, index; Willson's 4th and 5th Readers;  Carll's
Child's Book of Natural History; Manual of Elementary Instruction, vol. 2; Hailman's Object Teaching; Reason Why,
index; Brande's Cyclopedia; Allen's Primary Geography;
Webster's and Worcester's Quarto Dictionaries.
~ 56. Fireside Philosophy, index; Reason Why, index;
Calkins's Object Lessons; Mayo's Lessons on Objects; Barnard's
Object Teaching, arts. 9 and 12.
~ 57. Barnard's Object Teaching, arts. 9 and 12; Willson'
Third Reader; Brande's Cyclopedia, words Coinage, Numis.
natic.%, Money.
66 
FOR GRADED SCHOOLS.
Common Things; Reading.
ent kinds of vessels to contain liquids and solids,
and the use of each. Object lessons on spring, summe! autumn, winter.
~ 58. Commion ThAings.-Object lessons on common articles, including leather, sugar, honey, glass,
porcelain, starch, hemp, flax, cotton, wool, ink.
.Vanners and -Yroral8s.-See ~ 7.
~ 59. Readina.-Pupils should now be required
to devote a portion of each day to the preparation
of their reading lessons. They will need the special
assistance of the teacher in learning how to set themselves at work, and the reading exercises should be
conducted in such a manner, as to test the fidelity of
the pupils in making the necessary preparation.*
See, also, ~ 1, 26, and 27.
Spelli-gg.-See ~ 2.
References. —~ 58. Fireside Philosophy, index; Reason Why,
index; Mayo's Lessons on Objects; Norton & Porter's First
Book of Science, part 2.
~ 59. Davies' Logic of Mathematics.
* "It is in connection with the reading lessons that the peculiar
work of the intermediate grade-the work of learniny how to yet lessons-begins.  The first step will be to secure the careful attention
of the pupils to the meaning of their lessons, by questioning them
on the sense.  This should be kept up fromn day to day, till the pupils acquire the habit of reading attentively, and become able to
close their books immediately and give the substance. first of a
single sentence, then of a paragraph, and finally of a page or an
entire lesson. The inflections and emphasis should be carefully
studied, to bring out the true sense of the lesson."-Course of
Studies for a Trie Graded School, in Report of J. MI. Grego?y, Superin'ei,(cit of Public ~nstrutction, Michigyn.
67 
COURSE OF INSTRUCTION
Sixth Grade.
Drawing.-See ~ 33.
~ 60. Yurnibers.-Counting by three's, four's, and,
five's, forward and backward.
Special pains should be taken to explain and illustrate the operation of multiplying one number by
another, and of dividing one number by another;
the relation of multiplication to addition, division to
subtraction, multiplication to division, etc. Let the
pupils also repeat these explanations and illustrations till the relations are thoroughly understood.*
~ 6012. WTriting.-Pupils must be provided with
long pencils, and hold them as they would hold a pen.
See, also, ~~ 4, 6, 9, 10, 12, 13, 14, 15, 16.
References. —~ 60. Barnard's Object Teaching, art. 12; Manual of Elementary Instruction, vol. 2.
* "Age of children eight to nine years.
"The design of the lesson was to show the relations between addition, multiplication, and division.
" The teacher wrote on the blackboard, and the children repeated
the following:
3+3=6, 6+3=9, 9+3=12, 12+3=15, etc., up to 99.
"Then the teacher wrote 99-3=-96, 96-3=93, and so on down
to 6- 3=3.
Then C+C=12,                   12 —6=2,
6+6+6=18,                   18 +6=3,
6+6+6+6=24,                     24. 6=4, and so on.
" The children read 6+6=12, two times 6 are 12, etc.
7+7=14,                  14. 7-2,
7+7+7=21.                   21. —-=3,
7+7+7+7=28, 28.7-=4, and so on to 100.
"Children read 7+7=14   two times 7 are 14.  14 divided by
7=2.  7+7+7-=21, three times 7 are 2.  21 divided by7=3."Report oj Examination; Oswego Primary Schools.
68 
FOR GRADED SCHOOLS.
Regular Course; Form.
FIFTHII GRADE.
[PRIMARY DEPARTMENT.]
REGULAR COURSE.
Oral Instruction.-Form; color; common things; trees, plants,
etc.; animals; shells; geography;  miscellaneous topics; morals
and manners. Two or more oral exercises a day, each from ten to
twenty minutes long.
Reading and Spelling.-Last half of Second Reader completed
and reviewed, with punctuation, definitions, and illustrations.
Frequent exercises in enunciating the elementary sounds and their
combinations, using charts and tablets of sounds, etc. Spelling
both by letters and by sounds, with definitions from speller and
from reading lessons.
Primary Geography from text-book, gradually introduced in connection with Oral Geography.
Sentence-making, written abstracts, etc. See ~~ 6, 9, and 49.
Drawing, writing, etc., with slate or lead pencil; writing with
ink in script hand.
Mental Arithmetic.-Multiplication table to 12X12, and Division
table to 144. 12, thoroughly reviewed, in course and out of course.
Extemporaneous exercises in combining series of numbers. See ~ 5.
Reading and writing Arabic and Roman numerals to 10,000. Slate
and blackboard exercises in adding numbers-examples of three or
four columns each.
Abbreviations reviewed.
Declamations and recitations.
Physical exercises, from two to five ininutes at a time, not less
than four times a day. See ~ 105.
DIRECTIONS.
Oral Instruction.-See ~~ 8, 18, and 49.*
~ 61. Form.-Brief lessons on the five regular
* " The pupils, it should be remembered, are to observe and tell
what they have observed, rather than to learn what the teacher
69 
COURSE OF INSTRUCTION
Fifth Grade.
solids cube, tertrahedron, octahedron, dodecahe
dron, icosahedron;  and on  the pyramnid, prism,
parallelopiped, cylinder, cone, sphere, hemnisphere,
spheroid, etc. Terms, spherical, cylindrical, conical,
s8phe7oidal.
~ 62. Color. A few lessons in mixing colors.
I-How to produce secondary colors. Harminony of
colors.*
References.-~ 61. Davies' Elementary Geometry and Trigonometry, which contains full directions for making the five
regular solids from pasteboard; Welch's Object Lessons; Calkins's Object Lessons; Barnard's Object Teaching, art. 9;
Brande's Cyclopedia.
knows. Knowledge lying much beyond their power of observation
and discovery is of but little use to them yet."-J. M. Gregory.
* The following is a report of one of the exercises before an Ediucational Convention held at Oswego, N. Y., to examine into a system of Primary instruction by Object Lessons:
"Children from nine to ten years of age.
"The children were led to distinguish primary, secondary, and
tertiary colors from mixing colors. The teacher held up vials coutaining liquids of red, yellow, and blue.  She then mnixed somne of
each of the red and yellow liquids, and the children said the color
produced by the mixture is orange. She then mixed yellow and blue,
and the children said green had been produced. Then she mixed
blue and red, and purple was the result.
"The teacher printed the result of each mixture on the blackboard thus:
First Colors or Primaries.   Second Colors or Secondaries.
Red  +  Yellow        =        Orange.
Blue +  Yellow        =        Green.
Blue +  Red           =         Purple.
"Next she proceeded to show how the idea and term tertiary is
derived from the secondaries by mixing the secondaries, and printing the result on the board, as before:
70 
FOR GRADED SCHOOLS.                  71
Common Things; Trees and Plants.
~ 63. Common Things.-Objeet lessons  on  common objects, including vinegar, alcohol, wine, yeast,
bread, paper, glue, soap, putty, silk, linen, spermiaceti, wax, indigo, butter, cheese.
~ 64. T rees, Plants, etc.-Ten or more oral exercises. Qualities, structure, and office of roots, leaves,
buds, stem, flowers, seeds, etc.  Growthl  of the differ
RPeferences. —  63. Fireside Philosophy, index; Miayo's Les
sons on Objects; Barnard's Object Teaching, arts. 5 and 9;
Norton & Porter's First Book of Science, part 2; Brande's
Cyclopedia.
~ 64. Willson's Fifth Reader; Child's Book of Nature, part
1; Fireside Philosophy, index; Reason Why, index:  Worcester's and Webster's Quarto Dictionaries.
Secondaries.'hird Colors, or Tertiaries.
Green  +  OraInge    =        Citrine.
Orange +  Purple      =      Russet.
Purple  +  Green      =      Olive.
"After the children had read over in concert what had been
printed on the board, it was erased, and the pupils were required to
state from memory what colors are produced by mixing primaries,
with the name of each secondary; also, what by mixing the secondaries, and the name of each tertiary.
An exercise on Harmony of Colors was then given to the same class
of children. They were requested to select two colors that would
look well together, and place them side by side; then two were
placed together that do not harmonize.  During these exercises, thy
teacher printed on the board        Primary yellow harmonizes with secondary purple.
red           "          "       green.
blue         i'    "          orange.
'This was read by the pupils, then erased, and the individuals
were called upon to state what color will harmonize with these several colors, as their names were respectively given." 
COURSE OF INSTRUCTION
Fifth Grade.
ent parts. The teacher should bring as many specimens as practicable to the class, and encourage the
children to bring them also. Let the pupils examine
several different kinds of wood, and exercise their
skill in naming them. Some attention to the classification of trees, plants, etc., in families-the oak
family, the pod-bearing family, the rose family, the
grasses, etc., with specimens and illustrations when
practicable. The innumerable uses to which vegetable substances are applied, in food, medicine,
clothing, building, etc., furnish an ample field for
extending these exercises as far as time permits.
Name five different evergreen trees; ten fruit
trees; five ornamental trees  five used for fuel, etc.
Lessons on cork, mahogany, logwood, rosewood.*
~ 65. Animals. Transformations of certain insects. Animalculoe.
~ 66. Shells.-Five or more lessons on shells, illustrating some of the principal classes.
~ 67. Geograply.-This branch should be introduced by familiar lessons on the geography of the
city or town; its rivers or small streams, direction
in which they flow, their width and depth; bridges;
References.-~ 65. See references of ~ 54.
~ 66. Hooker's Natural History; Brande's Cyclopedia.
word Conchology; Mayo's Lessons on Shells; Worcester's and
Webster's Quarto Dictionaries.
~ 67. Primary Geography on the basis of the Object Method
of Instruction, by F. A. Allen; Barnard's Object Teaching, art.
12; Calkins's Object Lessons.
* See Hlailman's Svstem of Object Teaching.
72 
FOR GRADED SCHOOLS.
Miscellaneous Topics; Metals.
location and direction of the principal streets, their
width and length; public buildings, their location
and use; public and private schools;  ianufactories;
boundaries; date of settlement; early history; present population; population twenty years ago; town
or city officers, etc.
Let these exercises be illustrated by the use of an
outline map of the city or town, drawn on the blackboard.
Next, extend the exercise so as to embrace the
county, and illustrate by map on the board as before. Then extend to the State; boundaries of the
State; rivers; cities; capital; railroads; canals;
length and width of the State; surface; soil; climate; productions; Governor; Legislature; population, etc.
~  68.  iseellaneou8'Topic8.-Origin and meaning
of the name3 of the months. Traveling by land; by
water.
~ 69. MJetals.-Which are the precious metals?
Which the most useful of the metals?  Which are
the heaviest?  Which is a fluid?
Object lessons on iro(n, zinc, tin, copper, lead, mercury, silver, gold; on steel, wire, brass, pewter, etc.
Terms ductile, malleable.
References.-~ 68. Fireside Philosophy, word Month, in index; Sargent's Third Reader, lesson 139.
~ 69. Carll's Child's Book of Natural History; Fireside Philosophy, index; Mayo's Lessons on Objects;  Calkins's Object
Lessons; Norton & Porter's First Book of Science, part 2;
Brande's Cyclopeedia.
7
73 
COURSE OF INSTRUCTION
Fifth Grade.
Morals and Xanners.-See ~ 7.
Reading.-See ~~ 1, 26, 27, 41, 50.
~ 70. Sdelling.-Spell the names of the different
books of the Bible; of the different studies pursued
in school; of a hundred different articles, selected
from the "Prices Current" of the newspapers; of
the principal streets of the city or town; of the
numerals, both ordinal and cardinal, from one to
twenty. Dictation exercises.
The spelling exercises of this grade should be
mostly oral; but the classes may occasionally be
called on to spell by printing the words with a pen
or pencil, on their slates or on paper. See, also, ~ 2.
~ 71. Arithmetic.-Pupils should receive special
assistance from the teacher, in learning how to prepare their lessons in mental arithmetic. Counting
by sixes, sevens, eights, nines, and tens, forward and
backward: 1, 7, 13, etc., 2, 8, 14, etc., 3, 9, 15, etc.;
1, 8, 15, etc., 2, 9, 16, etc., 3, 10, 17, etc.; 1, 9, 17,
etc., 2, 10, 18, etc., 3, 11, 19, etc.; 1, 10, 19, etc., 2,
11, 20, etc., 3, 12, 21, etc.; 1, 11, 21, etc., 2, 12, 22,
etc., 3, 13, 23, etc.
Slate arithmetic should be gradually introduced,
on the blackboard and on'slates, preparatory to the
use of a text-book in the next grade. Elementary
exercises in notation numeration, and addition.
Adding columns of numbers; short columns grad
References.-~ 70. Northend's Dictation Exercises; Parker &
Watson's Speller; Worcester's Speller; Sanders's Speller, etc.
~ 71. Barnard's Object Teaching, art. 12; Manual of Elementary Instruction, vol. 2.
74 
FOR GRADED SCHOOLS.
Arithmetic; Drawing.
ually extended to long ones; slowly at first, but more
and more rapidly as the pupils acquire facility in the
operations. Dictate columns of twenty or more figures; then let all the pupils commence at the same
moment and note the time required by each to complete the addition. All the pupils should learn to
add by giving the sum at each step, without naming
the number to be added: thus, in adding the numbers 5, 8, 6, 9, etc., say 5, 13, 19, 28, etc., and not 5
and 8 are 13, and 6 are 19, and 9 are 28, etc.
~ 712. Drawing. —The study and application of
the principles of drawing should be gradually extended till the pupils are able to produce representations of objects with facility and accuracy. Let
the classes use cuts from books, drawing-cards, when
obtainable, and other copies. They should also have
frequent exercises in sketching directly from the objects represented.* See, also, ~ 33.
Writing.-See ~ 3..
See, also, ~~ 4, 6, 9, 10, 12, 13, 14, 15, 16, 49.
* "This beautiful art should certainly be placed among the necessaries of education, to be begun early, and imparted to all. There
is no one who has not, on some occasioh, found that it would have
seen extremely serviceable to him to have been able to draw his
ideas, as well as to speak or to write them; a slight sketch will
often show in a moment, and with great precision, what many words
would fail to make clear; and a very little time in early youth devoted to lessons in drawing, including mechanical as well as other
branches of drawing, would impart to every one a power which, in
after life, could not fail to be useful in a variety of ways; that is,
real practical lessons in drawing, carried out on the principles of
the art-not mere copying, nor getting the master to patch up for
75 
COURSE OF INSTRUCTION
Fourth Grade.
FOURTH GRADE.
[GRAMMAR DEPARTMENT.]
REGULAR COURSE.
Oral Instruction.-Sound; light; water; meteorology; miscellaneous topics; geography; morals and manners. The time devoted to oral instruction each week to be equal in amount to fifteen
minutes a day.
Geography from text-book.
Construction of sentences, etc.
First half of Third Reader (or corresponding number of the series),
with punctuation, definitions, and illustrations, and spelling by
sounds.
Written and oral spelling, with definitions from speller and from
reading lessons.
Drawing.
Writing.
Mental arithmetic continued. Slate arithmetic to long division,
and reviewed. Extemporaneous exercises in combining series of
numbers. See ~ 5.
Declamations and recitations.
Physical exercises, from two to four minutes at a time, not less
than three times a day. See ~ 105.
DIRECTIONS.
Oral Instruction.-See ~~ 8 and 18.*
~ 72.  Sound. -How  produced.   Illustrate  by
stretched cord, or some other vibrating body. Ac
the pupil something presentable at home, but real training to the
power of making good representations of a variety of objects on a
fiat surface."'-Reid's Principles of Education.
* "Lessons on objects are most valuable; especially lessons on the
various familiar objects around us, when the learner is required to
notice, or himself to suggest, every thing that can be remarked
76 
FOR GRADED SCHOOLS.
Sound; Light.
tion on the ear. High and low sounds-how produced.  Relation of the air to sound.  Velocity ot
sound.  The human voice.  Varieties of the human
voice.   Name  twenty different kinds  of  sounds.
Echoes; whispering gallery; ear-trumpet. Musical
instruments; bells.
~ 73. Light.-Luminous bodies. Velocity of light.
Difference between the light of the sun and that of
the moon. Laws of reflection; mirrors. Refraction; experiment with piece of money in a bowl of
water. Action of the microscope and telescope.
Solar spectrum; rainbow. Structure and action of
the eye. Danger of injuring the eyes from excessive use; from imprudent exposure to light; from
References.-~ 72. Science of Common Things, index; Reason Why, index; Calkins's Object Lessons; Barnard's Object
Teaching, arts. 4 and 9; Norton & Porter's First Book of
Science, part 1; Brande's Cyclopedia.
~ 73. Child's Book of Nature, parts 2 and 3; Fireside Philosophy; Science of Common Things, index; Reason Why, index; Barnard's Object Teaching, art. 4; Calkins's Object Lessons; Norton & Porter's First Book of Science, part 1; Beechers's Physiology and Calisthenics; Brande's Cyclopedia.
about them. Such lessons should be begun early, but not stopped
soon, as is too often the case. It is a mistake to suppose that they
are useful only to young children; they should be continued, of
course with more detail and with greater exactness, and with a
greater variety of objects, up to a late period. Nor should they be
confined to the pupil suggesting the qualities with the object before
him; he should be made to describe it again minutely, from recollection, and then write down an account of its qualities."-Reid's
Principles of Education.
7*
77 
COURSE OF INSTRUCTION
Fourth Grade.
reading in twilight; from reading fine print. Danger of allowing young children to look steadily at a
light. Average distance at which a book should be
held from the eye; effect of holding a book too near
the eye. Hiow cats and other animals see in the
night. Cause of color. Twilight.
Terms, iridescent, spectrum, solar.
~ 74. TVater.-Four or more lessons on the common properties and uses of water. Hard and soft
water; water of the ocean, etc.
~ 75. X[eteorology.-Six or more oral lessons on
winds, clouds, fogs, dew, frost, moisture settling on
a vessel of cold water in a warm room, rain, snow,
hail, ice.
~ 76. _/iseellaneous Topics.  Oral lessons on printing, parchment, Julian calendar, copyright, patents,
j,ail of the county, prison or prisons of the State.
~ 77. Geography.-After the introductory exercises of the previous grade, introduce a map of the
United States, showing the situation and relative
size of the State in which the pupils reside; the
principal rivers of the country, mountains, capital,
largest cities, etc. Divisions of the United States;
References.-~ 74. Science of Common Things, index; Reason
Why, index; Brande's Cyclopedia; Calkins's Object Lessons.
~ 75. Barnard's Object Teaching, art. 2; Child's Book of
Nature, part 3; Norton & Porter's First Book of Science, part
2; Science of Common Things, index; Fireside Philosophy
word Winds; Reason Why, index; Hailman's Object Teaching;
Brande's Cyclopedia.
~ 76. Brande's Cyclopedia.
78 
FOR GRADED SCHOOLS.
Geography.
compare the climate of the Northern and Southern
States; principal productions of each division; commerce; compare productions with those of other
countries; President, etc.
The use of the globe should be introduced in this
connection, showing the rotundity of the earth, rotation on its axis, day and night, poles, equator, parallels of latitude, meridians of longitude, tropics,
polar circles, zones, points of the compass at any
given place, the continents, oceans, and relative position of places, situation of the United States, and
of the State and city or town in which the pupils
live; relative size of each.
Similar illustration should be constantly given
with the globe in connection with the recitations from
the text-book, and no definition should be passed by
till the teacher has satisfactory evidence that the
pupils understand clearly the object described.
Lessons in geography should be accompanied by
brief historical sketches of important events connected with the different countries, and by some
allusions to ancient geography, and the changes
through which the countries have passed in their
governments, boundaries, etc.
One of the most common faults in teaching geography is the practice of requiring pupils to learn the
names of a large number of unimportant places, the
exact population of unimportant cities, etc.* It is
* " Great improvements have been made, especially of late, in
teaching geography. Higher views of the whole subject have been
79 
COURSE OF INSTRUICTION
Fourth Grade.
not desirable that pupils should be required to "give
the names of thirteen towns on the Tocantins river,"
nor even the number of square miles in every State
of the Union. They may be able to learn these
things so as to recite them, but they will not be
likely to remember them; nor is the knowledge ithus
gained an equivalent for the labor required, even if
it could be retained.
Constraction of Sentences.-See ~~ 6, 9, and 49.
Reading. —See ~~ 1, 41, and 50.
~ 78. Analysis of Sounds.-The pupils of the
Grammar divisions should have frequent exercises
in spelling by sounds any words that may be selected from their reading lessons; and pupils that are
not able to analyze the sounds of words promiscuously chosen, should receive special attention uintil this standard is attained.
~ 79. Spelling.-Spell one hundred words selected
from the advertising columns of the newspapers.
Five or more dictation exercises, in writing entire
advertisements selected from  newspapers.  Fifty or
more words selected from the lessons in geography.
The spelling exercises of this grade may be about
References.-~ 79. Northend's Dictation Exercises.
taken, great general principles have been substituted for innumera
ble useless details; the value of map drawing, already acknowledged, has been still more effectively insisted upon; the intimate
connection between geography and history has been pointed out,
and, in other ways a new and stroniger interest has been excited.'
-George B. Emerson.  See, also, Fifteenth Anniual Rel)port of Secre
tary of Massachusetts Board of Education, by Dr- Sear-, p. 65.
so 
FOR GRADED SCHOOLS.
Spelling; Drawing.
half oral and half written. But spelling exercises
should be conducted chiefly in writing, as soon as
pupils are sufficiently expert with a pen to write
legibly, in the usual time for a recitation, ten or
fifteen of the more difficult words in the lesson.*
As the pupils become more ready in the use of the
pen, the number of words may be increased. Oral
exercises in spelling should not be entirely dispensed
with in any of the grades.
Written exercises in spelling should in all cases
be regarded as lessons in penmanship as well as in
orthography, and examples of carelessness in writing
should be charged as errors.
In the 1st, 2d, and 3d grades, written exercises in
spelling should be put in suitable blank books, and
preserved for the inspection of the School Directors,
and others. Every word misspelled should afterward be rewritten correctly by the pupil, in his
manuscript speller. See, also, ~ 2.
~ 80. Drawing.-Special attention should be given
in this grade to the principles of drawing, preparatory to map drawing. Pupils should also have lessons in drawing various mathematical lines and
* "Spelling by writing, when the pupil can write, appears to have
great advantage over spelling orally. In the business of life, we
have no occasion to spell orally, and thousands of cases have made
it certain, that the same person may be a good speller with the
lips, who is an indifferent one with the pen."-Mann.
"The orthography of a language should be taught by writing;
an opinion, we believe, that is now pretty well established, but not
sufficiently put into practice."-London Quarterly Journal of Education.
81 
COURSE OF INSTRUCTION
Fourth Grade.
figures, architectural figures, etc., and in copying
pictures from books and other sources.* See, also,
~~ 33 and 71~2
Writing.-See ~ 3.
~ 81. Arithmetic.-Teachers should be careful to
secure a thorough acquaintance with the principles
of notation and numeration. As soon as pupils are
able to add figures together, the teacher should dictate several numbers to them orally, requiring them
to place units under units, tens under tens, etc., and
add them together. Examples of this class should
be made more and more difficult, as the pupils are
able to write them, embracing from five to ten
numbers each, some of them extending to trillions
or quadrillions, and containing more ciphers than
ignificant figures, so that the pupils will frequently
be left to fill whole periods and parts of periods with
ciphers. These exercises will furnish a valuable review of addition, and a still more valuable review of
notation and numeration.
Rapid exercises in adding long columns of numbers. See ~ 71.
References.-~ 81. Northend's Teachers' Assistant, letter 17;
Holbrook's Normal Methods; Davies' Logic of Mathematics.
* "Linear Drawing, which supplies the deficiencies of descriptive
language, is another acquirement indispensable to the instructor.
It may be made a most useful instrument of teaching, even in the
humblest school. In the exact, the natural, and the experimental
sciences, especially, he who has a command of this art is never at a
loss how to render the most intricate details clear, intelligible, and
interesting to his auditory."-Marcel ol Lanyuage.
82 
FOR GRADED SCHOOLS.
Arithmetic.
Recitations in arithmetic require constant watchfulness on the part of the teacher, to secure fullness
and accuracy of expression. The following are illustrations of common faults:
1. "If one cord of wood cost $5, six cords will
cost 5 times 6," instead of " 6 times $5."
2. " if one cord of wood cost $5, six will cost 6
times 5," instead of " six cords will cost 6 times $5."
[Two errors.],
3. " In 396 of a dollar,"there are as many dollars as
9 is contained in 36," instead of " as miany dollars as
the number of times 9 is contained in 36," or "as
many dollars as 9 is contained times in 36."
4. "To subtract one fraction from another, reduce
the fractions to a common denominator and subtract
the numerators," or " subtract one numerator from
the other," instead of "subtract the numerator of the
subtrahend from the numerator of the minuend."
See, also, ~~ 4, 6, 7, 9, 10, 12, 13, 14, 15, 16.
THIRD GRADE.
[GRAMMAR  DEPARTMENT.]
REGULAR COURSE.
Oral Instruction.-Historical sketches; air and water; electricity
and magnetism; minerals; morals and manners; familiar exercises in grammar, embracing the parts of speech and construction
of sentences. The time devoted to oral instruction each week, tc
be equal in amount to fifteen minutes a day.
('Geography, through United States, with mnap drawing.
83
4 0 41 
COURSE OF INSTRUCTION
Third Grade.
Grammar to the verb, with lessons in the use of language-to
follow oral exercises in grammar.
Third Reader (or corresponding number of the series) completed,
and first third of Fourth Reader, with punctuation, definitions and
illustrations, and elementary sounds.
Written and oral spelling, with definitions, from speller and from
reading lessons.
Writing.
Mental arithmetic continued,  with thorough  reviews.   Slate
arithmetic to addition of denominate numbers, and reviewed.
Rapid exercises in adding columns of figures. Extemporaneous
exercises in combining series of numbers. See ~ 5.
Declamations and recitations.
Physical exercises from two to four minutes at a time, not less
than three times a day. See ~ 105.
DIRECTIONS.
Oral In,str?ction.-See ~~ 8 and 18.
~ 82. ftfstory.-Brief sketches of prominent characters and events in history, both ancient and modern: Babylon, its walls and hanging gardens; Pyramids of Egypt, Trojan War, Hiomer, Founding
of Rome, Alexander, Demosthenes, Virgil, Julius
Caesar, Mohammed, the Crusaders, Columbus, Washington, Franklin, Napoleon, etc.
~ 83. Air and  irater.-Comnponent element of air;
of water. Proportion of oxygen and nitrogen in the
air. Relation of oxygen to life; to combustion;
most abundant of all known substances. Properties
of nitrogen; of hydrogen, weight of hydrogen.
~ 84. Electricity and Magnetismn.-Illustratc the
References.-~ 82. Mansfield's American Education.
~ 83. Norton & Porter's First Book of Science, part 2; Sci
ence of Common Things, index; Reason Why, index.
84 
FOR GRADED SCHOOLS.
Minerals; Geography.
production of electricity, and properties of attraction
and repulsion, by a piece of dry paper rubbed brisk
ly with a piece of india-rubber.   Conductors and
non-conductors, lightning and lightning conductors,
Franklin's kite.
Properties of the magnet. Magnetic needle, mariner's compass, horseshoe magnet, telegraph.
~ 85. Minerals.-Oral exercises on the following
topics, with illustrations as far as specimens can be
obtained:
Common quartz, quartz crystal, common limestone, marble, coral, gypsum, soapstone, anthracite
coal, bituminous coal, slate, clay, loam, gravel, etc.,
together with various stones used for ornament, as
agate, topaz, carnelian, amethyst, emerald, and some
of the compound rocks, as granite, sandstone; kinds
of stone employed in buildings, sidewalks, etc.;
bricks, quicklime, mortar.
~ 8(3. Geography.-" In the progress of every successive lesson, the teacher should call in the aid of
association, by naming the products and staple commodities of the several States, historical facts, remarkable curiosities, high mountains, manufactories,
References.-~ 84. Child's Book of Nature, part 3; Norton
& Porter's First Book of Science, part 1; Science of Common
Things, index; Reason Why, index; Barnard's Object Teaching, art. 4; Brande's Cyclopedia.
~ 85. Fireside Philosophy, index; Mayo's Lessons on Objects; Brande's Cyclopaedia; Webster's and Worcester's Quarto
Dictionaries.
~ 86. Northend's Teacher's Assistant, letter 16.
8
85 
COURSE OF INSTRUCTION
Third Grade.
etc., occasionally naming each separately. Saythis is a lumber State, this a wheat State, cotton
State, sugar, tobacco, rice, etc. Here is gold; there
lead, iron, coal, etc. Then pointing, review interrogatively-what State? its capital, rivers, moun
tains?  What  productions here?  What  in this
This," etc.*
~ 87. Ma   D)rawing.-The  first steps in map
drawing should consist of a series of exercises similar to the following:t
(1.) At a given signal let every member of the
class draw on the blackboard or slate a continuous
straight line, of any length, and in any direction;
a second; a third; a fourth; a fifth. In the same
manner, let five dotted lines be drawn. At successive signals, let all the pupils place ten points on the
slate or blackboard, without any reference to each
other. Now let all the pupils draw a straight line
between any two of these points. This exercise
should be continued, at successive signals, till all
the points are connected.
(2.) The second exercise consists in making the
Reference.-~ 87. Calkins's Object Lessons.
* S. W.'Seton.
t The directions for map drawing here given, have been kindly
furnished by Messrs. Willard Woodard, Principal of the Jones
School, Chicago, and E. a. Delano, Teacher of the Normal Department of the Chicago High School. Though brief, they are sufficiently full and explicit to enable teachers to introduce a system- 
atic course of instruction in this important art,-an improvement
greatly needed ill nearly all the schools of the country.
86 
FOR GRADED SCHOOLS.
Map Drawing.
pupils familiar with the smaller units of length,
which may be done by the use of the common foot
measure. Let the class, at a given signal, draw
lines one foot in length, and teacher and pupils test
the accuracy of the work by applying the standard.
After successful trials, represent combinations of the
standard in lines of two and three feet. Now let
the pupils apply these units to space and objects in
the room.
Again, let the pupils draw lines one foot in
length, and divide each line into two equal parts;
each of these parts into two other equal parts; continuing the division till the line has been divided
into inches. Having a clear idea of the above units:
assume points at the distance of an inch, a foot, two
feet, and a yard, and let them be connected first by
continruous lines, and afterward by dotted lines.
(3.) Let the pupils draw straight lines, of given
lengths, in different directions, as vertical, horizontal, and oblique.  These terms may be illustrated by
reference to the walls and floor of the school-room.
(4.) The class should be required to combine
straight lines in the formation of triangles-right,
acute, and obtuse angled, —quadrilaterals and other
rectilinear figures. After the first figure is drawn,
other similar figures may be inscribed or circumscribed at given distances.
(5.) Draw curves and parallel curves of different
degrees of curvature, and at different distances.
(6.) Around a given point, as a center, at a distance of one inch, let a circumference be drawn
87 
COURSE OF INSTRUCTION
Third Grade.
Around  the same center, at the distance of two
inches, a second circumference; at the distance of
three inches, a third. In this manner let successive
circumferences be drawn until the distance from the
center to the last is twelve inches. The exercise
may be varied by increasing or diminishing the distances.
(7.) Let the above exercise be reversed.
(8.) The division of straight lines into equal parts
by the application of a given scale, which should be
represented on the board by each pupil.
(9.) The representation of the axes, poles, parallels, meridians, and zones of spheres of different
diameters.
(10.) Representation of familiar surfaces, with objects on them, as the school-room, play-grounds, and
fields.
(11.) Representation of mountains.
(12.) Representation of rivers.
(13.) Representation of coast lines.
All the foregoing exercises should be repeated till
a high degree of accuracy and rapidity is secured.
It is important that the first nine exercises should
be performed simultaneously by all the members of
the class.
Select a county or State having regular outlines.
Select a scale with some convenient unit of measure.
After determining the position of the cardinal points,
draw two dotted lines at right angles to each other,
one representing the central meridian, the other the
central parallel. Apply the scale to the meridian as
88
II 
FOR GRADED SCHOOLS.
Map Drawing.
many times as the distance represented by it is contained in the distance between the north and south
points of the country to be drawn. Through the
points of division, draw dotted lines at right angles
to the meridian, which will represent parallels ol
latitude. Apply, in like manner, to the central
parallel, such part of the scale as a degree of longitude is of a degree of latitude. Through the points
of division draw dotted lines at right angles to the
parallel. These will represent meridians. Designate the parallels and meridians by numbers ex
pressing the position of points or places through
which they pass, learned from an atlas.
The frame of the map being complete, represent
by a dot the prominent points of the boundary, the
latitude and longitude of which have been preciously learned. Having fixed in the mind the nature
and direction of the bounding line, it should be
drawn wholly from memory.  The boundary completed, the most prominent natural features should
be represented.
The pupil now has before him a map of his own
construction, in which he can not fail to be interested. See, also, ~ 80.
~ 88. In illustration of the foregoing principles
we will proceed to draw a map of Europe, the most
irregular and difficult of all the Grand Divisions.
The pupils having been thoroughly drilled in the
application of latitude and longitude, and the relative length of a degree of longitude in different latitudes, the following prominent points in the bounda
8*
89 
COURSE OF INSTRUCTION
Third Grade.
ries of Europe should be written by the teacher on
the blackboard and copied by the pupils into a
blank book for preservation, to be committed to
memory in lessons of five or ten each, according to
the ability of the class. Commencing at
Lat.    Lon.
71~ N.,  26~ E.
58   "    7  "
66   "   24
60   "  30
54:  "  11
54   "    9
48   "    41 W.
43        1
44 "    8"
36   "    5   c
441  cc 9  E.
38   "   16 "
45   "   12   "
36   "  22
41   "   29
44       33
North Cape...
The Naze...
Tornea.....
St. Petersburg.
Lubeck.....
Mouth of the Elbe
Brstrest.    
Brest.........
Bayonne.......
Ortegal.......
Straits of Gibraltar...
Genoa.......
Cape Spartivento..
Venice.......
Cape Matapan.....
Constantinople...
Sevastopol......
Intersection of Caucasus
Mts. and Caspian Sea.
Northeast point of Ural Mts.
Mouth of Ural River..
Mouth of Volga River. 
The above points are deemed sufficiently accurate
f, r practical purposes, not differing from the true
p)sition more than one half of a degree.
90
40
67
47
46
cc
49
4 4
c c
50
60
52
48
49
46
4 c
C9
i 
FOR GRADED SCHOOLS.
Map Drawing.
Teachers will increase or diminish the number of
points at their discretion; but care should be taken
not to burden the memory with more numbers than
are really necessary to secure accuracy in the form
of the map. Some teachers would have more points
fixed in the map of Europe than the number here
given. Very few maps require more than half as
many of these points as the map of Europe.
Suppose the first lesson to be a map of the coast
line from Cape North to St. Petersburg. The points
essential to this exercise are Cape North, The Naze,
Tornea, and St. Petersburg.
The latitude and longitude of these points having
been learned, recitation may be required in the following manner:
Cape North is situated 21~ N., 26~ E. The gel.
eral direction of the coast line is southwesterly to
The Naze at the south point of Norway, with many
small indentations; thence northeasterly to Chris —
tiana, coast line regular; thence southeasterly to the
most southern point of Sweden, very regular. The
position of the remaining points and the regularity
and direction of the coast line should be learned and
recited in a similar manner..
The class is now prepared to draw. First each
pupil draws upon the board a vertical line called the
scale, representing 50 or 10~ of latitude, according
to the size of the map.  A dotted vertical line should
now be drawn representing the central meridian in
Europe, the 20th degree. Supposing our scale to
represent 50 of latitude, the most southerly point
91 
COIJRSE OF INSTRUCTION
Third Grade.
being about 35~, the most northerly 70~, the difference will contain seven spaces of 5~ each; hence
there will be eight parallels. Now divide the meridian into seven equal parts, each equal in length
to the scale assumed, and draw dotted curved lines
through the points of division, representing parallels
of latitude. Next draw the meridians. On the parallel of the 70th degree, a degree of longitude is
nearly one-third of a degree of latitude. The most
easterly point being in longitude 60~, and the most
westerly nearly 10~ W., there will be eight spaces
and eight meridians east of the meridian of 20~0, and
six spaces and six meridians west of it.
Now set off on the parallel of 70~, eight spaces
equal to one-third of the scale, east of the meridian
of 20~, and two on the west. A degree of longitude
on the parallel of 35~ is 4 of a degree of latitude,
nearly. Now proceed to lay off the samne number
of spaces as before, each being 5- of the scale, and
connect the parallels of 70~ and 35~ with straight or
curved dotted lines.
The frame being completed, let the points learned
and described be located with dots and connected
with lines, in conformity' with the description previously given. After the class has acquired the
ability to represent with accuracy and rapidity the
first lesson, another section of the boundary, together with that previously drawn, should be assigned for the next lesson. Let successive sections
be assigned until the outline is completed. The
teacher can not overestimate the value of rapid exe
92 
FOR GRADED SCHOOLS.
Grammar and Composition.
cution in map drawing, which is attainable only by
frequent reviews.
The mode of representing lakes, rivers, mountains,
and prominent towns, will be readily suggested to
the teacher.
~ 89. Grammhar and Composition.-One of the
most common faults in teaching grammar, is that of
requiring pupils to commit too many rules and observations to memory. The most important principles only should be learned and recited directly from
the text-book, and always in connection with illustrative examples  furnished  by the pupils.   The
less important principles, embracing more'than half
of the remarks, observations, etc., of the different
school-grammars, should be learned chiefly as they
are called into use by the graummatical study of selected passages of prose and verse.
As fast as the principles of grammar are learned,
let the pupils be required in all cases to embody
them in sentences of their own construction. The
ability to use language correctly, and the demnonstration of this ability by actual performance, should
ever be regarded as the only satisfactory test of the
pupil's attainments in this branch.   "The  art of
speaking and writing correctly," is something more
than "the art of knowing how to speak and write
correctly." The knowledge of pupils is generally
found to be far in advance of their practice. It is
References.-89. Mansfield's American Education, chap. 11;
Page's Theory and Practice, chap. 7.
93 
COURSE OF INSTRUCTION
Third Grade.
true that most teachers give some attention to the
language employed by their pupils, especially during
recitations; but it would be a very great improvement if still more time was spent in cultivating
habits of freedom and accuracy in the use of language. If one-fourth of the time usually devoted to
the regular recitation in grammar was distributed
through the day, and employed in cultivating the
art of conversation, and propriety and elegance of
expression on all occasions, the loss would prove a
great gain.*
The rule adopted by Dr. Johnson deserves a place
in the memory of every pupil. " Sir Joshua Reynolds once asked him by what means he had attained
his extraordinary accuracy and flow of language.
He. told him, that he had early laid it down as a
fixed rule to do his best on every occasion and in
every company; to impart whatever he knew in the
most forcible language he could put it in; and that
by constant practice, and never suffering any careless
* "Unless the principles of the science are applied in daily practice, and fixed in the mind by habitual exercise, comparatively little
is gained from theoretical study of the formulas and parts of speech.
The ability to think clearly, and express one's thoughts elegantly
and perspicuously, in one's own spoken or written words, is a great
acquisition, and a rare one in our grammar schools."-Report of
School Committee, Lowell, Bass.
"The deficiency alluded to is in the lack of appliances in our
school studies and exercises for the proper cultivation of the faculty
of expression." —'Isac J. Allen, Superintendent of Schools, Cincinnati.
"No teaching of grammatical rules will counteract the injurilous
effect of the frequent hearing and use of ungrammatical language."
-iReport of Boston Committee.
94 
FOR GRADED SCHOOLS.
Reading.
expressions to escape him, or attempting to deliver
his thoughts without arranging them in the clearest
manner, it became habitual to him."*
The oral lessons of the course should in all cases
be regarded as exercises for the cultivation of the
conversational powers of the pupils, and they should
always be conducted with special reference to the
accomplishment of this object.t
~ 90. Reating.-The standard of excellence in
reading should be set a little higher in each successive grade. Pupils of the third grade should be able
to read with good expression and effect in every variety and style. Take care that all the voices, especially those of the girls, are kept up to the proper
References.-~ 90. Northend's Teacher and Parent, chap. 28;
Page's Theory and Practice, chap. 4; Bates's Institute Lectures,
lect. 4; Holbrook's Normal Methods; Zachos's Analytic Elocution.
* Boswell's Life of Johnson.
t "Oral lessons cultivate in young people the talent of rational
conversation, which, in ordinary education, is entirely left to chance,
although it is the most useful, the most social, and the most intellectual of all talents. They impart that free excursive acquaintance
with various learning which makes the pleasing and instructive
companion; and if they were generally adopted, they would not
fail, in the course of time, to raise the tone of conversation in society. The powers of language of the learners being constantly
called forth in proposing and answering questions, in stating the
results of their observations, and in making verbal or written summaries of the subjects on which they have conversed, they will necessarily acquire great facility of expression in connection with great
clearness of thought.   And if they excel in conversation. they have
every prospect of success in public speaking "- Marcel on Language.
95 
COURSE OF INSTRUCTION
Second Grade.
degree of loudness and force. Low voices should
always be regarded as great defects in reading; and,
except in cases of ill health, pupils who fail to make
themselves plainly heard in every part of an ordinary
school-room should receive marks of error. If pupils
are inspired with a suitable degree of ambition to
give the proper expression to the pieces they read,
there will generally be very little difficulty in regard
to fullness of voice.
~ 91. Spelliu?g.-Spell one hundred or more words
selected from the geography of the United States.
Dictation exercises.
Write six or more exercises of entire paragraphs,
selected from the " Review of the Market," in one of
the daily papers, including all the figures, abbreviations, etc. See, also, ~~ 2 and 79.
Writing. —See ~ 3.
Arithmetic.-See ~~ 71 and 81.
See, also, ~~ 4, 6, 7, 9, 10, 12, 13, 14, 15, 16.
SECOND GRADE.
[GRAMMAR )DEPARTMENT.]
REGULAR COURSE.
Oral Instruction.-Properties of matter; laws of motion, etc.;
physiology and hygiene; morals and manners. The time devoted
to oral instruction each week, to be equal in amount to fifteen minutes a day.
English grammar.
Reference.-~ 91. Northend's Dictation Exercises.
96
i  #.
I
I 
FOR GRADED SCHOOLS.             97
Properties of Matter, etc.
Composition, abstracts, and written reviews.
Geography. to Asia, and reviewed, with use of outline maps and
map-drawing from memory. See ~~ 87 and 88.
History of the United States, to the Revolution, and reviewed.
Fourth Reader (or corresponding number of the series) completed,
with punctuation, definitions and illustrations, and elementary
sounds.
Written and oral spelling, with definitions, from speller, and
from reading lessons.
Writing.
Mental arithmetic completed and reviewed.  Slate arithmetic
through vulgar and decimal fractions, and reviewed. Extemporaneous exercises in combining series of numbers. See ~ 5.
Declamations and recitations.
Physical exercises, from two to four minutes at a time, not less
than twice a day. See ~ 105.
DIRECTIONS.
Oral Instruetion.-See ~~ 8 and 18.
~ 92. Properties of  atter, Laws of l-otion, etc.
In presenting the following topics, explain and apply
the principles, and introduce illustrations when practicable: General properties of matter-extension,
impenetrability, etc. Solids, liquids, gases. Inertia,
different kinds of attraction, specific gravity, center
of gravity, centripetal and centrifugal forces, flying,
swimming, rowing, water-wheels, the action of powder in firing a gun, mechanical powers, the pendulum, air its common properties and uses, pressure of
the air, balloons and soap-bubbles, sailing a boat,
References.-~ 92. Norton & Porter's First Book of Science,
part 1; Child's Book of Nature, part 3; Fireside Philosophy,
index; Science of Common Things, index; Reason Why, index;
Barnard's Object Teaching, arts. 2 and 4; Brande's Cyclopedia.
9
97
FOR GRADED SCHOOLS.
II
f 
COURSE OF INSTRUOTION
Second Grade.
flying a kite, suction-pump, siphon, barometer, friction.
~ 93. Phys8iology and HIygiene, etc.-Let the expansion and application of the following topics be
continued and reviewed, till the pupils are able to
sustain a satisfactory examination upon all of them:
The blood, mastication, the teeth, saliva, digestion,
chyme, chyle, nutrition, blood-vessels, structure and
office of the heart, circulation of the blood through
the system, impurities, waste of the system, how repaired, proper and improper food, eating too much,
too fast, too often, late in the evening, irregularity
of meals, dyspepsy, alcoholic drinks.
Structure and office of the lungs, respiration, capacity of the lungs, exercises for their healthy development, obstructed action, dangerous habit of bending
over desks, process of purifying the blood, different
colors; carbonic acid of the breath, how formed,
amount, composition of carbonic acid, weight, relation to life, experiment of lighted candle in air that
has been held in the lungs a few seconds, carbonic
acid in wells, burning charcoal in close room, carbonic acid in the stomach, soda fountains, raising
bread; ventilation.
Brief account of the bones, joints, muscles.
The hand. Men and animals compared.
References.-~ 93. Child's Book of Nature, part 2; Beecher's
Physiology and Calisthenics, passim; Root's School Amuseinents; Science of Common Things, index; Fireside Philosophy, index; Reason Why, index; Calkins's Object Lessons,
l.,arnard's Object Teaching, art. 4; Brande's Cyclopedia.
98
k
i 
FOR GRADED SCHOOLS.
Physiology; Topics.
Structure and office of the skin, sensible and insensible perspiration, importance of frequent bathing, danger from exposure to currents of air applied
to the school-room.*
The brain, excessive use of; nerves of sensation, of
motion.
Physical exercise, its relation to health, kind and
amount required.
Clothing, kind and quantity required to preserve
health; importance of frequent change; danger
from cold or damp feet.
Sleep, nature and uses, amount required, effect of
sleeping too much, too little; rising early, late; retiring early, late; ventilation of sleeping-rooms.
Recreation and  amusement-relation to health.
Importance of change and variety of mental labor.t
~ 94. Ret?cit,ng by Topies.-One of the best modes
of reciting history, geography, etc., is by the use of
topics. Thus, in geography, a pupil passes to an
outline map, suspended on  the wall, with a set of
topics in his hand, as boundaries, rivers, mountains,
climate, surface, soil, productions, commerce, etc.,
and proceeds to describe the country assigned, stating all he recollects under each topic.  When  his
description is completed, other members of the class
are called on for corrections and additions, and the
teacher makes such suggestions as the case may re
* "Avoid a current of air as you would an arrow." -Chine
Proverb.
+ "The mind is as much refreshed by variety as by idle."lodd's Student's Manual.
99
II 
00           OOUR5E OF INSTRUCTION
First Grade.
quire. This made of reciting by topics leaves the
pupils in a great degree to their own resources, secures a more thorough and systematic preparation
of the lessons, and furnishes important aid in imparting that discipline of mind which is more valuable than knowledge. It will be found particularly
adapted to reviews.
Reading.-See ~~ 1, 41, 50, 78.
~ 95. Spelling.-Spell one hundred words selected
from the geography of South America and Europe;
thirty words selected from the terms and definitions
used in arithmetic; thirty from the lessons and definitions used in grammar. See, also, ~~ 2 and 79.
Write five dictation exercises of paragraphs selected from the "Marine Journal" of a newspaper.
Writing.-See ~ 3.
Arithmetic.-See ~ 81.
See, also, ~~ 4, 6, 7, 9, 10, 12, 13, 14, 15, 16,- 89.
FIRST GRADE.
[GRAMMAR DE'PARTMENT.]
REGULAR COURPSE.
Oral Exercises.-Popular astronomy; elementary book-keeping;
government; heat; geology; morals and manners. The time devoted to oral instruction each week to be equal in amount to fifteen
minutes a day.
Grammar completed, with paising and analysis from reading.
book.
Reference.-~ 95. Northend's Dictation Exercises.
I?!.... ~.~
100
OOURSE OF.INSTRUCTION
4
* - 4 
FOR GRADED SCHOOLS.
Popular Astronomy.
Compositions, abstracts, and written reviews.
Geography completed and reviewed, with map-drawing from
memory, and use of terrestrial globe. See ~~ 87 and 88.
History of the United States, completed and reviewed. Outlines
of English history, with review.
Fifth Reader (or corresponding number of the series), with explanations, analysis of derivative and compound words, and elementary
sounds.
Written exercises in spelling from reading lessons, and other
words selected by the teacher. Analysis of derivative and compound words, and a few selected rules of spelling.*
Writing.
Slate arithmetic completed and reviewed. Extemporaneous exercises in combining series of numbers. See ~ 5. Difficult examples
in mental arithmetic reviewed. See ~ 81.
Declamations and recitations.
Physical exercises, from two to four minutes at a time, not less
than twice a day. See ~ 105.
DIRECTIONS.
Oral Instruction.-See ~~ 8 and 18.
~ 96. Popular Astronomy.-Ten or more elementary lessons.   The  earth-its size  and  motions
Change of seasons-how caused; difference in the
length of days and nights at different seasons of
the year; length of the longest day at the equator;
References.-~ 96. Norton & Porter's First Book of Science,
part 1; Child's Book of Nature, part 3; Fireside Philosophy,
index; Brande's Cyelopmdia; Brownell's How to Use Globes.
t "The rules for spelling derivatives are not very commonly
learned in our schools, or if memorized they are not comprehended
and practically applied. Certainly a large share of the bad spelling
which I have witnessed is chargeable to a neglect of these rules."B. G. Northrop, Agent of Massachusetts Board of Education.
9*
101 
COURSE OF INSTRUCTION
First Grade.
tropics; polar circles; at the poles.  Tides.  Solar
System.  The sun-its office, distance, magnitude,
spots.  The moon-its size, distance, telescopic appearance, different phases; eclipse of the moon;
of the sun. Name the planets in their order; relative size; satellites of each, and ring of Saturn.
Morning and evening stars.  Comets.  Fixed stars.
Teach the pupils to point out in a clear night five or
more conspicuous constellations; five or more stars
of the first or second magnitude; all the larger
planets that are above the horizon.
~ 97. Elementary Exercises in Book-keeping.-A
dozen simple exercises in single-enltry book-keeping,
illustrated by the teacher on the blackboard, and
written out by the pupils, will be sufficient to enable
them to keep ordinary accounts with a good degree
of facility and accuracy; and pupils should never
be allowed to pass through the Grammar divisions
and leave school, without thlis knowledge.
~ 98. Government.-Seven or more elementary
lessons on government, embracing the general structure of National, State, city, and town governments,
and their relation to each other; government of
United States, compared with that of Great Britain,
Russia, Switzerland.   Legislative, executive,  and
References.-~ 97. Introduction to Mayhew's Book-keeping.
~ 98. Mansfield's Political Manual; Howe's Young Citizen's
Catechism; Shurtliff's Governmental Instructor; Shleppard's
Constitutional Text-book; Young's Science of Government;
Brande's Cyclopedia, words Jury, Homicide, etc.; Webster's
and Worcester's Quarto Dictionaries.
102 
FOR GRADED SCHOOTI.S.
Government; Heat.
judicial branches of government; origin of our National government; Declaration of Independence;
Constitution; trial by jury.  Terms homicide, manslaughter, felony, arson, burglary, treason, verjury,
forgery, etc. Names of the principal sovereigns of
Europe.
~ 99. Heat.-In expanding the following topics,
explain and apply the principles, and illustrate them
as far as practicable. Sources of heat; heating by
conduction, radiation, convection. Sensation of heat
and cold; burning-glasses; good and poor conductors; different kinds of clothing; double windows;
ice-houses; use of a fan; protection of the ground
by snow. Contraction and expansion; putting tire
on a wheel; fire balloons; thermometer; glass
cracked by hot water; why clocks go faster in cold
weather than in warm; freezing water; heat absorbed by change from solid to liquid state, and
from liquid to gaseous; freezing mixture of salt and
ice; cooling a heated room by sprinkling water on
the floor. Boiling water; how the force of steam is
produced.  Flame-how produced.  Carbon.  Fla'me
of a candle-why no combustion in the center;
wick-why not consumed; use of circular wick in
astral and solar lamps; use of glass chimney; of
small hole in top of lamp; gas used in lighting
buildings; use of a blower in kindling a fire; action
Peferences.-~ 99. Norton & Porter's First Book of Science,
part 2; Science of Common Things, index; Reason Why, index;
Barnard's Object Teaching, arts. 2 and 4; Brande's Oyclopediac
103 
COURSE OF INSTRUCTION
First Grade.
of a common chimney; proper construction; advantages of stoves, as compared with open fireplaces; disadvantages.
~ 100. Ceology.-Five or more oral lessons on the
geological formation of the United States; coal
fields; mineral ores; geology of the State in which
the pupils reside; fossiliferous rocks.
~ 101. Grainmar tand use of language. —.t least
half the time appropriated to Grammar in the first
grade, should be spent in parsing and analyzing
select pieces from Milton, Pope, and other authors,
embracing several different varieties of style.  The
extracts required for this purpose may be selected
from the reading-books.
No exercise should be regarded as complete and
satisfactory that does not analyze the thought as
well as the language of the writer.
Pupils of this grade should receive special instructions in letter-writing, including the foirin and
manner of beginning and ending, with the date;
paragraphs; dividing between syllables at the end
of a line; margin; folding; superscription; sealing,
etc. See, also, ~~ 6 and 89.
~ 102. Use of Globe.-.Pupils should receive so
much instruction in the use of the terrestrial globe,
References.-~ 100. Norton & Porter's First Book of Science, part 2; Willson's Fifth Reader; Brande's Cyclopwdia;
Webster's and Worcester's Quarto Dictionaries; any of the
Physical Geographies.
~ 102. McIntyre on the Use of the Globes; Keith on the ULr
of the Globes; Brownell's How to Use Globes.
104 
FOR GRADED SCHOOLS.
Spelling, etc.; Music.
that they will be able to solve by it, before the
class, not less than five common problems; as, To
find the length of a degree of longitude at any given
latitude: To find the hours of sunrise and sunset,
and the length of day and night at a given place on
a given day: To find how long the sun shines without setting, at any given place in the north frigid
zone, and how long it is invisible, etc.
Reading.-See ~~ 1, 41, 78.
~ 103. Spelling and Analysis of Derivative Words.
-Spell one hundred names selected from the geography of Asia and Africa; the names of fifty islands
and groups of islands, situated in any part of the
world. Dictation exercises. Special attention to the
analysis of derivative and compound words. See
~~ 2 and 79.
T,ritinq.-See ~ 3.
Arithmetic.-See ~ 81.
See, also, ~~ 4, 6, 7, 9, 10, 12, 13, 14, 15, 16, 94.
MUSIC.
~ 104. It is highly important that all the divisions
in the Grammar and Primary Departments should
have one or more regular lessons in vocal music every
week. Each division should also have daily exercises
in singing both devotional and secular pieces.  In
References.-~ 103. Northend's Dictation Exercises; San
ders's Analysis of English Words; Town's Analysis of Deriva
tive Words; McElligott's Analytical Manual.
105 
COURSE OF INSTRUCTION
Promotions; Physical Exercises.
the Primary divisions, singing should be interspersed
among the other exercises several times a day.
CONDITIONS OF TRANSFER FROM ONE GRADE TO
ANOTHER.
N7o pupils should be advancedfrom one grade to another, till
they are able to sustain a thorough and satisfactory examination, by the Principal, on all the branches of the grade from
wohich they are to be transferred, including the oral lessons, use
of slate, etc. They should be able to read any of the pieces
they have gone  over, with proper expression;  explain the
meaning of any of the words; give the names and uses of the
different marks used; and spell any of the words, both by letters and by sounds.  In the Grammar divisions, the examninations should be both oral and written. When practicable, all
promotions from one grade to another should be made at the
commencement of a school month.
Whenever the scholarship of a pupilfalls behind the rank of
his class, he should be sent into the class next below, unless by
extra effort he is able promptly to regain his position.
PHYSICAL EXERCISES.*
~ 105. The following exercises embody the result
of many careful experiments, and are believed to
combine the elements of the most useful movements
that are adapted to the school-room. The best ef
* Most of the "free gymnastics" here presented, have been kindly furnished by Messrs. S. H. White, Principal of the Brown School,
Chicago, G. D. Broomell, Principal of the Dearborn School, and E.
C. Delano, Teacher of the Normal Department of the High School;
assisted by three of the lady teachers.
106 
FOR GRADED SCHOOLS.
Physical Exercises.
fects will generally be produced by executing them
in order, from first to last; but teachers can at any
time make selections from them, at their discretion.
The value of the exercises depends in a great degree upon the energy and force with which they are
executed. In all the arm and shoulder movements,
the muscles should be kept as rigid as possible, and
the rapidity of the movements should not be so
great as to prevent the utmost tension of the muscles.
In all the body movements the motion should be full
and slow.
The directions assume that the regularity and
number of motions in each movement are fixed by
counting, either by the teacher alone, or by both
teacher and class, as may be desired. The number
to be counted in the body movements may be eight;
and in the others, when counted at all, twelve. In
some cases, it may be thought desirable to duplicate
the numbers.
The following positions are recommended, preparatory to the execution of the movements:
Position A, Sit erect, hands folded in front.
B, Turn to the aisle, preparatory to rising.
C, Rise and face the teacher.
References.-~ 105. Root's School Amusements; Potter &
Emerson's School and Schoolmaster, part 2; Calkins's Object
Lessons;  Beecher's Physiology and Calisthenics;  Barnard's
Object Teaching, art. 1; Fitzgerald's Exhibition Speaker and
Gymnastic Book; Trall's Family Gymnasium; Walker's Manly
Exercises; De Laspee's Free Gymnastics; Alfonce's Instructions in Gymnastice- Dio Lewis's New Gymnastics.
107 
-COURSE OF INSTRUCTION
Physical Exercises.
Position D, Stand erect, with arms akimbo.
"    E, Pupils resume their seats.
These positions may be used in dismissing school,
when classes are called to recitation, and at all times
when the scholars are called to rise from their seats.
While on the floor, the scholars should stand
erect, with the shoulders thrown back, and, unless
otherwise directed, with the hands hanging naturally at the sides.
NOTE.
Cases will sometimes occur in which pupils are affected with infirmities that render particular exercises injurious to them. Teachers should give watchful attention to this point, and never require
pupils to join in any of the movements against the wishes of their
parents.
The windows should generally be raised from the bottom during
the physical exercises, so as to furnish a supply of fresh air. All
pupils in health are expected to join in these exercises; but if,
from ill health or other cause, any one is prevented from engaging
in them, he should never be allowed to sit in a current of air.
MOVEMENTS.
(1.) Inhale slowly and fill the lungs to their utmost capacity; retain the air a few seconds, and
then exhale slowly until the air is expelled as conmpletely as possible. Six inspirations and expirations.
(2.) Place the clenched hands on the shoulders,
the elbows being elevated sidewise to a horizontal
line with them.  At count one, throw the fists forcibly outward, so that the arms shall be in a horizontal position.  At count two, bring the fists hack to
108 
FOR GRADED SCHOOLS.
Physical Exercises.
the shoulders, keeping them closed firmly during
the whole movement. Count twelve.
(3.) Hands hanging at the sides, closed. Counting one, pass the fists in front of the shoulders, and
raise them so that the arms shall be vertical; two,
bring the fists down immediately over the shoulders,
at the same time throwing the elbows downward
and backward; three, throw the fists downward,
commencing with a short curve by bending the
wrists and raising the elbows. Count twelve.
(4.) Position D. At count one, incline the body
to the right at an angle of 45~. At two, incline to
the left in the same manner. Count eight.
(5.) Inflate the lungs suddenly with a full breath;
retain the breath a short time, and then emit as
quickly as possible. Five times.
(6.) Extend the arms forward a little above the
horizontal, the fists being side by side, thumbs
downward. At one, bring the fists immediately in
front of the shoulders, turning the thumbs upward,
and throwing the elbows downward and backward
forcibly, as if to strike them together behind. At
two, thrust the fists forward to the first position.
Count twelve
(7.) Position I). At one, thrust the right fist up ward to a vertical position; at two, bring the right
hand to position D, and then thrust the left fist up ward in the same manner. Count twelve.
(8.) Hands hanging in front, clasped. At one,
throw the hands to the right and as far behind as
possible, at the same time turning the body in the
10
109 
COURSE OF INSTRUCTION
Physical Exercises.
same direction, but keeping the face and feet straight
forward. At two, turn to the left in the same manner. Count eight.
(9.) Position D. Inhale a full breath slowly;
emiit the breath audibly and slowly, giving the prolonged sound of a infather.
(10.) Let the arms hang at the sides, hands open.
At one, throw the hands outward and upward, keeping the arms extended, and bring the hands together
directly over the head with a clap; keeping the
hands together and arms extended; at two, bring
the hands down in front to a level with the shoulders; at three, throw the hands backward, keeping
the arms extended horizontally;  atfour, drop the
arms to the sides as in position of starting. Count
twelve.
(11.) Position D. At one, rise on the toes as far
as possible; at two, ease back to starting position;
being careful to avoid dropping noisily on the heels.
Count twelve.
(12.) Hands hanging at'the sides, closed. At one,
bring the fists up under the arms; at two, return
them to first position.  Count twelve.
(13.) Hands hanging naturally at the sides.  At
one, raise both shoulders as forcibly and as high
as possible.  At two, lower them gently.   Count
twelve.
This exercise may be varied by raising and dropping first one shoulder six times and then the other
six; or by raising and dropping one shoulder once
and then the other once, alternating to conit twelve.
110 
FOR GRADED SCHOOLS.
Physical Exercises.
(14.) Position D. Thrust the right fist forward,
horizontally, while counting one. At two, bring the
right hand back to position D, and then thrust the
left fist forward in the same manner. Count twelve.
(15.) Bring the fists together upon the chest, immediately between the shoulders, at the same time
elevating the elbows above the horizontal, and bringing them as far forward as possible. At one, throw
the elbows downward and backward with force, and
at two, bring the fists and elbows as at first. Count
twelve.
(16.) Position D. At one, turn the whole body,
including the head, to the right as far as possible,
keeping the feet stationary. At two, twist the body
toward the left in the same manner. Count eight.
(17;) Place the fists upon the shoulders, with the
elbows raised sidewise to a horizontal with them.
Throw the right fist outward and upward at an
angle of 45~, counting one.  At two, bring it back to
its former position, at the same time throwing out
the left in the same manner. Keep the muscles as
rigid as possible. Count twelve.
(18.) Position D. At one, look over the right
shoulder, at the same time bending the body backward and twisting sidewise sufficiently to allow a
downward glance as at the heels. At two, look
over the left shoulder in the same manner. Count
eight. This movement calls into exercise more of
the muscles of the body than any of the others, and
should be thoroughly executed. 
(t9.) With the left hand upon the hip, whirl the
111 
COURSE OF INSTRUCTION
Physical Exercises.
right hand and arm in as near a vertical plane as the
situation of the scholar will allow, first forward, then
backward.  Then with the right hand upon the hip,
whirl the left in the same manner.  Let each arm be
whirled six times in both directions, counting at
ach time.
(20.) Place the fists upon the shoulders, with the
elbows raised in front to a level with them. At one,
throw the fists suddenly forward, keeping the arms
horizontal and opening the hands, palms upward.
At two, place the fists as before. Count twelve.
(21.) Hold the right palm in front of the eyes, at
the distance of about a foot from them, and the left
p,alm similarly, opposite the lower part of the chest.
At one, change positions of the hands; two, reverse,
and so on till twelve is counted.
(22.) Position D. At one, incline the body forward as in a low bow, and at two, incline backward
to the same extent.  Count eight.
(23.) Inhale slowly. Exhale suddenly and forcibly, with the sound of the letter A. Three times.
In movements 1, 5, 9, 13, 23, the length of time
to be occupied by each inhalation should be indicated by some signal, as the raising and lowering of
the teacher's hand; the raising of the hand being
the signal for the inhalation, and the breath being
retained while the hand is kept up, and sent out as
the hand is lowered.
Other movements, selected from works on gym astics, or devised by the teacher, or combined from
the foregoing, may be introduced, as the taste and
112 
FOR GRADED SCHOOLS.
Physical Exercises.
ingenuity of the teacher may direct. The following
is given as an example of several movements combined in one exercise:
(24.) Hands hanging at the sides, closed.  At one,
bend the elbows and describe a curve with the
hands, by bringing them up in front of the chest
and head, and over outward, so that the arms will
come to the horizontal, sidewise; two, bring the fists
against the upper and outer portions of the chest;
three, throw the right fist forward to the horizontal;
four, bring it back against the chest again; fve and
six, describe the same movements with the left arm;
seven and eight, the same with both arms;  after
which the fists are to be thrust downward to the
sides, as at first, with count one.  The same moveinenit may be repeated, always giving the same numbers to the same parts of the movement.  The second time the fists are brought down to their first
position, it should be with count two; the third
time, three. and so on. The advantage of this is,
that at the close of the repetitions, say nine, the
class will all stop at once and there will be no break
in the exercise.
(25.) -Jlarching.-All the -lower divisions should
have exercises in marching as often as once or twice
a day. By exercising a little ingenuity, the teacher
will be able to arrange the files so that all the pupils
will commence marching at the same time, and end
at the same time. The children should keep together in their time, and this should be regulated by
appropriate singing.  If the singing can not be se
10*
113 
COURSE OF INSTRUCTION
Physical Exercises.
cured, the pupils may repeat verses in concert, and
march to the measure of the poetry.
(26.).Mil,tary A.ovements.-Occasional exercises
in marching, counter-marching, facing, dressing, and
halting, with military precision, may be profitably
introduced. They will not require the use of arms
nor any substitute for them. For full directions respecting these movements, teachers are referred to
Root's School Amusements, and The Boy Soldier, by
the same author.
~ 106. Teachers should guard their pupils against
all constrained and unnatural postures. The position " hands behind" induces a stooping posture, and
should generally be avoided.*  The habit of stooping over desks while engaged in exercises requiring
the use of the pen or pencil, is one of the most serious evils now existing in schools, and its deleterious
influence upon the health and form of pupils is
abundantly manifest.
It is true that many teachers devote special attention to this matter, but in most cases the cure is by
no means radical or permanent, and a more efficient
and systematic course  of treatment is required.
There are many schools in which the pupils are required to give special attention to physical movements, at frequent and regular intervals, and yet
lose more every day by indulging in this dangerous
habit than they gain by the gymnastic exercises.
* See Report of S. W. Seton, Assistant Superintendent of Schools,
New York, 1856.
114 
FOR GRADED SCHOOLS.
Habit of Stooping.
As a first step toward the correction of this evil,
teachers should inform themselves and their pupils
of its nature and magnitude. The next step of progress should be a firm resolve to overcome it, whatever may be the effort required.
With most pupils, a frequent admonition from the
teacher will be sufficient  to establish the habit oI
sitting erect, and when this habit is once formed,
very little attention will be needed to perpetuate it.
But when this measure is found to be ineffectual,
a persistent habit of stooping at the desk should be
treated as a misdemeanor, affecting the deportment
average of the pupil the same as any other example
of misconduct.*
* "The training of children in sitting, standing, and walking,
and in the use of the organs of respiration and of utterance, are
among the first things to be attended to in the physical education
at school. "-John D. Philbrick, Superintendent of Schools, Boston.
115 
COURSE OF INSTRUCTION
Chicago High School.
COURSE OF INSTRUCTION
FOR A
HIGH SCHOOL,
A GENERAL COURSE
AND
A CLASSICAL COURSE.
THE circumstances of different cities and towns are
so various, that it is impossible to devise a course of
study equally adapted to all high schools.
The following outline embodies substantially the
course adopted in the Chicago High School.  Some
of its features have been borrowed from the course
of study adopted in Philadelphia, St. Louis, Cincinnati, Boston, and other cities, and some of them are
the fruit of observation and experiment during a
period of six years.
The greatest danger, even with the time extended
to four years, is that of crowding too much labor
into each period of the course. It is not always sufficient to arrange the course so that pupils will not
be required to carry a large number of studies at a
time.  Cases will frequently arise in which certain
116
EMBRACING
-6 
FOR GRADED SCHOOLS.
High School Course.
portions of a text-book may, without serious loss, be
either omitted altogether, or used only for occasional
reference. These should by all means be marked in
the class, and treated accordingly. A reasonable
amount well learned, is better than more learned
imperfectly; and either of these is far better than
the highest intellectual acquisitions obtained in exchange for good health.
When the time of the course is reduced to three
years, still greater care will be required to avoid
tasking pupils beyond their strength, and to prevent
them from overtasking themselves. The tendency
to this evil will be greatly diminished, if pupils can
be retained in the grammar schools till they are
thoroughly prepared to enter the high school.  No
pupil should be received to the high school under
twelve years of age, and in many cases thirteen
years would be a better limit to establish.
The highest standard of requirement in all the
classes should be attainable by pupils of average
capacity, without the necessity of studying during
hours required for exercise and relaxation. But in
attempting to remove the evil of overtasking pupils,
we should remember that there is also danger of
falling into the opposite extreme. If pupils are
tasked beyond their strength, the school is justly
chargeable with blame.   But if the standard  is
dropped so low that it fails to stimulate the scholars
to habits of thoroughness and self-reliance, then is
the school itself a failure, and every community
would so regard it.
117 
COURSE OF INSTRUCTION
General Department.
HIGH SCHOOL.
SYNOPSIS OF THE GENERAL COURSE.
FIRST YEAR.
FIRST T'ERM.-Algebra; German or Latin; Descriptive Geography.
SECOND TERM.-Algebra; German or Latin; English Grammar
and Analysis.
THIRD TERM.-Arithmetic; German or Latin; Physical Geog
raphy.
SECOND YEAR.
FIRST TERM.-Algebra; German or Latin; Universal History.
SECOND TERM.-Geometry; German or Latin; Universal History.
THIRD TERM.-Geometry; German or Latin; Universal History;
Botany.
THIRD YEAR.
FiRST TERM.-Geometry; German, or Latin, or French; Physiology; Rhetoric.
SECOND TERM.-Trigonometry; German, or Latin, or French;
Natural Philosophy; English Literature.
THIRD TERM.-Mensuration, Navigation, and Surveying; German, or Latin, or French; Natural Philosophy; English Literature
FOURTH YEAR.
FIRST TERM.-Astronomy; German, or Latin, or French; Intellectual Philosophy; Constitution of United States and Book-keeping.
SEcOND TERM.-Chemistry; German, or Latin, or French; Logic' 
Political Economy.
TRHIRD TERM.-Geology and Mineralogy; German, or Latin, o
French; Moral Science; Political Economy.
Drawintg during the second, third, and fourth years.  Such attention to reading, spelling, and penmanship, through the course,
as may be necessary to secure satisfactory attainments in these
branches.   Rhetorical exercises, music, and  physical,xercises
Through the course.
iis 
-~~~O  RDDSHOS                                    1
Classical Department.
At the beginning of the third year, those in the
General Department are allowed to continue their
Latin or German, or choose French instead, for the
remainder of the course. Thus no pupil in the General Department studies more than one foreign language at the same time, and all are permitted to
take two at some time in the course.
Those pupils who elect to take Latin during the
first and second years, can defer their choice between the Classical and the General Course till the
commencement of the third year.
SYNOPSIS OF THE CLASSICAL COURSE.
FIRST YEAR.
FIRST taRM.-Algebra; First Latin Book; Descriptive Geography.
-SECOND TERM,-Algebra; First Latin Book; English Grammar
and Analysis,
THIRD TERM.-Arithmetic; Latin Reader; Physical Geography.
SECOND YEAR.
FIRST TERM.-Algebra; Latin Reader; Universal History.
SECOND TERM.-Geometry; Coesar; Universal History.
THIRD TERM.-Geometry; Csesar; Universal History; Botany.
THIRD YEAR.
FIRST TERM.-Greek; Caesar or Cicero; Physiology.
SECOND TERM.-Greek; Cicero; Natural Philosophy.
THIRD TERM.-Greek, Anabasis; Cicero; Natural Philosophy.
FOURTH YEAR.
FIRST TERM.-Greek, Anabasis; Virgil, Eclogues; Cicero; Latif
Prose.
119
FOR GRADED SCHOOLS. 
COURSE OF INSTRUCTION
Forms of Organization.
SECOND TERM.-Greek; Virgil, Eneid and Georgics; Latin Prose.
THIRD TERM.-Greek, Iliad; Virgil, Eneid; Review of Latin.
Drawing during the second, third, and fourth years. Rhetorical
exercises, music, and physical exercises,through the course. Such
attention, through the course, to reading, spelling, and penmanship, as may be necessary to secure satisfactory attainments in
these branches. Classical antiquities, military affairs, during the
second year. Classical antiquities, civil affairs, during the third
year. Classical antiquities, mythology, during the fourth year.
Ancient geography, in connection with the literature and history of
Greece and Rome.
DIFFERENT FORMS OF ORGANIZATION.
In the organization of high schools, three differ
ent forms have been adopted by different cities and
towns.
1. That which embraces a general course and a
classical course in the same school; the parents or
guardians of the pupils being allowed to elect between the two courses.
2. A division into two distinct schools, an English
high school, and a classical school, each independent
of the other.
3. A union of the two courses in one classical and
English school, in which all the pupils are required
to study both the English branches and the classics.
The first of these forms is illustrated by the course
already presented, and by the course adopted in the
St. Louis High School.
120
.* o 4. 
FOR GRADED SCHOOLS.
Boston English High School.
The second form is illustrated by the high schools
of Boston.
The third form is illustrated by the high schools
of Cincinnati.
COURSE O F STUDY
IN THE
ENGLISH HIGH SCHOOL,
BOSTON.
FIRST YEAR.
1. Review of preparatory studies, using the text-books authorized in the grammar schools of the city; 2. Ancient Geography;
8. General History; 4. Algebra; 5. French Language; 6. Drawing.
SECOND YEAR.
1. Algebra, continued; 2. French Language, continued; 3. Drawing, continued; 4. Geometry; 5. Book-keeping; 6. Rhetoric; 7. Constitution of the United States; 8. Trigonometry, with its application
to surveying, navigation, mensuration, astronomical calculations,
etc.; 9. Evidences of Christianity,-a Monday morning lesson.
THIRD YEAR.
1. Trigonometry, with its applications, etc., continued; 2. Evidences, continued,-a Monday morning lesson; 3. Drawing, continued; 4. Astronomy; 5. Natural Philosophy; 6. Moral Philosophy; 7. Political Economy; 8. Natural Theology; 9. English
Literature; 10. French, continued; or the Spanish language may
be commenced by such pupils as in the judgment of the master have
acquired a competent knowledge of the French. Physical Geography is permitted.
121
11 
COURSE OF INSTRUCTION
Boston Latin School.
For the pupils who remain at the school the fourth year, the
course of study is as follows:
1. Astronomy; 2. Intellectual Philosophy; 3. Logic; 4. Spanish; 5. Geology; 6. Chemistry; 7. Mechanics, Engineering, and
the higher mathematics, with some option.
The several classes shall also have exercises in English composition and declamation. The instructors shall pay particular attention
to the penmanship of the pupils, and give constantly such instruction in spelling, reading, and English grammar, as they may deem
necessary to make the pupils familiar with these fundamental
branches of a good education.
COURSE OF STUDY
IN THE
LATIN HIGH SCHOOL,
BOSTON.
FIRST YEAR.
1. Latin Grammar; 2. English Grammar; 3. Reading English;
4. Spelling; 5. Mental Arithmetic; 6. Geographical Questions;
7. Declamations;  8. Penmanship; 9. Latin Lessons; 10. Latin
Reader.
SECOND YEAR.
1, 2, 3, 4, 7, 8, continued.  11. Viri Rome; 12. Written Translations; 13. Arithmetic; 14. Cornelius Nepos; 15. Latin Prose
Composition.
THIRD YEAR.
1, 2, 3, 4, 7, 8, 12, 13, 15, continued.  16. Greek Grammar;
17. Greek Lessons; 18. Cesar's Commentaries; 19. French Grammar; 20. Exercises in speaking and reading French, with a native
French Teacher.
122 
FOR GRADED SCHOOLS.
Cincinnati High Schools.
FOURTH YEAR.
1, 2, 3, 4, 7, 8, 12, 13, 15, 16, 19, 20, continued.  21. Ovid's
Metamorphoses; 22. Greek Prose Composition; 23. Greek Reader;
24. Algebra; 25. English Composition; 26. Le Grandpere.
FIFTH YEAR.
1, 2, 3, 4, 7, 8, 15, 16, 19, 21, 22, 23, 24, 25, continued.  27. Virgil; 28. Elements of History; 29. Translations from English into
Latin.
SIXTH YEAR.
1, 7, 15, 16, 19, 20, 21, 22, 23, 25, 27, 28, 29, continued. 30. Geometry; 31. Cicero's Orations; 32. Composition of Latin verses;
33. Composition in French; 34. Ancient History and Geography.
The instructors shall pay particular attention to the penmanship
of the pupils, and give constantly such instruction in spelling, reading, and English grammar, as they may deem necessary to make
the pupils familiar with those fundamental branches of a good
education.
COURSE OF STUDY
IN THE
CINCINNATI HIGH SCHOOLS.
FIRST YEAR.
FIRST SESSION.-Latin Lessons, with Latin Grammar, five lessons
per week; English History, five lessons per week; Algebra, five
lessons per week.
SECOND SEssION.-Latin Lessons, with Latin grammar, five lessons
per week; Anatomy and Hygiene, five lessons per week; Latin
Grammar, five lessons per week; Algebra, five lessons per week;
Lectures by Principal, on Morals, Manners, etc., once per week, during year; Rhetoric, once per week, during year; Reading and Vocal
123 
COURSE OF INSTRUCTION
Cincinnati High Schools.
Muisic; Composition and Declamation, by Sections, once in three
weeks.
SECOND YEAR.
FIRST SESSION.-Latin Lessons completed, with Latin Grammar,
five lessons per week; Geometry, five lessons per week; Natural
Philosophy, to Pneumatics, five lessons per week.
SECOND SEssIoN.-Cesar, three Books, or Sallust, one Book, four
lessons per week; Geometry, to Book IX., five lessons per week;
Natural Philosophy, completed, five lessons per week; Reading,
Elemental Sounds, one exercise per week; Rhetoric and Vocal
Music, one exercise per week; Composition and Declamation, by
Sections, once in three weeks.
THIRD YEAR.
FIRST SESSION.-Chemistry, five lessons per week; Virgil's lEneid,
three Books, four lessons per week; German or French, four lessons
per week; Algebra and Spherics, completed, five lessons per week.
SECOND SESSION.-Cicero, three Orations, four lessons per week;
German or French, four lessons per week; Chemistry, five lessons
per week; Trigonometry, completed, five lessons per week; Constitution of the United States, completed, one exercise per week;
Reading, Rhetoric, and Vocal Music, one exercise per week; Composition and Declamation, by Sections, once in three weeks.
FOURTH YEAR.
FIRST SESSION.-Horace, five Satires and the Ars Poetica, four lessons per week; German or French, four lessons per week; Astronomy completed, five lessons per week; Physical Geography and
Geology completed, five lessons per week; Moral Philosophy, by
Lectures, one exercise per week; Logic, completed, one exercise
per week.
SECOND SESSION.-German or French, four lessons per week;  Mental Philosophy, completed, five lessons per week; General History,
completed, five lessons per week; Navigation and Surveying, completed, five lessons per week; Evidences of Christianity, by Lectures, one exercise per week; Critical Readings, Vocal Music, one
exercise per week; Composition, by Sections, once in three weeks;
Original Addresses.
124 
FOR GRADED SCHOOLS.
Examinations.
COLLEGE CLASS.
In view of preparation to enter college, this class is permitted to
substitute the following studies for the regular ones, in the fourth
year:
Greek Grammar, completed; Greek Reader, completed; Cicero's
Orations, six in number; Virgil's ]neid, six Books; Caesar or Sallust, completed.
-*..4.
ADMISSION TO HIGH SCHOOLS.
John S. Hart, LL. D., formerly principal of the
Philadelphia High School, is entitled to the credit
of having first perfected a thorough and satisfactory
system of examining candidates for admission to a
high school.* The main features of the method employed by Mr. Hart in the Philadelphia High School,
nearly twenty years ago, have since been extensively
adopted, with various minor changes, in all parts of
the country.
The following is an outline of the form of examination adopted in Chicago.
On the morning of the examination a card is presented to each candidate, with a number written on
it by which the candidate is' known during the day.
On the back of this card are printed several directions and explanations.
* The Reports of Mr. Hart, for the years 1846 and 1850, were
documents of uncommon value, containing elaborate and graphic
sketches of the organization and management of a large high
school, with an extended oourse of study.
11*
125 
COURSE OF INSTRUCTION
Examinations.
............. HIGH SCHOOL.
EXAMINATION
i         E~~    ~      ~~ORd
ADMISSION.X
uI u  berI 0
Number -----------
DIRECTIONS TO CANDIDATES.
1. Throughout the examination, you will be known only by
the number on the opposite side of this card.
2. Do not write your name upon any of your exercises.
3. Write your number very plainly at the upper left-hand
corner of each exercise; your age in years and months at the
upper right-hand corner; and the date in the middle, so that
they will all be on the same line.
4. You can make any use of slates and pencils while preparing
your answers; but the answers on the paper which you pass in
must all be written in itk.
5. Number each answer to correspond with the number of the
question, leaving for this purpose a margin on the left of each
page.
6. Avoid all communication with other candidates.
7. Be careful not to lose this card. Candidates admitted will
bring their cards with them at the opening of the school.
126 
FOR GRA1)DED SCHOOLS.
Admission to High School.
Small slips of paper are next distributed among
the candidates, on which they write their names
and the numbers on their cards. These papers are
collected and  immediaLtely locked  in one of the
desks till after the Board has decided on the admissions. They are then used to identify the successful
applicants.
After attending to these preliminaries, the candidates are distributed in different rooms, and arranged
at separate desks, so as to prevent, as far as possible,
any opportunity for communication with one  another. Each candidate is furnished with a slate and
pencil, and with pen, ink, and paper. The questions for the first exercise, previously prepared by
the superintendent, or by the teachers of the high
school, are now distributed at the same moment in
all the rooms, and the candidates are allowed a definite time to write out their answers, —usually from
an hour to an hour and a half, according to the
number and difficulty of the questions. Every effort
is made to put the candidates as much at ease as
possible, and to secure them from all unnecessary
embarrassment.  If they do not understand any of
the requirements, or lack'any little convenience
for writing out their work, they are requested to
make known their difficulties with the utmost free dom.  When the time appointed for the first exer cise expires, the answers written by the candidates
are collected together, whether completed or not,
and the next set of questions is distributed as before,
and so on, through the day.
12 i" 
hi
COURSE OF INSTRUCTION
Admission to High School.
Besides the teachers of the high school, on whom
the examination chiefly devolves, one or more members of the Board of Education and the superintendent are also in attendance during a portion or
all of the examination, but no other spectators are
admitted.
Most of the labor still remains to be performed,
after the candidates are dismissed. Several days are
now spent by the teachers in examining the papers
that have been written.  Every answer  is read with
care, and its value, estimated on a scale of 100) is
marked in the margin.  The sum of these estimates
standing against the several answers on any one
paper, divided by the number of questions assigned,
gives the average for that exercise.  The avera/es of
each candidate, in all the different branches, are set
against the card-number by which he is known during the examination; but the averages in arithmllletic
and English grammar are multiplied by two wheni
they are entered, because the examination in these
branches affords a safer test of the candidate's ability
to sustain a position in the high school thain the examination in branches that are more mechanical, or
that depend more upon the pupil's memory, and less
upon his powers of reasoning and judging.  The sum
of the averages now standing against any numl)er,
divided by the number of branches increased by
two, gives the general average of the candidate designated by this number. To render the result of tihe
examination still more reliable, the teachers usually
select the papers of all the candidates whose general
128 
FOR GRADED SCHOOLS.
Adminssion to High School.
averages are within five or ten per cent. of the lowest
rank that will probably be admitted, whether above
or below, and revise the estimates with special care.
This measure insures the correction of any slight
errors that may have occurred in estimating the
answers of any candidate who could possibly be
affected by such errors. The names of the candidates are never seen by ally one, from the time when
they are received on the morning of the examination
till after this revision of estimates, and the final decision of the Board upon the admissions.
As the question of a candidate's admission or rejection depends entirely upon the general average of
his examination, it is hardly possible that injustice
should be done to any of the applicants. There are
frequent cases in which candidates are not able to
do justice to themselves; and these instances would
be far more numerous if the examinations were conducted orally. A large number and variety of experiments have been tried by different boards of
examiners, and they have almost invariably resulted
in the decision that written examinations afford the
most reliable test of qualifications, and are on the
whole the most just and satisfactory to all parties.
If any instance occurs in which an applicant is
supposed to be rejected for insufficient reasons, the
answers on which this rejection is based are always
on file at the school, or at the office of the Board
of Education, in the applicant's own hand, and can
be examined at any time by the candidate or his
friends.
129 
COURSE  OF  INSTRUCTION
School Records.
In estimating the examinations in reading, each
candidate is requested to read two short passages,
one in poetry and one in prose. The estimates in
penmanship are based upon the written answers that
are given in other branches
SCHOOL RECORDS.
[Tle importance of securing greater uniformity in school statistics
has long been felt, and numerous educational reports have sent out
earnest calls for improvements in the methods of making and preserving school records.  The report of Cincinnati for 1856, by A. J. Rickoft,
Esq., Superintendent of Schools, contained several valuable recommelndations on this subject.
The following views were embodied in the author's annual report for
1858-9, in the hope that by presenting in tangible form the leading objects to be sought, and offering a few practical suggestions respecting
the best means to be employed, one step of actual progress would be
made in lessening the evils that existed. Several important effotbrts in
tlhe same direction have since been made by school officers and edulcational conventions, and it is now safe to say that considerable progress
has been made toward the accomplishment of the desired end.]
THE subject of school records demands more careful attention from teachers and school directors than
it has hitherto received. If the records of a school
are properly kept, in the hands of a judicious teacher
they become an important auxiliary to the healthful
discipline and progress of the school, and at the close
of a term or year the general summaries and averages afford valuable information respecting the chlaracter and success of the school, and its just claims to
continued favor and support.
In many schools the records arc so umeager or so
130
6.. 10 
FOR GRADED SCHOOLS.
School Records.
inaccurate that very little practical benefit can be
derived from them. Iin others they are so complicated and minute, that teachers find it impossible to
devote the time required by them, without neglecting other important duties.*
Such records only should be required as will be
of some practical value or general interest, and the
greatest care should be takeh to make the directions
for keeping them so plain and explicit that even an
inexperienced teacher, with ordinary care, will be in
no danger of falling into errors.
The three essential elements of the records which
are designed more particularly to aid the teacher in
raising the standard of scholarship and discipline,
are attendance, scholarship, and depo2rtment.
In respect to the records from which the general
summaries are prepared at the close of the year, it
is to be regretted that so little uniformity exists in
different cities and towns. The practice of exchanging school reports now prevails in all parts of the
country, and comparisons are constantly made respecting the cost of instruction, regularity of attendance, etc.; but the data from which these results are
obtained are so different in different places that the 
comparisons, in a majority of cases, are entirely unreliable.  In one city or town the cost of instruction
* "School statistics are far inferior, in completeness and accuracy.
to the commercial, manufacturing, and agricultural statistics of the
day. It ought not to be so, for certainly the products of the schoolroom can vie in value with the products; of the fanl or the factory."
— A. J. Rickoff, Superietendent of Schools, Ciociiiiati.
131 
COURSE OF INSTRUCrION
School Records.
for each scholar is based on the average number enrolled during the year, and in another on the whole
nul?mber.  In one, the cost of instruction embraces
all the expenditures for school purposes, including
permanent investments; in another, it includes the
current expenses for tuition, supplies, and repairs,
together with five or six per cent. on the whole valuation of the school estates, which is regarded as
ient; and in a third it includes only tuition, supplies, and repairs.
In one city or town, a pupil who is absent from
school a single week, is marked as left, and his absences no longer affect the attendance averages.  In
another, the name of a pupil is crossed from the roll
when he has been absent two weeks; in another,
when he has been absent a month; and there are
instances in which the absences continue to count to
the end of the term, even though the pupil may have
left at the close of the first week.
Of the various statistical results which are embodied in the reports of different cities and towns,
the following are generally regarded as the most
important:
1. Average r.Lmber belonging.
2. Average daily attendance.
3. Per cent. of daily attendance on average number belonging.
4. Whole number of different scholars.
5. Expense per scholar on average number belonging.
The first of these, the average number belonging,
132 
FOR GRADEFD SCHOOLS.
School Recor(ds
is, in many respects, the most important of the five.
It is the basis of all reliable estimates in regard to
the accommodations required, the number of teachers, and the expense of sustaining the schools.
The point which chiefly concerns us in this connection, is the condition on which a pupil shall forfeit his seat in school. If we canl secure uniformity
of practice in this particular, one important object
will be accomplished.   In the public schools of
Chicago, when a pupil is suspended from school by
any of the rules of the Board of Education, he is
recorded as having left and in all other cases, when
a pupil is absent more than five consecutive schooldays, he is recorded as having left-the date of leav
ing being at the close of the fifth day. This rule is
adopted, not because we have any very strong preference for the exact period of one week, but because'
this limit is found on trial to be as convenient as
any other, and because it is the period adopted in
many other cities.
The second item of the foregoing list, average daily
attendance, is easily obtained, and the practice of different cities and towns is nearly uniform in regard
to it.
The per cent. of daily attendance on the average
number belonging is, in most cases, a pretty safe
index to the general character and progress of the
school. The accuracy of this result depends mainly
upon the accuracy of the record from which the average number belonging is obtained.
The whole number of dierient scholars, when com                         12
133 
COURSE OF INSTRUCTION
School Records.
pared with the average number belonging, shows
approximately the per cent. of changes that take
place in the membership of a school. This per cent.
varies greatly in different places.
The cost of instruction per scholar is an item of
special importance, and it is to be regretted that so
little uniformity has heretofore prevailed in respect
to the manner of obtaining it. That this estimate
should properly be based on the average number belonging, and not on the whiole number of diferent
scholars during the year, nor on the average daily
attendance, must, I think, be evident to any one who
will carefully examine the subject. The whole number of d$ferent scholars may vary from year to year
to any extent, without affecting materially the number of seats required, or the number of teachers, or
the actual expense of sustaining the schools, provided
the average number belonging remains unchanged.
In a city having accommodations for 10,000 scholars,
the whole number of different pupils may be swelled
by constant changes to 20,000, without increasing
the actual enrollment at any time beyond the original 10,000. If, now, we estimate the cost of instruction per scholar on the whole number enrolled,
it will appear to be only one half as great as it would
if the membership of the school remained unchanged.
Hlere, then, is an apparent reduction of one half the
cost of instruction per scholar, without any reduction
whatever in the actual expenditures. The truth is,
the city is taxed for the instruction of 10,000 ehlildren, and not for the instruction of 20,000, }uLid the
134 
FOR GRADED SCHOOLS.
School Records.
estimates should be made to correspond with the
facts.
So also of the average atten(ance; it may be high
or low, but so long as the average number be7longing
is the same, the labor and expense are but slightly
affected. Each pupil enrolled as a member of the
school, must have a seat, whether present or absent.
In some cases, two separate averages are made,
one giving the cost per scholar on the average number belonging, and the other on the w/iole number.
To this practice there can be no objection, as it will
not be likely to mislead.
The foregoing suggestions respecting school records, are presented in the hope that they may contribute, in some degree, to the introduction of greater
uniformity of practice in this important department
of school economny.
At a meeting of the National Teachers' Association,
held at Buffalo, in 1860, a valuable report on school
statistics was presented by C. S. Pennell, Esq., of
St. Louis, chairman of a special committee appointed for this object at a previous meeting. The following extracts are copied from Mr. Pennell's report:
"The committee have corresponded with superintendents and
teachers, and have examined school reports as extensively as they
have been able. They find the sentiment very prevalent that our
school statistics, as now collected and presented, have far less value
than they ought to possess; and they are compelled to believe this
sentiment founded in truth. This does not, however, in the least
diminish our estimate of the value of reliable records, nor weaken
our confidence that our school records may serve a very valuable
purpose,'Theoretic views must be subjected to actual trial tte
135 
COURSE OF INSTRUCTION
School Records.
the results of the trials can be presented in no better way than in
statistical tables.
*          *           *           *          *           *
"The record of attendance must embrace the following particulars,
and may be much extended.
"1st. Whole number of pupils enrolled during the year.
"This must not be confounded with the whole number in the
district or town of legal age to attend school, as shown by the
census.
"2d. Number transferred during the year.
"These names will have been entered twice, and their number
must be deducted firom the first item in order to give the number
of different pupils that have attended during the year.
" 3d. Average number belonging to the school or town.
"4th. Average daily attendance.
"In order that these statistics may possess value, the original entries
must be correct.  This, it is believed, has too often not been the case.
The records required by committees and superintendents, instead of
being few and simple, have often been complex and voluminous,
and teachers seeing little use made of them, have grown negligent.
The popular distrust which has arisen in consequence of carelessness, has been urged as an excuse for continued want of care.
Cases are found in which the average attendance is greater than the
whole number registered, and also greater than the number of
seats in the building. Such want of care admits of no justification.
Correctness is the demand of honesty.
"The meaning of the several headings should be madeperfectly obvious.
There is oftener fault in this particular than those who make the
forms and reports are aware of.
"We  believe the'average number belonging' to be the proper
number for all estimates of expenses, per cent. of attendance, nunimber of pupils to a teacher, etc. We find no dissent from this opinion where we have been able to consult.
"How shall the'average number belonging' to the school be
determined?  To obtain the' whole number of names enrolled' is
easy; so of the'average attendance;' but with this quite other.
wvise.
136 
FOR GRADED SCHOOLS.
School Records.
"We would suggest the following modes of determining who are
members, as either of them would be better than the present want
of method:
"1st. That, without the present attempt at uniformity, the school
report should always contain an intelligible account of the method
by which the'average number belonging' is obtained. The consideration of these different methods will have a tendency, year by
year, to produce uniformity. Or,
"2d. That the account of membership, for this purpose, be entirely disconnected from the exclusions from school which are of a
penal kind; and that, whatever the cause of the absence may be,
decease alone being excepted, the pupil be considered a member for
a certain number of days, say four, after he has ceased to attend
that on the fifth day the name be dropped."
The following extract is taken from the report of
a committee of the Massachusetts State Teachers
Association, prepared by John D. Philbrick, Esq.,
Superintendent of Schools, Boston:
' To ascertain the average whole number belonging with uniformity and exactness, is the most difficult matter connected with educational statistics.  The percentage of attendance based on this, and
ascertained by dividing the average daily attendance by the average
whole number belonging, is what has been aptly denominated, by
the late president of this association, in an article on the subject, in
the March number of the Massachusetts Teacher, the true merit of attendance. Now this percentage may be increased in two ways;
first, by making the dividend as large as possible, that is, the daily
attendance; and so far as teachers and scholars are concerned, all
the merit lies here. As a general rule, the attendance of a pupil
should not be counted, unless he is present during the session, or
long enough to substantially accomplish the work of the session."
In 1860, Ira Divoll, Esq., Superintendent of St.
Louis Public Schools, issued a circular on this sub
ject to superintendents and school commissioners,
from which the following extracts are taken:
12*
13,7 
COURSE OF INSTRUCTION
School Records.
"Registration of Pupils and Attendance.-This portion of statistical
matter should embrace —
"1. The whole number of pupils enrolled, of each sex (exclusive
of duplicate registrations caused by transferring).
"2. The average number belonging, for the year.
' 3. The average number in daily attendance, for the year.
"The character of the attendance of pupils determines the de
gree of usefulness of schools. Records of tardiness and punctuality
are also important.
"The ages of the pupils enrolled are important in determining
the standing and grades of different schools. It is also desirable to
know the minimum and maximum ages at which pupils are admitted
to school in different cities.
"Statistics showing the number of children represented by parents in particular occupations, are valuable, in determining, as
nearly as possible, to what degree the different classes of society
avail themselves of the advantages of public schools.
"The nativity of children is important enough to be noted in
school reports. The degree of homogeneity among the scholars
has its influence on the standing of the school.
"The number of pupils in different studies also determines the
grade and standing of the schools.
"Whenever evening schools are a part of the public-school systern, they should be as carefully and reliably reported as the day
schools.
"'-A clear distinction should be made in items of cost, between
those for the schools proper, and for other purposes.
"If any thing useful is to come fromn comparing the school statistics of one city with those of another, they must not only be
correct, but they must be uniform. Suppose the average number
of pupils belonging (as this is the number for which accommodations
and instruction must be provided), be taken as the basis for estimating cost, the question at once arises,' How shall this average
number belonging to school be determined?' After a child has been registered as a member of the school, when, and for what causes, shall
his connection be severed; and how long shall he be considered
a member while he is absent? Shall his name be stricken from the
roll immediately, or shall it remain for a day, a week, a month, or
a quarter? Shall the reasons of his absence be considered in deter
138 
FOR GRADED SCHOOLS.
School Records.
mining this matter? He may be absent on account of truancy,
sickness of himself, sickness in the family, doing errands, visiting,
working, and a variety of excuses.
"The rules on this subject, in St. Louis, are as follows:
"1. A pupil may be suspended (not expelled) for a variety of
causes, and while under suspension his name is stricken from the
roll.
"2. If a pupil has deceased, or has positively left the city without the intention of returning, his name is stricken from the roll
immediately.
" 3. If his continued absence is caused by his own sickness, his
name is retained on the roll for one week, and no longer.
"4. For all other causes of absence, and when no cause is known
to the teacher, the name is dropped from the record after two days,
if the pupil do not return.
"These regulations are strictly observed in our schools; the
number belonging, the number present, and the per cent. of attendance,
are recorded every half-day in every department."
USE OF SCHOOL RECORDS.
A judicious use of the Class-Book, in which a record is made of the pupil's standing and progress
from day to day, is one of the most important instrumentalities that teachers can bring to their aid
in securing punctual attendance and an elevated
standard of scholarship and deportmnent. The consciousness that these elements of character and
scholarship are permanently recorded, is an abiding
and potent influence with every pupil who has not
lost all self-respect and all regard for the good opinion of his friends.
:No other agency has yet been devised, which is
half so effective as this in preventing the necessity
for resorting to corporal punishment in school. If a
139J 
COURSE OF INSTRUCTION
School Records.
teacher created the necessity for corporal punishment, even in a single instance, he would be regarded as unworthy to retain his office. If he can, by a
proper use of school records, lessen the necessity for
punishment, and neglects to avail himself of this
means, how much less culpable is he to be regarded?
In the grammar divisions, the results of these
records should, if practicable, be sent to the parent
of the pupils at the close of every month. The
salutary influence of these frequent reckoiung8s with
pupils, in the presence of their parents, cannot be
over-estimated.
In the primary divisions, also, these records should
be made to bear directly and constantly upon the
character and progress of the pupils. Frequent and
pointed allusions should be made to them, for the
purpose of stimulating exertion and checking irregularity.  When several marks of misdemeanor have
accumulated against the name of a pupil, he may
be called to the desk, or detained after school, and
warned of the consequences. When pupils pass an
entire week, or other prescribed period, without a
demerit mark, they may receive a mark of special
credit. At the close of every day or week, the
names of all the children that have not been marked
for misconduct, may be read before the school; and
at the close of every month, the names of those that
have secured the highest rank in deportment may
be printed on the blackboard. By these and other
similar means, a gentle pressure of influence may
140 
FOR GRADED SCHOOLS.
School Records.
be brought to bear at all times upon the children,
which will serve as a substitute for more than half
of all the corporal punishment that is now inflicted
by teachers who have not learned the use of school
records.
Similar remarks might also be made respecting
the records of attendance and scholarship, and similar lessons drawn from them, respecting the importance of obtaining the best results by the best
means.*
In compiling and arranging the forms herewith
presented, the two great objects sought were simplicity and completeness.  The writer examined and
compared a large number of the blanks used in different cities, and endeavored to copy their best features.  A trial of over four years in the schools of
Chicago, has proved the efficiency of these forms in
accomplishing the object for which they were prepared.
The form marked A is the upper portion of a single folio of the Class-BoOk, arranged for a month of
five weeks. When the month contains only four
weeks, the last week of the form will be left blank.
* "As a general rule, the teacher, as well as the merchant or
man of business, who keeps his accounts in a loose, irregular manner, and seldom posts his books, is the one most likely to meet
with failure, without knowing the cause."-Rochester Report.
"Those teachers who so employ a well-adjusted method as to
reach the highest results, deem the practice of keeping records not
only a most valuable agency in the whole management of a school.
but quite indispensable, for which no equivalent can be found as a
substitute." — Ariel Parish, Member of Mass. Board of Education.
141 
Ct)URSE ()F INS'TRUCTI()N
School Records.
The following directions and exp~anations will be
a sufficient guide to the use of the Class-Book.
A small a denotes absence, t tardiness, and d dismissal; to be
placed at the lower left-hand corner of the square for A. M., and at
the lower right hand for P. M. A blank space at the upper left
hand corner denotes good scholarship; at the upper right-hand'
corner, good deportment.  Marks at the upper left hand denote
bad lessons; at the upper right hand, bad conduct. Entries of
special credit may be made by turning a pencil on its point, so as
to leave a dot in the same corner that is devoted to the marks of
error or demerit.
The highest degree of excellence in the Average columns is denoted by 100.  The column headed General Average combines the three
averages of Attendance, Scholarship, and Deportment. The pupil having the highest rank in the General Average, is marked 1 in the column headed Relative Standing; the- next highest, 2; and so on
through the class.
-The daily record of scholarship and deportment should be made
with such fullness and care that the averages at the close of the
month, may, in the main, be based upon it. In the lower classes
of the primary divisions, these daily marks will necessarily be less
full and exact than in the more advanced classes, and the teachers
will be obliged to rely more upon general impressions, and less
upon the daily record; but even in the lowest classes, some account
should be kept of the daily lessons and deportment of the pupils.
At the close of the' school month, the results should be carried
out in the columns of the Monthly Report, and the name of the
teacher affixed. The averages should all be carried out in whole num —
bers. When there is a fraction of one half or more, add one to the
whole number. All fractions less than one half should be dropped.
The numbers under Punctual, Late, Absent, and Dismissed represen
half-days. These columns should all be footed up at the close of the
month.
Each half-day's absence, unless for sickness, may deduct two from
100 in the Attendance Average, and each tardiness or dismissal may
deduct one. Absences and dismissals occasioned by sickness, are
carried out in their respective columns, but do not affect the Atte,dance Average.
142 
FOR GRADED SCHOOLS.
School Records.
The Scholarship and Deportment Averages may be found by deducting
the number of marks for bad lessons and bad condluct from 100,
provided the pupil has been present through the month; but if the
pupil has been absent any part of the month, the number should
be proportionally larger. If teachers give their pupils marks o+f
special credit, these may, at the discretion of the teacher, be applied to cancel a limited number of errors or marks of demerit.
Thus, one or two special credit marks may cancel one error or malrk
of demerit; two or four credit marks may cancel two errors or
marks of demerit, etc. But rules for removing marks of error or
demerit should be applied with great caution. Puiipils should never
be suffered to feel that it is an easy matter to secure the removal
of errors or marks of demerit which have once been placed against
their names.
When the month contains five weeks, the Averages may be found
by deducting four-fifths of the marks from 100. When the month
contains only two weeks, the Averages may be found by deducting
four halves of the number of marks, or twice the number; and for
three weeks, four-thirds of the number may be deducted. The
same principle applies to the Attendance Average.
It may in some cases be proper to deduct more or less than the
exact number of marks for bad lessons or bad conduct. Whatever
rule is adopted, the results arrived at in the General Average should
be such that ranks from 95 to 100 may be designated as highest;
from 90 to 95, high; from 80 to 90, raediate; from 70 to 80, low;
and under 70, lowest.
In noting the Relative Standing of different members in a class, it
will often be found that several pupils have the same General Average. In such cases they should be marked alike. Thus, if two
pupils have each a rank of 98, and that is the highest rank attained
by any one in the class, they should both be marked 1 in the column of Relative Standing, and so of any lower rank.
The Monthly Report to Parents is copied directly
from the right-hand column of the Class-Book. See
accompanying form marked B.
143 
THE GRADED SCHOOL.
Self-Reliance.
SELF-RELIANCE.
THE two great objects of intellectual education,
are mental discipline and the acquisition of knowledge. The highest and most important of these
objects is mental discipline, or the power of using
the mind to the best advantage. The price of this
discipline is effort. No man ever yet made intellectual progress without intellectual labor. It is
this alone that can strengthen and invigorate the
noble faculties with which we are endowed.
However much we may regret that we do not live
a century later, because we can not have the benefit
of the improvements that are to be made during the
next hundred years, of one thing we may rest assured, that intellectual eminence will be attained
during the 20th century just as it is in the 19th-by
the labor of the brain. We are not to look for any
new discovery or invention that shall supersede the
necessity of mental toil; we are not to desire it. If
we had but to supplicate some kind genius, and lie
would at once endow us with all the knowledge in
the universe, the gift would prove a curse to us, and
n(t a blessing.  We  must have the discipline of acquiring knowledge, and in the manner established
by the Author of our being. Without this discipline
our intellectual stores would be worse than useless.
The general law of intellectual growth is manifestly this;-whatever may be the mental power
144 
THE GRADED SCHOOL.
Self Reliance.
which we at any time possess, it requires a repetition of mental efforts, equal in degree to those
which we have put forth before, to prevent actual
deterioration.  Every considerable step of advance
from this po)int must be by a new and still higher
intellectual performance.
There are many impediments in the path of the
student, which it is desirable to remove; but he
who attempts to remove all difficulties, or as many
of them as possible, wars against the highest law of
intellectual development. There can not be a more
fatal mistake in education, than that of a teacher who
adopts the sentiment, that his duty requires him to
render the daily tasks of his pupils as easy as possible.
There i,% perhaps, no error in our schools at the
present time more deeply seated or more widely extended than the ruinous practice of aiding pupils in
doing work which it is all-important they should do
for themselves. Our progress in the art of cultivating habits of earnest, independent thought, has not
kept pace with our improvements in other departments of education.   Familiar explanations, and
illustrations, and simiplifications, and dilutions, too
often spare the pupil the labor -of thinking for himself, and thus dwarf the intellect, and defeat the
highest 6bject for which our schools are established.
To secure from a pupil the solution of a difficult
problem will often cost time which the teacher can
ill afford; it may often cost more effort to secure a
solution from the pupil, than it costs the pupil to do
the work. The pupil has tried the problem, arid
13
145 
THE GRADED SCHOOL.
Self-Reliance.
satisfied himself that he is not able to solve it; the
teacher may be satisfied that the pupil can perform
it, but if he can not make the pupil think so too, it
will be difficult to bring his best energies to bear
upon it; and even after the pupil is persuaded that
hlie is able to accomplish the task, it may still be
necessary for the teacher to adopt special measures
to set the pupil's mind at work. The pupil may
hlave the ability to solve the problem; he may believe that he has this ability; and he may have a
willing mind; and, after all, fail entirely of doing it.
And this brings to view what must be regarded as
the highest gift of the teacher: namely, the ability
to teach his pupils how to think and act, without
doing their thinking and acting for them.
When a pupil has failed to overcome an obstacle,
his mind may often be quickened to action by requesting him to explain the steps he has taken.
"Great thoughts," says Dr. Channing,."are never
fully possessed till he who has conceived them has
given them fit utterance." So with a pupil attempting to surmount a difficulty; the very effort required
to express a thought in language often aids materially in grasping the thought itself.
A scholar had become discouraged over a difficult
question. He had gone through the solution again
and again, but could not obtain the answer sought.
The teacher availed himself of a favorable opportu
nity, and requested the pupil to go through the work
slowly and carefully in his presence. As the pupil
proceeded the teacher required him to explain each
116 
THE GRADED ScHOOL.            147
Self-Reliance.
step of the process; and when he reached the point
where his previous error occurred, as the teacher
asked him to give his reason, the pupil's eye flashed
with delight and he exclaimed, " I see my mistake!"
Without further assistance he soon reached a correct
esult. The teacher had not furnished the slightest
nint in respect to the solution of the problem. He
had only taken measures which brought the pupil's
own strength to bear upon it.
There are, however, peculiar cases which no such
method will reach. The pupil may be required to
repeat his solution a hundred times, in the presence
of the teacher or alone, with reasons or without, and
all to no purpose. The result, if he reaches one, is
sure to be wrong. It is not time, even now, for the
teacher to give over in despair. Let him ask the
pupil such questions as will call to mind the principles which he has occasion to apply, and, in a majority of cases, the pupil will need no further aid.
The same end may usually be gained by giving
the pupil an example involving the difficulty over
which he has stumbled, but less complicated  in
other respects; or by giving him several examples,
leading gradually to the main obstacle to be overcomre. I believe the cases are exceedingly rare ill
which minds properly disciplined would ever be
benefited by direct assistance, in an ordinary course
of mathematical study.  But if it be thought best,
in extreme cases, to afford this assistance, let the
pupil, by all means, be required to repeat t/te proeess, after the teacher's work has been entirely
147
THE GRADED SCHOOL.
I 
THE GRADED SCHOOL.
Self-Reliance.
erased; and thus derive, at least, the benefit of reproducing, though he has not the power to originate.
The teacher will find it a highly useful exercise
to give his pupils an occasional model of thinking.
Let him take a problem to the blackboard, and
think aloud as he proceeds with the solution; so that
the pupils may witness the action of the teacher's
mind, and observe the questions he asks himself, and
the various associations and comparisons that arise,
as he advances from step to step in the process.
I am aware that in many schools the teachers can
not dwell upon particular points with the same degree
of thoroughness that I have recommended; but this
does not affect the importance of the principle, which
should be applied whenever the circumstances permit.
In most of our schools pupils indulge, to a greater
or less extent, in the practice of assisting one another
in the solution of difficult questions.  I need not say
that we should labor most assiduously to eradicate
this injurious practice. Pupils should be taught to
regard it as dishonorable, either to assist others or
to receive assistance, except under the special cognizance and direction of the teacher.
Permit me, in this connection, to allude to one of
the helps kindly furnished by a large class of pub lishers and authors, for the special benefit of teach ers; buit which many pupils have thought to be
quite as well suited to their wants as to the wants
of instructors. I refer to printed keys, containing
solutions of all the more difficult problems in arith metic and other branches of mathematics.
148 
THE GRADED SCHOOL.
Self-Reliance.
There are undoubtedly cases in which the timne of
the teacher is so limited that it is necessary for him
to resort to the use of a key; but with pupils their
effect is always injurious, sapping the very foundation of every thing adapted to promote manly, independent thought. Even with teachers who are compelled to resort to the use of keys for the purpose of
saving time, it must be confessed that the tendency
of the practice is to render instruction superficial.
The very best that can be said of them is that they
are necessary evils.*
The practice of introducing young children to the
study of English grammar as a science, and assigning
them daily lessons to be prepared from a text-book,
is exceedingly injurious in its influence upon their
mental habits. A thorough and intelligent analysis
of the structure of language is beyond the capacity
of children eight or nine years of age.
Instruction in the use of language should be commenced as soon as children enter school, and all the
primary classes should have frequent oral and written exercises in cultivating this important art; but
the practice of requiring pupils under ten years of
age to prepare set lessons froin a grammatical textbook, often accomplishes little more than to form and
strengthen the habit of studying without thinking.
* I refer, in these remarks, to keys that contain the solution of
difficult questions, and not to those which contain only the a?nslera
of the problems. No such evils could arise from the use of keys
containing answers only.
13*
149 
THE GRADED SCHOOL.
Self-Reliance.
Few of us have any just conception of the latent
energies of our own minds. It was eloquently said
by Prof. B. B. Edwards, that "Genius lies buried on
our mountains and in our valleys;" and he might
with equal truth have added, that genius lies buried
in our schools and colleges.
A successful teacher, of many years' experience,
was accustomed to say to his pupils that he did not
believe their average intellectual progress was ever
half so great as they were capable of making. But
it would be absurd to suppose that pupils do not
generally devote half so much time to study as their
duty requires.   Most of the pupils in our higher
seminaries study t(.., many hours in a day already.
The loss is in the manner of studying. The mind is
not perfectly abstracted from every thing except the
subject in hand. The mental energies are not all
aroused and concentrated on a single point.
A young man was enmployed, some years ago, as
an assistant teacher in a flourishing New England
academy. Among the classes which he was called
to instrucet was one composed mostly of older pupils,
in Day's Algebra. He had been over the greater
part of this text-book before, but there were two or
three problems which he had never been able to
solve. There was one in particular on which he had
already tried his strength a number of times without
success. His class was now rapidly approaching
this portion of the book, and he must be prepared
for any emergency. He accordingly set himself at
work, and devoted several hours to the unsolved
150 
THE  GRADED  SCHOOL.
Self Reliance
problem; but still the desired result was as far from
his grasp as ever.
Mortifying as the alternative was, he decided at
length to go to one of the teachers of the school, and
ask for assistance. The teacher kindly engaged to
examine the question, but remarked that it was some
time since he had been over this portion of the work,
and he really was not quite sure that the method of
solving it would readily occur to him. The class
had now reached the section in which his difficulty
occurred, and there was no time to be lost. After
waiting one or two days the problem was returned
to him, without a solution. What could be done?
To go before his class and acknowledge that he was
unable to master it, would be to lose caste at once.
The recessity of the case suggested one more expedient. He had a friend, in an adjoining city, whi,
wvas quite distinguished as a teacher of mathematics.
To the house of his friend he now directed his course
withl as little delay as possible, but on arriving he
learned that his friend had left the city and would
not return for several days.
His last hope had fled, and his heart sunk within
him. With a burden of chagrin and mortification
that was almost insupportable, he commenced retracing his steps.  "What," thought he to himself,
" am I doing?  Why am I here?"  And his steps
gradually quickened, as the excitement of his mind
increased.  IIe walked a few moments in silence
but his emotions soon found audible utterance.  "I
can solve the problem," he said, with emphatic ges
151 
THE GRADED SCHOOL.
Self-Reliance.
ture, "and I will solve it!" Hle went to his room,
seated himself at his table, and did not rise till the
task was accomplished.
This single triumph was worth more to him than a
year of ordinary tuition, and the pleasure it afforded
seemed to him like the concentration of a life of bliss.
The solution was written out in full, and at the end
of it there still stands a memorandum of thle date
and the hour of the night when the desired answer
was obtained.
If we examine the intellectual efforts of our pupils
we shall probably find that nine-tenths of them fall
below the maximum of their own previous efforts,
and can not therefore be taken into the account in
estimating their intellectual progress.
Two pupils of equal abilities have the same lesson to prepare for recitation.   One accomplishes
the task by putting forth twenty distinct mental
efforts. Eighteen of these cost him no greater energy or activity of mind than he has often brolught
into exercise before. The other two relate to difficulties which can not be overcome without efforts
one degree higher than any that he has previously
made. But the appearance of new difficulties only
stimulates his mind to action, and the task is accomplished.
The other pupil puts forth the eighteen efforts that
come within the range of his previous attainments,
and leaves the two difficulties which would cost a
new effort, to be explained at thle recitation. To a
sIperficial observer, these two pupils may seem to
152 
THE GRADED SCHOOL.
Self Relitnce.
progress in the ratio of 20 to 18; but the true philosopher will tell us that their progress, so far as
intellectual growth is concerned, is in the ratio of
2 to 0.
It is our misfortune that we have no means of
measuring and recording from day to day the successive steps of mental growth. Heat and cold, the
lapse of time, the speed of lightning, are made tangible, and measured with ease and exactness. We
can even form a tolerably correct estimate of the
amount of knowledge acquired in a single day or
hour; but our estimates of progress in intellectual
strength are exceedingly uncertain and often fallacious. It is to be feared that we often give our
pupils credit for having passed a very profitable
day in school, when they have actually deteriorated
in mental power. We are in danger of forgetting
that they may add to their stores of knowledge, without increasing their intellectual strength.
Let me here suggest the importance of having
lessons recited  by pupils, and  not  by teachers.
Many teachers fall into the habit of supplying all
the ellipses made by their pupils during recitation.
A pupil rises in his place withi an air of assurance,
and proceeds with a full voice till he meets with
some trifling difficulty, when the teacher supplies
the desired word or hint, and the pupil proceeds as
before, till another difficulty arises, and the teacher
again comes to his aid.
In this way a very fair recitation is made out;
and neither teacher nor pupil appears to know that
153 
THE GRADED SCHOOL.
Self-Reliance.
if the pupil had been left to stand independent and
alone he would have made almost an entire failure.
The practice of asking questions that suggest,
directly or indirectly, the desired answer, has been
exposed and condemned again and again in educational conventions and educational journals, but it
has not yet been banished from the school-room.
Many teachers who are careful to avoid leading
questions, still ask altogether too many questions.
Instead of giving the pupil a general topic, and expecting him to exhaust it, they kindly throw in a
number of additional questions, to draw out the
particulars which the pupil ought to associate with
the main thought, and present in full, without this
aid. Younger pupils require more questions than
those nmore advanced; but even younger pupils
should be allowed to carry some portion of a recitation without assistance.  See ante, p. 99, ~ 94.
Let me not be misunderstood in the views I have
expressed respecting the importance of requiring
pupils to rely upon their own resources. The first
germs of knowledge must come from without, and
not from withzi, and very much of the knowledge
acquired by younger classes, must be imparted
directly by teachers and others. There are many
branches of learning which we must all derive, in a
greater or less degree, from teachers and books.
The treasures of knowledge that have been accumulating for nearly 6000 years, are not to be rejected
nor lightly esteemed.  They are a precious inheritance; but he who contents himself in idleness and
154 
THE GRADED SCHOOL.            155
Self-Reliance.
ease, and neglects to put his inheritance to usury,
will find that his riches are little better than shadows.
But there are other departments of study, in which
the value of our acquisitions depends almost entirely
upon the action of our own minds; and it is upon
these branches that we depend in a great degree for
intellectual growth. Here, then, I would apply
most rigidly the rule-never do for a pupil what he
is capable of doing for himself.
Pa,ssive instrfuction is always attended with danger to the mental habits of pupils. A ]happy faculty
of explaining and illustrating the principles of a lesson is an exceedingly valuable gift, but it is a gift
that is often exercised to the detriment of learners.
Whatever instruction we attempt to impart orally,
should be given in such a manner that it will not
fail to find a lodgment in the mind of the pupil. It
is not sufficient to illustrate principlesby examples
and then leave them. They may even be unders8tood at the time, and yet not fully possessed.  The
learner must go through the process himself, to be
sure he is master of it.
Five boys of a class had failed to solve a difficult
example in their lesson. The teacher went to the
blackboard, and explained very carefully the manner in which the work was to be performed. He
then requested those that understood the explanation to manifest it, and the five hands were all
promptly raised. " Well," said the teacher, removing his work from the board, " you may all perform
it now on your slates."  The effort was made, but 
THE GRADED SCHOOL.
Self-Reliance.
the result showed that only two of the five were able
to perform the task.  The others were perhaps right
in saying that they understood the work, as the
teacher explained it, step by step, onI the board; but
it was quite another thing to do it.
In our efforts to cultivate habits of self-reliance on
the part of our pupils, one of the best and most feasible measures to which we can resort, is the practice
of introducing frequent written reviews.
Several topics are written distinctly on the blackboard, and the pupils are required to expand them
as fully and accurately as possible. Each pupil is
seated by himself, and furnished with pen and paper; but receives no assistance, direct or indirect,
from either teacher or text-book. See ante, p. 31, ~ 9.
There are too many teachers who seem to regard
it as their chief business to exercise and develop
their own minds, instead of attending to the minds
of their pupils. There are those who even manage
to sustain a very good degree of popularity, in school
and in the community, by a display of themselves.
"What stores of knowledge he possesses," says one.
"I-low beautiful his illustrations," says another.
This display of the teacher's knowledge may serve
for exAhibition, but it will prove of little value to the
pupils in after life. The scholar whose attainments
at school are but the echo of what the teacher has
learned, will be sure to become one of that large
class of citizens whose opinions and actions are
always governed by those who have the independ
ence to think and act fbr themselves.
156 
THE GRADED  SCHOOL.                     157
Self Reliance  - - -
I have dwelt at considerable length upon the subject of this article, because I believe that very few
pupils are taught to rely sufficiently upon their own
resources, and because I believe that many of the
modern appliances in schools militate directly against
the accomplislnhment of this object.
A few brief quotations will close the article.
"One preliminary truth is to be kept steadily in view in all the
processes of teaching, and in the preparation of all its instruments,
viz., that though much may be done by others to aid, yet the
effective labor must be performed by the learner himself." — Horace
Mann.
"Alas! how many examples are now present to our memory, of
young men the most anxiously and expensively be-schoolmastered,
be-tutored, be-lectured, any thing but educated; who have received
arms and ammunition, instead of skill, strength, and courage; varnished rather than polished; perilously over-civilized, and most
pitiably. uncultivated!  And all from inattention to the method
dictated by nature herself, to the simple truth, that as the forms in
all organized existence, so must all true and living knowledge proceed from within; that it may be trained, supported, fed, excited,
but can never be infused or impressed.''"-Coleridge.
"A man can no more learn by the sweat of another man's brains
than he can take exercise by getting another man to walk for him.
All mental improvement resolves itself ultimately into self-improvemerit."-Dr. Booth, of Wandsworth, Englaed.
- The prevailing notion, that we must be taught every thing, is
a great evil.  The most extensive education given by the most
skillful masters often produces but inferior characters; that alone
which we give to ourselves elevates us above mediocrity. The
eminence attained by great men is always the result of their own
industry. " -Marcel.
"The first error in education is teaching men to imitate, or repeat,
rather than to think. We need to take but a very cursory glance at
the great theater of human life, to know how deep a roct this radical error has struck into the foundations of education.' —Mansfield'f
American Educatiin.
14 
15              H   RDE   COL
Importance of Primary Schools.
PRIMARY SCHOOLS.
PRIMARY SCHOOLS are the basis of our whole system of public instruction. If evils are suffered to
exist here, they will manifest themselves in all the
higher stages of the pupil's progress, and cling to
him through life.*
"Scratch the green rind of a sapling, or wantonly twist it in the soil
The scarred and crooked oak will tell of thee for centuries to come."
It is in the Primary Schools that more than half
of all public instruction is imparted, and a large
portion of the children gathered here do not remain
in school long enough to pass into the higher departments at all.
In most cities and towns, the Primary Schools
suffer in a greater or less degree from the general
impression that the teachers occupy positions less
honorable than those of the teachers in the higher
divisions, and perhaps still more from the pecuniary
distinction that is often made in favor of teachers in
the higher grades.
* "As parts of a great system of public instruction, it is scarcely
possible to attach too much importance to the Primary Schools.
They are the base of the pyramid, and in proportion as the base is
enlarged and its foundations strengthened, the superstructure can
be reared with ease and rapidity in graceful proportions, and to a
towe ing height. "-Report of Boston School Committee.
158
THE GRDED SCHOOL. 
THE GRADED SCIOOL.
Primary Teachers.
It is no disparagement to the teachers to say, that
Primary classes are not generally taught so well as
classes more advanced.* This would probably still
be true if the Primary classes were taught by the
teachers of the upper grades.
Of all the applicants examined by School Directors and Superintendents, there are more who are
found qualified to instruct in the Grammar Schools
than there are who are qualified to instruct in the
Primary Schools.t
To excel as a Primary teacher, requires peculiar
natural gifts, a thorough acquaintance with the first
principles of knowledge, special fondness for young
children, and an abiding consciousness that there is
really no higher department of useful labor than that
of giving direction to the first efforts of minds that
are opening to an endless existence.:
* "The weakest point in the whole system of American education, is its deficiency in thoroughness in all the elementary courses."
-Dr. Sears.
t " In my search for teachers to fill vacancies, I find ten qualified
to teach Geometry in a High School, to one who is qualified to
teach reading in a Primary School; and in general. it is more difficult to find teachers adapted to give instruction in the lower grades,
than in the higher."-A. Freeze, Superintendent of Schools, COleveland.
"Thle best teachers are neededfor Primary Schools.  At no point in
the whole course of study are the results of incompetent teaching
so disastrous, as at the commencement. If utter inexperience or
desperate mediocrity must sit at the teacher's desk, let it be anywhere, everywhere, save in the Primary School: for anywhere and
everywhere else will its ability to do irreparable mischief be less.
At the subsequent stages of education, the mind emerging from the
state of implicit trust in the mere dicta of the master, begins to
15-9 
THE GRADED SCHOOL.
Personal Influence of Teachers.
There is no other grade of schools in which the
personal character of the teacher is so directly felt,
as in the Primary. In the Grammar School, lessons
are learned from text-books, and very much of the
assert itself, to sift what it receives, and find corrections when they
are needed-but at the beginning, the mind takes the impress of
the instruction given, with unquestioning faith, exact as the print
of the seal upon the wax. The position is confidently assumed,
that the wise discipline and sound philosophic mental training of
the children in our Primary Schools, is more important and more
difficult than that of any other department; and hence that the
very best teachers should be assigned to that post of duty. It requires the clearest insight into the laws of mental life and action
and the springs of feeling, the broadest views of the philosophy of
education considered both as a science and an art, and the rarest
combination of personal qualities, intellectual, moral, and social,
that can well be conceived. When such teachers are found, they
should be secured at almost any price. The common notion, that
it matters little who teaches the little ones, or who is the assistant,
provided all able man is obtained for the advanced scholars, or for
principal, is exceedingly pernicious. With the exception, perhaps,
of the principal of a union or graded school, the teachers of the
Primary Departments should be the best qualified and the best
paid." -Newton Bateman, State Superintendent of Public Instruction, Illinois.
"Especially should those to whom the education of the Primary
classes is committed, be not only competent and apt to teach, but
equable, dignified, and gentle in their deportment, kind and affectionate in their disposition, accustomed to self-control, and familiar
with the wants and peculiarities of the children intrusted to their
care. As a general rule, much greater maturity of mind is necessary and desirable for the proper development and discipline of this
class of pupils, than for those of a more advanced grade; while, in
the selection and arrangement of teachers, the youngest and least
experienced are most frequently assigned to the duties of the forminer. While greater age, of itself, affords no criterion of ability to
iucceed in this department of instruction, the judgment, the dispo
160 
THE GRADED SCHOOL.
Primary Teachers.
pupil's progress is made without the direct assistance
of the teacher. But in the Primary Schools, the
teacher is herself the text-book, the living oracle;
and nearly all the impressions received by the pupil
are a direct reflection from her own mind and heart.
But a teacher may possess every desirable mental
and moral endowment, and yet, if a position in a
Primary School is regarded as secondary in importance, and a situation in a higher department is continually before the mind as an object of ambition
and desire, it is vain to expect the same degree of
success that would be realized if no such distinction existed.
Since the duties of Primary teachers are really
more arduous and responsible than those of teachers
in the higher grades, and since most teachers would
prefer situations in the higher grades, even if the
compensation was the same as that of the Primary
teachers, it would be difficult to find a reason, except in the power of custom, for paying the lowest
salary to teachers of the Primary classes. In St.
Louis, Chicago, and several other cities, the salaries
are alike in the Grammar and Primary grades. By
applying the same scale of salaries to both departments, the two positions are made equally honorable, and School Directors are enabled to secure for
sition, the temper, and the demeanor of the teacher should be narrowly scrutinized before committing to her guidance the intellectual and moral instruction of the elementary classes in our public
bchools."- S  S Randall, Stperintender.t of Schools,,Vew York.
14*
161 
THE GRADED SOHOOL.
Special Training of Teachers.
the pupils of each grade the teachers best qualified
to instruct them.*
It is to be regretted that so few Primary teachers
receive any special training before entering upon
the peculiar duties of their office. They are gener
ally well educated, but their education has beei
conducted without any particular reference to the
positions they are called to occupy. It is seldom
that an examination of teachers occurs in which a
majority of the applicants are not found to be radically deficient in some of the elementary principles
of Primary instruction. Examples are constantly
presented in which a candidate who is requested to
give the sounds of the letters as they occur in some
common word, replies, with the utmost composure,
* "Those active sympathies, winning ways, intuitive perceptions;
womanly grace and delicacy, which captivate the hearts of all children, united with a well-balanced, well-cultivated mind, and a sincere desire to make children happy, are indispensable to the success
of the Primary teacher. To secure these advantages, teachers must
be selected with special reference to the labor to be done; and instead of testing the fitness of teachers for higher grades in the Primary Schools, it is respectfully submitted that it would be wisest to
begin and work in the other direction. And let the scale of wages
be also inverted, to correspond w;ith the inverted order of rank.
Let the best wages be paid to the most successful Primary teacher.
Tradition and reverence for usage hang heavily upon all school
management and all modes of instruction, but nowhere are these
more conspicuous or more oppressive, than in the common opinion
that anybody is competent to teach the little child."-M. F. Cowdery, Superintendent of Schools, Sandusky, Ohio.
"It requires a nicer tact, more instinctive talent, to manage successfully a Primary School, than one of a higher grade."-Rhods
Island State Commissioner's Report.
t62 
THE GRADED SCHOOL.
Primary Schools Improving.
that she has never attended to the sounds of the
letters. Many applicants seem wholly unconscious
that there is any necessary connection between their
arniliarity with the rudiments of learning and their
itness to teach a Primary School.
But while the Primary Schools are still suffering
greatly fromn the evils which I have here pointed
out, it is gratifying to know that the number of wellqualified Primary teachers is constantly increasing.
The attention of educators has been specially turned
to this subject, and a large number of model Primary
teachers are now found in every section of the country; and among those that entered upon their labors
as teachers with inadequate preparation, there are
many who have made the most earnest efforts to
improve their qualifications for the positions which
they occupy. In no department of educational labor
has improvement been more manifest during the last
ten years, than in the instruction and discipline of
Primary Schools
163 
THE GRADED SCHOOL.
School Discipline.
DISCIPLINE.
THE system of discipline adopted in schools should
ever be guarded with special care.   The constant
aim of the teacher should be not merely to secure
the best discipline, but to secure it by the best
means.
That good order and a ready compliance with the
directions and wishes of the teacher are essential to
the success of every school, is a point on which all
are agreed; but different teachers adopt widely
different measures to attain this end. One labors
chiefly to secure the confidence and kind regard of
his pupils, and to satisfy them that all his requirements are dictated by a sincere and ardent desire
to advance their best interests.  Another appeals
mainly to the necessity and justice of connecting
suffering with wrong-doing, and follows every offence with some form of punishment. IHIe may even
succeed in satisfying both his pupils and their parents that the steps he is taking are necessary to the
order and improvement of his school.
One commences his efforts before the tendencies
to misconduct have ripened into action, and avoids
the necessity for punishment except in extraordinary
cases; while the other delays till his rules are violated,
and is then compelled either to punish the offender
164 
THE TRADED SCHOOT,.
School Discipline.
or abandon his rules, and with them all hope of subordination and improvement.
If, now, we reason from cases like these, that a
necessity for punishment implies incapacity on the
part of the teacher to govern, we shall do great injustice to many of the most worthy and successful
teachers in our schools. Cases will sometimes arise
in which the best teacher would find it necessary to
resort to the infliction of punishment for the misconduct of his pupils. Instances not unfrequently
occur in which no other'course will bring a wayward scholar to reflect long enough to afford an
opportunity for higher and better influences to gain
a lodgment in his mind.
If, then, on the one hand, we rest satisfied that a
teacher has done his whole duty when we find that
his punishments, though frequent and severe, are not
disproportionate to the offences committed, we are
in danger of giving sanction to punishments which,
under the managemenlt of a more skillful teacher,
would have been wholly unnecessary. And, on
the other hand, if every punishment inflicted by a
teacher is to be a means of rendering his name
odious; if he is not to be sustained by the sympathy
and approval of school directors and parents, the
right arm of his authority is paralyzed. This very
lack of sustaining influence will be the means of increasing greatly the necessity for punishment, which
might be avoided if the right to inflict it was never
called in question.
The ability to manage a school with the least pos
165 
THE GRADED SCHOOL.
Corporal Punishrnent.
sible amount of punishment, is an attainment of the
highest order; and the teachers who possess this
power should everywhere receive the highest honors
of the profession and the most liberal rewards.
The main question at issue respecting corporal
punishment, is not whether it can be entirely dispensed with, but how far can the necessity for resorting to it be reduced, without detriment to the order
and discipline of schools.
In the efforts of the teacher to remove, as far as
possible, the necessity for school punishments, he
will have occasion to exercise all the judgment and
skill he possesses, in employing other means to control the tendency of wayward pupils to irregularity
and insubordination.* The first, and most impor
tant of these, must be found in the personal influence of the teacher himself.  He must have the
ability to inspire his pupils with a love of virtue and
every adorning excellence, and his own life must be
a model worthy of their imitation.
* "The following appear to be the principal means of which the
educator can avail himself for maintaining an influence over his
pupil:
1. The pupil's sense of duty.
2. The pupil's sense of his future interests.
3. The pupl)il's desire for knowledge.
4. The pupil's desire for occupation and intellectual action.
5. The pupil's desire for praise.
6. The pupil's desire to surpass others.
7. The pupil's love of, and respect for, the teacher.
8. The example of the teacher.
9. The hope of a reward.
10. The fear of punishment."-Reid's Principles of Education.
166 
THE GRADED SCHOOL.
Two Kinds of Obedience.
No effort should be spared to lead the pupils to
govern themselves. This is a cardinal point in
school discipline, and every thing short of this
should be regarded as defective and unsatisfactory.
Even arbitrary government by the teacher, when
necessary, should tend to self-government on the
part of the pupil, as an ultimate object.
There are two kinds of obedience, which are radically distinct from each other: obedience that is
yielded in compliance with the dictates of reason
and from a sense of duty; and obedience that is
yielded to arbitrary authority, without any regard
to reason and duty. The first requires no sacrifice
of honor or self-respect on the part of the governed.
It is simply recognizing the true and natural relation of the parent to his child, and of the teacher to
his pupiil. When the child's mind acts in accordance with reason, this obedience is yielded cheerfnllv and from choice.  When  the pupil will not
acknowledge his duty to submit to the rightful authority of the teacher, when the will of the pupil
gains control over his reason and judgment, then
the teacher must take such measures as may be
necessary to bring this wayward will to bow. The
authority of the teacher in school must be complete
and unquestioned.
But the teacher should never forget that love of
freedom, love of independence, love of power, are
all implanted in the natures of children for wise
and important ends; and no unskillful teacher
should be allowed to lay his hand ruthlessly upon
167 
THE' GRADED SCHOOL.
School Discipline.
them. No degree of eminence is ever attained
without them. No high order of effort is ever made
without them. They are committed to the teacher
to be controlled and regulated, not to be crushed out.
The habit of yielding to arbitrary power against
reason, is the condition of a slave; and mere servile(,
obedience is degrading in its influence, destroys sefrespect, breaks down all laudable ambition, and
paralyzes every noble and worthy effort.
Of all the special instrumentalities that have been
devised to aid teachers in securing the discipline of
their schools, the most important is the use of the
School Register, in which a permanent record is
made of the pupil's deportment from day to day,
and a general average carried out at the end of
every month, to be sent, when practicable, to the
parent or guardian. See ante, p. 139.
The subject of School Discipline is exceeding'y
fruitful, and I can not here attempt to discuss it in
all its bearings. After introducing two or three
quotations, I will pass to the consider ation of a kindred topic.
"The value of any given result.in school government depends
very much upon the motives which produced it. We have seen
pupils benumbed with fear and still as the grave, and heard their
teacher-whose only rule was a reign of terror-lauded by the committee as a model disciplinarian. The stillest school is not always
the most studious. Pupils may be controlled for a time by motives which will ultimately debase the character and enfeeble the
will, or they may be stimulated to the highest effort by incentives
which will be healthful and permanent in their influence upon the
mind and heart."-B. G. Northrop.
168 
THE GRADED SCHOOL.
Quotations.
"Another principle that is kept constantly in view in the government of the school, is to produce results by steadiness and perseverance, rather than by violent measures. Few students are
found so obstinate or wayward as not to yield, eventually, even to
a moderate pressure, steadily applied.'I'his method of procedure
is rendered the more easy and efficacious. by the consciousness of
both the parties, that there is always in reserve ample power for
more decisive measures, if they should become necessary. Students
not previously accustomed to a mild method of discipline, sometimes mistake it at first for want of firmness. But such mistakes
are soon rectified. The whole machinery of the school, like an extended piece of net-work, is thrown over and around him, and made
to bear upon him, not with any great amount of force at any one
time or place, but with a restraining influence just sufficient, and
always and everywhere present.  Some of the most hopeless cases
of idleness and insubordination that I have ever known, have been
found to yield to this species of treatment. "''-Report of John S. Hart,
Principal of Philadelphia High School.
"Where all other means, both of prevention and of persuasion,
reasoning- and argument, have been faithfully and perseveringly
tried, and have failed,-when the incorrigible offender is proof
against all the gentler influences and agencies which the teacher has
at his command, and continued forbearance involves a permanent
injury, not only to the obstinate transgressor, but to his associates
and companions, and to the welfare of the entire school,-the
teacher should be clothed with the power of effectual chastisement.
But this power should be exercised as sparingly as possible, and
exercised, when it becomes inevitable, in such a manner as to produce the most salutary effect-without passion, without anger or undue
severity, and never in the presence of the school or the class.  Its infliction
should, as far as possible, partake of the character of a judicial punishment, -resorted to with the utmost reluctance,-upon the fullest
evidence of guilt, and of contumacy, and only as a last resort. " -S. S.
Randall, Superintendent of Schools, New York.
15
169 
THE GRADED SCHOOL.
Lessons of Obedience.
LESSONS OF OBEDIENCE.
SOCIETY is so constituted, that the influence of
government must everywhere be felt. A cheerful
and hearty submission to rightful authority, is perfectly consistent with the freest and fiullest development of a manly, independent spirit. It is impossible for any nation to maintain an existence, if the
people have not learned this first great lesson of
life; least of all can a free republic like ours continue, if the people have learned to govern, but not
to obey. It becomes, then, an important inquiry,
when and where shall this lesson of obedience be
acquired. If delayed to adult years, there is no
reason to expect it will ever be learned. It must be
in the period of childhood and youth, and it must
be either in the family or in the school. But it is
painfully manifest, that a large portion of the children of every community, never learn to yield to
authority at home, unless' it be against their wills.
In the public schools, all must be brought to the
same standard. A spirit of implicit obedience must
be secured, before any thinig else can be attempted;
iiot stolid, unreasoning, servile obedience, which
crushes all manliness and self-respect out of the
soul, but that intelligent, kindly obedience, Lwhich
recognizes the true relation between parent and
170 
THE GRADED SCHOOL.
Lessons of Obedience.
child, teacher and pupil, and bows cheerfully and
from choice to the decision of another, whose chlaracter and position render it incumbent upon him to
direct.
Here it is, in the public schools, that all the pn
pils learn a lesson which many of them would never
learn elsewhere; a lesson which is essential to the
perpetuity of our free government. This, if I mistake not, is the most important bond of connection
between the free-school system and the State, and
in this alone is found a sufficient- argument for the
support of schools at the expense of the State.*
* "Of all the dangers which threaten the future of our country,
none, not even the fetid tide of official corruption, is so fearful as
the gradual decrease in our habits of obedience. This is a result of
the' inalienable right of liberty' which we enjoy so fully; and is
shown in the impaired force of parental influence, a greater disregard of the rights and comforts of others, and an increasing tendency to evade or defy the authority of law. Young America is now
exuberant in its independence; but the greatest blessing it can
have, is to be saved from itself, and to be taught that liberty rising
above law, destroys its victim; untempered by humanity, is mere
selfishness; and unregulated by law, becomes anarchy. This discipline is the work of education, and can only be accomplished by
its broadest and most thorough operation."-Report ofAndrew H.
Green, President of New York Board of Edtucation, 1857.
171 
THE GRADED SCHOOL.
Temperature.
HEATING AND VENTILATION.
THE improvements that have been made during
the last thirty years in the principles and modes of
teaching, are without a parallel in the history of the
world.
In school architecture very great progress has also
been made, and most of the principal cities and villages now possess neat and commodious schoolbuildings. It must, however, be confessed, that in
the art of heating and ventilating school-houses, we
have not made the same degree of progress.
In attempting a few practical suggestions on the
heating and ventilation of school-buildings, I will
first introduce some of the more important principles
relating to the subject.
TEMPERATURE.
We are so constituted that a certain degree of
heat is essential to health and comfort. The proper
temperature of a school-room, according to the testimony of a large number of the best physicians and
educators, is about 68~ Fahrenheit. When the thermometer in a room rises above 70~, measures should
immediately be taken to reduce the temperature;
and when it sinks below 65~, measures should be
172 
THE GRADED SCHOOL.
Respiration.
taken to raise the temperature. If at any time the
thermometer sinks below 60~, pupils can not be confined in their seats without an exposure of health.
RESPIRATION.
The healthy action of both mind and body requires a constant supply of fresh air for the lungs.
A pure atmosphere is composed of about 80 per
cent. of nitrogen, and 20  per cent. of oxygen.
The life-giving principle is the oxygen. Air that
has once passed through the lungs, is deprived
of a large portion of its oxygen and charged with
a poisonous gas.  If it is retained in the lungs
a few seconds, it will not even support ordinary
combustion.  Any one desirous of satisfying himself on this point, can do so by the following simple experiment. Provide a vessel containing a few
quarts of water, a short tube of sufficient size for
the breath to pass freely through it, a common
drinking-glass, and a piece of candle about half an
inch in length, attached to a few inches of wire, by
which it may be suspended. Now plunge the glass
into the water, and when the air is all expelled, invert and raise it gradually till most of the glass rises
above the water; the open part being still below
the surface, and the glass being still filled with the
water. Next inhale a full breath of air and hold it
in the lungs for fifteen or twenty seconds; then
breathe it through the tube under the edge of the
glass. It will of course displace the water, and the
glass will be filled with air from the lungs. Before
15a
173 
THE GRADED SCHOOL.
Respiration.
taking the glass out of the water, plunge in a small
plate or board, and close the opening of the glass.
It may now be removed from the water and set on
a table, and is ready for use. Having lighted the
candle, remove the cover from the glass and drop
the candle into the impure air, and the flame will
be instantly extinguished.
Besides the impurities sent out from the lungs,
the insensible perspiration from all the pupils in a
room contributes very considerably to increase the
pernicious quality of the atmosphere.
To those who value the health of their children, it
needs no argument to prove that this devitalized,
poisonous air should be constantly removed from
the school-room, and pure, life-giving air be introduced in its stead.
In estimating the amount of fresh air to be supplied, we ought not merely to consider what the
system can be made to tolerate, but what amount
will sustain the highest state of health for the longest
time. Dr. Reid recommends at least ten cubic feet
per minute as a suitable average supply for each individual; and states that his estimate is the result of
an "extreme variety of experiments, made on hundreds of different constitutions, supplied one by one
with given amounts of air, and also in numerous assemblies and meetings, where there were means of
estimating the quantity of air with which they were
provided."*
* Reid on Ventilation.
1-74 
THE GRADED SCHOOL.
Hot-air Furnaces.
No physiologist estimates the amount required lby
each individual at less than five cubic feet per minute; and yet not one school in a hundred receives
even this supply. The consequence is, that most of
the pupils in our schools are compelled to inhale a
small amount of poison at every breath.  But most
constitutions can bear a gradual undermining by
slow poison, without any sudden or alarming symptoms of disease, and so the process is allowed to
go on.
It is a reproach to the age in which we live, that
with so many opportunities for advancement, the
heating and ventilation of most of the school-buildings in every section of the country are still so unsatisfactory.
Let.us not, however, neglect to avail ourselves of
the knowledge we possess, nor regard all efforts to
introduce improvements as failures, because they are
only partially successful.
HOT-AIR FURNACES.
Hlot-air furnaces are natural ventilators.   The
heated air that is sent into the room by them, necessarily forces the same amount of impure air out of
the room.  But the heated air itself, with which the
room is constantly supplied, is rendered more or less
impure by contact with the overheated surface of
the furnace.
175 
THE GRADED SCHOOL.
Steam-heating-Hot-water Heating.
STEAM-HEATING.
Heating by steam is in many respects more satis
factory than by hot-air furnaces, but even this mode
of heating has not yet been fully perfected.
In most of the school-buildings that are now heated by steam, the radiators are placed in the rooms
to be warmed. When due care is exercised to furnish a liberal supply of radiating surface, a satisfactory amount of heat is usually secured, with a reasonable consumption of fuel; and in the coldest days
of winter, when there is a great difference between
the temperature of the outside and of the inside air,
there is little difficulty in securing a moderate degree of action in the ventiducts. In milder weather
the ventilation is necessarily very imperfect.
To insure the safety of the school, the boiler
should, if practicable, be located outside of the main
building.
HOT-WATER HEATING.
When air is heated by passing over pipes that
contain hot water, or over other surfaces heated by
water, it retains its purity and possesses all the sul)stantial advantages of air heated by steam. This
mode of heating has already been adopted in a large
number of school-houses and other buildings, but it
has not yet met with so general favor as steam-heating. The choice between steam and hot water is
simply a question of convenience and expense. Neither of these modes of heating, as ordinarily applied,
affords good ventilation.
176 
THE GRADED SCHOOL.
Improved Methods of Heating by Steam and Hot Water.
IMPROVED METHODS OF HEATING BY STEAMNI AND HOT
WATER.
The following improved method of heating by
steam and hot water, is worthy of special consideration: The heating pipes are brought together in a
chamber in the basement of the building. This
chamber is supplied by conductors with cold air
from the outside of the building, and the heated air
passes by conductors from the hot-air chamber into
the different rooms, in the same manner as from an
ordinary hot-air furnace. The consumption of fuel
is somewhat greater than in the buildings ht. ated by
pipes which are placed in the rooms to be warmed;
but this increased expenditure is mainly owing to
the fact that rooms heated by pipes around the
walls are of necessity poorly ventilated. The saving
is made by heatiig the air once, and then breathing
it over and over; whereas, by the improved arrangement, the air is heated, used once, and then removed
by introducing a fresh supply.
This may safely be pronounced one of the best
methods of heating school-buildings yet devised,
since it secures the requisite degree of heat, furnishes
a constant supply of fresh, warin air, and insures a
good action of the ventiducts.
Another mode of heating by steam or hot water,
combines the two modes already described. A portion of the pipes are placed around the rooms to be
warmed, and a portion in the hot-air chamber under
177 
THE GRADED SCHOOL.
Perkins Heater.
the building. The object of this arrangement is to
bring as much of the radiating surface as possible
into the rooms, and at the same time secure a satisfactory action of the ventiducts.
PERKINS HEATER.
The Perkins Heater has a pot for the fire and a
hot-air chamber, similar to an ordinary hot-air furnace; but instead of sending the heated air of this
chamber into the school-rooms, a large number of
metallic tubes are made to pass through the chamber, communicating below with cold-air conductors
from without, and above with hot-air conductors to
the several rooms; the air being heated as it passes
through these tubes, which extend from the bottom
to the top of the hot-air chamber. To increase the
action of the hot air upon these tubes, open pans of
water are placed around the fire-pots, which are constantly sending off vapor or steam into the hot-air
chamber. This arrangement furnishes a constant
supply of pure air, raised to the proper degree of
heat, and secures an efficient action of the ventiducts.
Other furnaces, similar in principle to the Perkins
Heater, have also been employed successfully in the
heating and ventilation of buildings.
Whatever form of apparatus lnay be employed, it
the air is heated in chambers below, it is important
that the rooms should be warmed by the introduction of a large volume of moderately heated air.
When air is introduced into a room at a very high
:..-:,.         11.a.
178 
THE GRADED SCHOOL.
Improved Stoves.
temperature, it rises at once to the top and will not
readily mingle with the cold air below. In rooms
heated by hot-air furnaces, it is not uncommon to
find a difference of fifteen or twenty degrees between
the temperature of the upper part of the room and
that of the lower.
IMPROVED STOVES.
There are two serious objections to the use of
common stoves in schools. The first is the inequality of temperature in different parts of the room.
Children sitting near the stove are often obliged to
endure a temperature of 75~ or 800, while those
more remote are exposed to a temperature of only
55~ or 609. The other principal objection to common stoves, is their lack of ventilating power.
The air surrounding a stove rises as it becomes
heated, and the cold air near the floor of the room
is drawn toward the stove to supply the place of
the air that rises. In this way, the feet of the children are obliged to remain in the coldest air of the
room, and the evil is increased by the action of the
stove, which is constantly giving this stratum of
cold air a greater or less degree of motion.*
* "When a stove stands uninclosed in a room, and without any
direct connection with the outer atmosphere, there is a constant
current of air toward it from every side of the apartment, both to
supply the draft of combustion within the fire-chamber, and to seek
contact with the outer surface of the hot plates, and then pass upward in a heated, and consequently more rarefied condition. This
current, which is not at all impeded by the ordinary movable
s(reens, owing to their being open below and at the sides, enters
179 
THE GRADED SCHOOL.
Improved Stoves.
To obviate these objections, stoves have been constructed with double cylinders, the space between
the cylinders being open at the top and bottom.
This secures a constant and rapid flow of air between
the cylinders, which is heated in passing, rises to the
top of the room, and then diffuses itself like the air
that is introduced from a hot-air furnace.
It is obvious that this action will have the effect
to distribute in different parts of the room the heat
that would otherwise be radiated from the stove to
the space immediately around it, and thus remove
one of the most serious objections to the use of
stoves.
The lower opening of the space between the cylin
ders may draw its supply of air directly from the
room, or by a little extra expense it may be made to
communicate with the air outside of the building.
If the air is carried to this lower opening by conductors from the outside, the stove becomes a ventilating stove. Pure, warm air is constantly introduced by it, and the vitiated air of the room is forced
out through the ventiducts.
the apartment at the bottom of the doors and windows, and the
chinks and openings in the floor and washboard, passes most strongly close along the floor, where the air is coldest and densest, and
thus comes in direct contact with the feet and ankles of the occupants. This effect is extremely unpleasant, at the same time that
it is most injurious to health. Children, especially in the country,
often enter school with damp feet, and exposure to this cold current
of air, in a state of inaction for hours together, is the sure but unsuspected cause of many a severe cold and hard cough."-Pennsylvania School Architecture, by 7'Thomas 1. Burrowes, LL. D
180 
THE GRADED SCHOOL.
Ventilation.
If the lower opening, under the stove, is fed by
air from the room, the effect is to consume rapidly
the cold air near the floor and equalize the temperature in all parts of the room. A constant circulation is secured, and the warm air from the upper
portion of the room is necessarily drawn down near
the floor, to take the place of the air that is carried
up through the stove.
Since the improved stoves I have described can
be procured at a moderate increase of expense above
the cost of common stoves, and since they combine
most of the substantial advantages of steam and hotwater apparatus, and of hot-air furnaces, their limited use can only be accounted for by the fact that
their advantages are not generally known.
VENTILA'TION.
The construction and arrangement of ventiducts is
a question of vital importance, in connection with
the heating of school-rooms.
Since the essential element of all ventilation consists in the ingress and egress of air, tile subject
would seem at first view exceedingly simple; but in
practice it has been found one of the most difficult
of all the questions that have tasked the ingenuity
of educators and philanthropists.
The first ventilator of which the author has any
recollection, was made about twenty-five years ago,
and used in connection with one of Orr's air-tiglt
stoves.  It opened directly into a smoke-flue, and
was placed at the bottom of a room, the lower part
16
181 
THE GRADED SCHOOL.
Ventilation.
being even with the floor. This secured a strong
and certain action, and removed the air from the
bottom of the room where it is coldest.
In many of our modern houses the ventilating
registers are placed at the top of the rooms instead
of the bottom   If a school-room is properly heated,
that is, heated by the injection of a constant supply
of fresh warm air, a ventilator placed at the top
carries off the warmest and purest air of the room.
The heated air conducted into the room rises directly to the top, and if it there finds a register opening
into the ventiducts, it will of course pass directly off
without being used at all. But if, on the other
hand, the ventilating registers are placed either in
the floor or in the bottom of the wall, the heated air
sent into the room will first rise to the top, and then
as the impure air near the floor is removed by the
ventilators, the warm air above will pass down to
take its place, and after being used and vitiated will
pass off in the same way. The principal ventilators
should not only be placed at the bottom of the room,
but at the greatest distance from the inlet of the
warm air.
A very excellent heating furnace, patented by Mr.
Sawyer, is based on the principle of securing active
ventilation from the lowest portion of the room.
IHis ventilating registers are placed in the floor, and
the impure air is conducted by tubes under the floor
to the smoke-flnes. This not only takes the coldest
and most impure air from the room, but the ascend.
iig current in the smoke-flues necessarily secures a
18'2 
THE GRADED SOHOOL.            183
Ventilation.
strong and constant action of the ventilators. It is
worthy of observation that this arrangement is substantially a reproductioil of the ventilators used
twenty-five years ago in connection with Orr's airtight stoves.
In constructing school-buildings, ventilating registers should generally be placed both at the top and
the bottom of the rooms. In houses heated by common stoves, or by steam or hot-water pipes placed
in the rooms both the upper and the lower registers
should ordinarily be kept open.
The foregoing remarks relate to the ventilation of
school-rooms during the cold season. In the summer, when no artificial heat is required, the impure
air from the lungs naturally ascends, and the upper
registers should be constantly open.
It is-not too much to say, that half the ventilators
now found in our school-rooms are nearly useless.
In rooms heated by steam with the pipes in the
rooms, or by common stoves, it is very difficult to
secure any but the most sluggish action, even when
the ventiducts are properly constructed; and in most
of the houses heated by the injection of warm air,
the ventiducts are found to be either too small, or
so badly obstructed as to be wholly inefficient
There are also hundreds of examples in which the
ventiducts are made to terminate in close attics.
In a room intended for the accommodation of fifty
or sixty pupils, the ventiduet should be not less than
fifteen inches by eighteen, with a register having an
equal amount of clear opening. In the construction
183
THE GRADED SCHOOL. 
THE GRADED SCHOOL.
Ventilation.
of ventiducts, care should be taken to give them a
smooth surface, and to avoid all sudden turns or
angles.  The Emerson ventilating caps, placed at the
outlets, are also important auxiliaries to the successful operation of ventilating flues.
If a smoke-pipe, or steam or hot-water pipe, can
be made to pass through a ventiduct, its value will
be greatly increased. When this is impracticable,
the ventiduct should at least be carried up by the
side of a smoke-flue. In one of the school-buildings
of Chicago, a steam-pipe is carried through thle
length of each ventiduct. In the Philadelphia High
Si,hool, the ventiducts all terminate in two ventilating chambers in the loft. In each of these is
placed a large coal-stove, and from the top is a large
cylindrical exit-tube. A large amount of heat may
be generated by these stoves, at any season of the
year, and an impetus given to the ascending current
to any extent desired.*
When all other resources for ventilation fail, the
teacher should resort to the windows. These call
be opened freely before and after school, and at the
* "The important points in the construction of a ventilator are,
that it should, when possible, be a'warm tube, and that it should
open near the floor of the apartment to be ventilated. When warm,
it constantly acts, fromn the mechanical tendency of a column of
heated air to rise; whereas, if cold, it acts only when air is, by
some means, forced into the room to be ventilated. In every other
case, a cold ventilator is not to be relied on. A second point is,
that its opening should be near the floor of the apartment, for it
then carries off the stratum of air in contact with the floor, which is
always the coldest, and usually the foulest in the room. " —North
American Review.
184 
THE GTRADED SCHOOL.
Ventilation.
recesses; and they can be let down from the top, a
few inches, during school hours, when the air of the
room becomes unfit for use.
The following extract from a report prepared by
a special committee of the New York Board of Edu
cation, embodies a condensed summary of nearly all
the valuable results that have yet been reached on
the subject of heating and ventilation:
"'That the building be warmed throughout (except the janitor's
rooms, halls, and stairways) with fresh air, heated by contact with
hot-water or steam pipes, or radiators, placed beneath the building; that the quantity of such radiating surface be at least one
square foot to every fifty feet of the cubical content of the portion
of the building to be heated; that if this do not amount to four
square feet of radiating surface for each scholar to be accommrodated in the building, then that amount be put in; that the boilers
shall be capable of boiling the water, or of generating abundant
steam in the coldest weather, and the smoke-pipe shall not in any
case show a temperature of above 350~; that the draught of air
ilnto the furnace of the boiler, of water into the boiler, and of cold
air into the stacks of pipes or radiators, be governed by automatic
regulators; that the boilers shall not require replenishing with fuel
oftener than once in every four hours; that the radiating surface
be divided into separate stacks, one or more for each room, and
that the ventilating flues be separate, with openings into the room
both at the top and the bottom of the room, and equal in aggregate
sectional area to the sectional area of the cold-air boxes, which
shall not be less than one square foot f6r every hundred feet of iadiating surface; that the contractor shall give security satisfactory
to the Board of Education that he will keep the apparatus in repair
for five years, and that it shall in all weathers heat every portion of
the house to 70~, and furnish ventilation at the rate of ten cubic
feet of air per minute to each scholar to be accommodated by the
building, the air to be so introduced into the rooms as to produc6
no unpleasant draught."
16'
185 
TiHE GRADED SCHOOL.
Books of Reference.
BOOKS OF REFERENCE
FOR THE
ORAL COURSE OF INSTRUCTION.
IN conducting oral exercises on the various sul)bjects relating to common life, teachers are often at a
loss to know what sources of information are most
available. The following catalogue will serve as a
general guide to works of this class. The list is bv
no means complete; but it embraces the most usetul
of those which have fallen under the author's observation.
Teachers will generally derive more  aid from
such works as "The Science of Common Things,"
" First Book of Science," " Fireside Philosophy,"
etc., than from the more elaborate text-books prepared for the use of High Schools and Academnies. By cultivating a familiarity with elementary and practical works on the different subjects
to be presented, teachers will more readily adopt
a style of instruction and illustration that is adapted to the wants of their classes, than by studying
works which are more extended and more strictly
scientific. One of the greatest dangers in giving
oral lessons, is that of attempting too much. The
principles of science must be drawn upon sufficiently
to give the pupils a clear and satisfactory explana
186 
TIIE GRADED  SCHOOLL.
Books of Reference.
tion of most of the common phenomena around
them, without attempting to exhaust the different
sciences to which they relate.
AcKRRMAN.-First Book of Natural Hiistory, by
A. Ackerman, 12mo, pp. 286, New York.
ABBoTT.-Learning about Common Things, by
Jacob Abbott, 16mlo, pp. 193, New York.
BARNARD.-Object Teaching and Oral Lessons on
Social Science and Common Things, with various
Illustrations of the Principles and Practice of Primary Education, as adopted in the Model and Training Schools of Great Britain; republished from Barnard's American Journal of Education; 8vo, pp.
434, New York and Chicago. $1.50.
This volume contains a reprint of several of the
most valuable English works on Oral Teaching.
BEECIER.-Physiology and Calisthenics, by Catharine E. Beecher, 16mo, pp. 151, New York.  50 cts.
BRowNELL.-How to Use Globes, by F. C. Brownell, 12mo, pp. 33, New York and Chicago. 10 cts.
BATEMAN.-Third Biennial Report of the Superintendent of Public Instruction of the State of Illinois,
for 1859-60, by Hon. Newton Bateman, Springfield,
Illinois.
Mr. Bateminan's Report embraces an article of sixteen octavo pages on object lessons; the value and
use of the slate and blackboard, and of cards and
charts; the best methods of cultivating habits of observation and reflection; and the relative importance
of Primary Schools in a graded course of instruction.
187 
THE GRADED SCHOOL.
Books of Reference.
CALEKiNs.-Primary Object Lessons for a Graduated Course of Development, by N. A. Calkins,
12mo, pp. 362, New York. $1.00.
CARLL.-Chlild's Book of Natural History, illustrating the Animal, Vegetable, and Mineral Kingdoms, with application to the Arts, by M. M. Carll,
16mo, pp. 148, New York. 38 cts.
COWDERY.-Elementary Moral Lessons, for Schools
and Families, by M. F. Cowdery, Superintendent of
Public Schools, Sandusky, Ohio, 12mo, pp. 261,
Philadelphia. 63 cts.
CowDERY.-Primary Moral Lessons, Part I., by
M. F. Cowdery, Superintendent of Public Schools,
Sandusky, Ohio, 16mo, pp. 116, Sandusky.  33 cts.
CAMP.-Annual Report of the Superintendent of
Common Schools of the State of Connecticut for
1861-62, by HIon. David N. Camp.
Mr. Camp's Report contains an article of twentyfive octavo pages on Methods of Teaching, embracing
Object Lessons and a Course of Study for Primary,
Intermediate, and Grammar Schools.
EMERsON AND FLINT.-Manual of Agriculture, for
the School, the Farm, and the Fireside, by Geo. B.
Emerson and Chas. L. Flint, 12mo, pp. 306, Boston.
FITZGERALD.-Exhibition Speaker; to which is
added a Complete System of Calisthenics and Gymnastics, with Instructions for Teachers and Pupils.
Illustrated with fifty engravings, 12mo, pp. 268.
New York. 75 cts.
The Gymnastics and Calisthenics occupy forty-six
pages.
188 
THE GRADED SCHOOL.
Books of Reference.
GREGORY.-Catalogue of the Michigan State
Teachers' Institutes, Spring Series of 1862, held under the direction of the Superintendent of Public
Instruction. Pamphlet, pp. 80. Lansing, Michigall.
Fifty pages of this Catalogue are devoted to Object Lessons, Physical Education, Moral Education,
Primary Teaching, and an extended Course of Study
for a Graded School, by J. M. Gregory, Superintendent of Public Instruction.
Most of these articles are also embraced in Mr.
Gregory's Annual Report for 1861.
HILL.-First Lessons in Geometry, by Thomas
Hill, President of Antioch College, 24mo, pp. 144,
Boston.
HAzE'.-Popular Technology, or Professions and
Trades, by Edward tHazen, A. M., 2 vols., 16mo, pp.
536, Harper's Family Library.
HOOKER.-Child's Book of Nature, in three parts.
Part I., Plants; Part II., Animals; Part III., Air,
Water, Heat, Light, etc. By Worthington Hooker,
M.D., 16mo, square, pp. 469, New York.
HooKER.-Natural History for the use of Schools
and Families, by Worthington Hooker, M.D., 12mo,
pp. 382, New York.
JJMLMAN.-Outlines of a System of Object Teaching, by William N. Hiailman, 8vo, pp. 38, Louisville, Ky.
MAYO.-Manual of Elementary Instruction, by
Elizabeth Mayo, 2 vols., 16mo, pp. 609, London,
Home and Colonial School Society. $2.50.
189 
:THE GRADED SCHTOOL.
Books of Reference.
MAYO.-Lessons on Objects, by Elizabeth Mayo,
16mo, pp. 229, London. $1.50.
An Amer-can edition of this work will soon be
issued by J. B. Lippincott & Co., Philadelphia.
MAYO.-Lessons on Shells, by Elizabeth Mayo,
16mo, London. $2.00.
MARCEL.-Language as a Means of Mental Culture and International Communication, by C. Marcel, French Consul, 2 vols., 12mo, pp. 841, London.
This is an elaborate and philosophical system of
mental, moral, and physical culture, practically applied. The title is not well chosen.
NORTON AND PORTER.-First Book of Science, designed for Public and Private Schools, by W. A.
Norton and J. A. Porter.  Part I., Natural Philosophy and Astronomy; Part II., Chemistry and Allied Sciences. 12mo, pp. 419, New York. $1.00.
NORTHEND.-Exercises for Dictation and Pronunciation, by Charles Northend, A. MI., 18mo, pp. 252,
New York. 40 cts.
PHILBRICK.-Boston Primary School Tablets, by
John D. Philbrick, Superintendent of Public Schools
of Boston. Twenty Tablets, mounted on ten cards,
illustrating the Alphabet, Penmanship, Drawing,
Punctuation, Numerals, Sounds of the Letters, etc.
Boston. $5.00.
PHILBRICX.-Primary School Manual, by John D
Philbrick, Superintendent of Public Schools, Bos
ton, 12mo, about 400 pages. $1.00. In press.
A treatise on the Principles and Methods of Elementary Education.
190 
THE GRADED SCHOOL.
Books of Reference.
PETERSON.-Familiar Science, by R. E. Peterson,
12mo, pp. 558, Philadelphia.
ROOT. School Amusements; or, How to Make
School Interesting. Embracing Simple Rules for
Military and Gymnastic Exercises, and Ilints upon
the General Management of the School-room. By
\. W. Taylor Root, 12mo, pp. 225, New York. $1.00.
RooT.-Infantry Tactics for Schools; Explained
and Illustrated for the use of Teachers and Scholars.
By the Author of School Amusements, 18mo, pp.
180, New York. 50 cts.
SANDERS.-Elocutionary Chart, by C. W. Sanders,
A. M., New York.
TRALL.-The Illustrated Family Gymnasium; containing the most Improved Methods of applying
Gymnastic, Calisthenic, Kinesipathic, and Vocal Exercises to the Development of the Bodily Organs,
the Invigoration of their Functions, the Preservation of Health, and the Cure of Diseases and Deformities. By R. T. Trall, M. D., 8vo, pp. 215, New
York. $1.25.
WILLEMENT.-Catechism of Familiar Things; their
History, etc., with a brief Explanation of some of
the Principal Natural Phenomena. By Emily Elizabeth Wil.ement, 12mo, pp. 206, Philadelphia.
WELCH.-Object Lessons, prepared for Teachers
of Primary Schools and Primary Classes, by A. S
Welch, Principal of Michigan State Normal School
18mo, pp. 173, New York. 50 cts.
WELLS.-Familiar Science; or, the Scientific Ex
planation of the Principles of Natural and Physical
191 
THE GRADED SCHOOL.
Books of Reference.
Science, and their Practical and Familiar Applications to the Employments and Necessities of Common Life. By David A. Wells, A. M., 8vo, pp. 566,
Philadelphia.
WELLS.-The Science of Common Things; a Famiiliar Explanation of the First Principles of Physical Science; for Schools, Families, and Young Students. By David A. Wells, A. M., 12mo, pp. 323,
New York. 75 cts.
WATTS on the Mind, with Questions, S18mo, New
York. 34 cts.
WALKER.-Manly Exercises, containing Rowing,
Sailing, Riding, Driving, Racing, Leaping, Balancing, Hunting, Shooting, Exercises with Indian
Clubs, etc. From the 9th London edition, 192mo,
pp. 323, Philadelphia.
WATSON.-National Phonetic Tablets, by J. Madison Watson. Eight Tablets. New York. $3.00.
WILLARD.-Morals for the Young, by Emma Willard, 16mo, New York. 50 cts.
YOUMANS.-Hanrd-Book of Household Science; a
Popular Account of Heat, Light, Air, Aliment, and
Cleansing, in their Scientific Principles and Domestic Applications. By Edward L. Youmans, 12mo,
pp. 470, New York. $1.25.
The Reason Why; General Science. A careful
collection of many hundreds of Reasons for Things
which, though generally believed, are imperfectly
understood. 12mo, pp. 346, New York. $1.00
Fireside Philosophy; or, Familiar Talks about
Common Things. 12mo, pp. 360, New York. $1.00
192 
THE GRADED SCHOOL.
Teachers' Library.
GENERAL LIBRARY FOR TEACHERS.
"We, and the community, would look with distrust, if not with
contempt, upon the man who should commence the practice of law
without having in his possession a single treatise on law. Are we
not, then, justified in withholding respect from one who attempts
to teach without the opportunity of daily reference to the excellent
works which have been prepared to aid teachers? The teacher
should have a professional library, and should replenish it yearly,
as regularly as he does his wardrobe, and as liberally as circumstances will allow."-Dr. A. D. Lord, of Colunmbus, Ohio.
The character of schools must always depend
mainly upon the character of the teachers, and the
progress and improvement of the schools generally
bear a direct relation to the efforts made by the
teachers for their own improvement.
The teacher who is satisfied with present attaininents, and whose ambition in school rises no higher
than a mere repetition of past efforts, will be sure
to furnish an example in which both teacher and
school are constantly deteriorating.
It is the manifest duty of the teacher to strive
every day to make some positive advance upon the
labors of the previous day. To this end hlie must
not only be fruitful in expedients, and assiduous in
studying the character and dispositions of his different pupils, but he must also avail himself of the wisdom and experience of others who are engaged in
the same work.
The study of educational works embodying the
results of the best efforts of successful educators in
17
193 
194                   THE GRADED SCHOOL.
Teachers' Library.
this and other countries, is an indispensable auxiliary to the labors of the teacher who is desirous of
advancing to a high standard in his profession.
ABBOTT.-The Teacher; or, Moral Influences em
tpoyed in the Government and Instruction of the
Young. By Jacob Abbott, 12mo, New York. $1.00.
ARNOLD.- Life and Correspondence of Thomas
Arnold, D. D., late head master of Rugby School,
by A. P. Stanley. Reprinted from London edition.
8vo, pp. 490, New YoTk.
ALCOTT.-. Confessions of a Schoolmaster, by William A. Alcott, 12mo, pp. 316, New York. 75 cts.
BURTON.-The District School as it was, by Warren Burton, 18mo, pp. 156, Boston.
BARNARD. —National Education in Europe; being
an Account of the Organization, Administration, Instrucetion, and Statistics of Public Schools of different Grades in the different States. By Henry Barnard, LL. D., 8vo, pp. 890.  $3.00.
BARNARD.-Educational Biography; or, Memoirs
of Teachers, Educators, and Promoters and Benefactors of Education, Literature, and Science.   By
Henry Barnard, LL. D., vol. 1, 8vo, pp. 524, New
York and Hartford. $3.50.
BARNARD.-American Journal of Education, from
1855 to the present time, edited by Henry Barnard,
LL. D., 11 vols., 8vo, each about 800 pages, Hartford
and New York. First five volumes, $12.50. An.
nual subscription, $4.00.
BARNARDD-School Architecture; or, Contributions 
THE GRADED SCHOOL.
Teachers' Library.
to the Improvement of School-houses in the United
States.  By Henry Barnard, LL. D., S8vo, pp. 366,
New York. $2.00.
BARNARD.-Normal Schools, and other Institutions,
Agencies, and Means designed for the Professional
Education of Teachers, by Henry Barnard, LL. D.,
8vo, pp. 659, Hartford and New York. $2.00.
BARNARD. —Educational Aphorisms and Suggestions, Ancient and Modern, republished from BarnaLrd's American Journal of Education, 8vo, pp. 753,
New York and Chicago. $1.50.
BURROWES.-Pennsylvania School Architecture; a
Manual of Directions and Plans for Grading, Locating, Constructing, Heating, Ventilating, and Furnishing Common-school Houses; by Thomas II. Burrowes, LL. D., royal 8vo, pp. 276, Harrisburg, Pa.
BATEs.-Lectures on Mental and Moral Culture,
by Samuel P. Bates, A. M., 12mo, pp. 319, New
York. $1.00.
BATEs. —Method of Teachers' Institutes, and the
Theory of Education, by Samuel P. Bates, A.M.,
12mo, New York.
CRAIG.-The Philosophy of Training; or, The
Principles and Art of a Normal Education. By A.
R. Craig, 12mo, pp. 377, London.
DWIGHT.-The Higher Christian Education, by
Benjamin W. Dwight, 12mo, pp. 347, New York.
$1.0oc
DAVIES.-Logic and Utility of Mathematics, withl
he best Methods of Instruction explained and illustrated, bv Charles Davies, LL. D., 8vo, pp. 375. $1.00.
195 
TLIE GRADED SCHOOL.
Teachers' Library.
DUNN.- Principles of Teaching; or, The Normal
Manual: containing Practical Suggestions on the
Government and Instruction of Children.  By Henry
D-unn, 12mo, pp. 274, London.  $1.25.
DE TOCQUEVILLE.-American Institutions and their
Influence, by Alexis de Tocqueville, with Notes by
John C. Spencer, 12mo, pp. 460, New York. $1.00.
FOWLE.-The Teachers' Institute; or, Familiar
Hints to Young Teachers. By Williamn B. Fowle,
12rno, pp. 258, Boston.
HIALL.-The Instructor's Manual; or, Lectures on
School-keeping.   By S. R. Hall, A. M., 16mo, pp.
233, Boston.
IHIALL.-Teaching, a Science; the Teacher an Artist. By Baynard R. Hall, A. M., 12mo, pp. 305,
New York. $1.00.
HOLBROOK.-The Normal; or, Methods of Teachinrg the Common Branches, Orthoepy, Orthography,
Grammar, Geography, Arithmetic, and Elocution.
By Alfred Holbrook, 12mo, pp. 456, New York.
$1.00. 
JOHONNOT.-Country Schoul-Iouses; containing
Elevations, Plans, and Specifications, with Estimates,
Directions to Builders, Suggestions as to School
Grounds, Furniture, Apparatus, etc., and a Treatise
on School-house Architecture. By James Johonnot,
New York. $2.00.
MAYHEW. -Means and Ends of Universal Education, by Ira Mayhew, A. M., 121no, pp. 447, New
York.  $1.00.
MAsFIELD.-Amnerican Education, its Principles
196 
THE GRADED SCHOOI,.
T''eauhers' Library.
and Elements, by Edward D. Mansfield, 12mo, pp
330, New York. $1.00.
MANN.-Lectures on Education, by Horace Mann,
12mo, pp. 338, Boston. $1.00.
MANN.-The Common-School Journal, from 1838
to 1848.  Ten volumes.  Edited by Hiorace Mann,
8vo, Boston.
MILLER.-My Schools and Schoolmasters; or, The
Story of my Education. By Hugh Miller, 12mo,
pp. 551, Boston.
NORTHEND. The Teacher and Parent; a Treatise
upon Common-school Education: containing Practical Suggestions to Teachers and Parents.   By
Charles Northend, A. IA., 12mo, pp. 327, New York.
$1.00.
NORTHEND.-The Teacher's Assistant; or, Ilints
and M-ethods in School Discipline and Instruction.
By Charles Northend, A. MIV., 12mo, pp. 327, New
York. $1.00.
ORCUTT.-Hints to Common-School Teachers, Parents, and Pupils; or, Gleanings from Schlool-Life
Experience.  By Hiram Orcutt, A. M., 16mo, pp.
144, Rutland, Vt. 38 cts.
OGDEN.-The Science of Education and Art of
Teaching, by John Ogden, A. Mr., 12mo, Cincinnati.
PAGE.-Theory and Practice of Teaching; or, The
Motives and Methods of Good School-keeping.  By
David P. Page, A. M., 12mo, pp. 349, New York.
$1.00.
PHILBRICK.-Report on Truancy and Compulsory
Education, by John D. Philbrick, Superintendent of
17*
197 
THE GRADED SCHOOL.
Teachers' Library.
Public Schools, Boston, Svo, pp. 74. Published
with the Report of the School Committee of Boston,
for 1861.
PALMER. —The Teacher's Maanual; being an Exposition of an Efficient and Economical System of
Education, suited to the Wants of a Free People.
By Thomas IH. Palmer, A. M., 12mo, pp. 263, Boston.
PILLANS.-The Rationale of Discipline, as exemplified in the High School of Edinburgh, by Professor Pillans, 8vo, pp. 259, Edinburgh and London.
POTTER AND EMERSON.-The School and Schoolmnaster; a Manual for the use of Teachers, Employers, Trustees, Inspectors, etc., of Common Schools.
In two parts. By Alonzo Potter, D. D., and George
B. Emerson, LL. D., 12ino, pp. 552, New York.
RICHARDS.-Manual of School Method, for the
Use of Teachers in Elementary Schools, by W. F.
Richards, 16mo, pp. 188, London.
REID.-The Principles of Education;  an  Elementary Treatise, designed as a Manual or Guide
for the Use of Parents, Guardians, and Teachers,
12mo, pp. 292, London.   $1.50.
RUSSELL.-The American Journal of Education,
from 1826 to 1830. Five volumes. Conducted by
Williamn Russel, Svo, Boston.
This was the first periodical devoted exclusively
to the interests of education.
RANDALL.-Mental and Moral Culture and Popular Education, by S. S. Randall, Superintendent or
Schools, New York, 16mo, pp. 236, New York.
198 
THE GRADED SCHOOL.
Teachers' Library.
SAWYER.-A Plea for Amusements, by Frederick
W. Sawyer, 16mo, pp. 320, New York.
SMITII.-Education. Part I., History of Education, Ancient and Modern; Part II., a Plan of Culture and Instruction.  By H. J. Smith, A. M., 12imo
pp. 340, New York.
STOWE.-The Training System, Moral Training
School, and Normal Seminary for preparing SchoolTrainers and Governesses, by David Stowe, 8vo, pp.
560, London. $2.50.
SPENCER.-Education -Intellectual, Moral, and
Physical; by Herbert Spencer, 8vo, pp. 283, New
York.
Four articles, reprinted from the Westminster,
North British, and British Quarterly Reviews.
TATE —The Philosophy of Education; or, The
Principles and Practice of Teaching. In five parts.
Part I., On Method as Applied to Education; Part
II., The Intellectual and M!oral Faculties considered
in relation to Teaching; Part III., On Systems and
Methods of Instruction; Part IV., On Systems and
Methods as applied to the various Branches of Elementary Education; Part V., On School Organization and Discipline. By T. Tate, F. R. A. S., London.
TAYLOR. -M —ethod of Classical Study; illustrated
by Questions on a few Selections from Latin and
Greek Authors.   By Samuel H. Taylor, LL. D.,
12mo, pp. 154, Boston.
TiHoMPsoN.-Locke Amsden; or, The Schlloolmaster, By D. P. Thompson, 12mo, pp. 231, Boston.
75 cts.
1199 
THE GRADED SCHOOL.
Teachers' Library.
TODD.-The Student's Manual, by John Todd,
D. D., 12mo.
WOODBRIDGE.-American Annals of Education,
from 1830 to 1837. Seven volumes. Condu3ted by
William C. Woodbridge, assisted in the 7th volume
by William A. Alcott, 8vo, Boston.
This is a continuation of the American Journal
of Education.
The Sessional School Collection: consisting of
Religious and Mloral Instruction; a Selection of
Fables; Descriptions of Animals, Places, Manners,
etc., 12mo, pp. 298, Edinburgh.
The History and Progress of Education in Europe
and America, collected from the most reliable
sources. By Philobiblius. With an Introduction,
by HIIenry Barnard, LL. D., 12mo, New York. $1.00.
Lectures before the American Institute of Instruction, an annual volume, from 1830 to the present
time, 12mo, Boston. 50 cts. a volume.
THE END.
200 
THE   ATI 0               OlL  EERIE.
COMIPLETE IX TWO INDEPENDENT PARTS
L
THE NATIONAL READERS
No.  I.-National Primer......      64 pp., /amo,
No. 2.-National First Reader,...  2,pp., /,n,o,
No. 3.-National Second Reader,.. 22pp., l,no,
No. 4.-National Third Reader,.. -sspp., 12mo,
No. 5.-National Fourth Reader,.. 4,pp., /fmo,
No. 6.-National Fifth Reader,.. -oopp., /,mo,
National Elementary Speller,...  /60 pp., /6mo,
National Pronouncing Speller,...  s/8spp., /,mo,
II.
THE INDEPENDENT READERS.
By J. MADISON WATSON.
The Independent First (Pri~rary) Reader, 8opp., f,6mo,
The Independent Second Reader,. soOpp., /6mo,
The Independent Third Reader,.. ~4 pp.,/ mo,,
The Independent Fourth Reader,..  64pp., /,,mo,
The Independent Fifth Reader,..   -pp.,.1/mo,
The Independent Sixth Reader,.. 474pp.,',?mo,
The Independent Child's Speller (Script), 80o pp., l6mo,
The Independent Youth's Speller (Script), fs8pp.,'2mo,
The Independent Spelling Book,..  /Opp.,/,mo,
A_g  Bo,    oP.  6o
*** The Readers constitute two complete and entirely
distinct  series, either of which  is adequate  to  every
want of the best schools.  The Spellers may accompany
-ither Sories.
I
of  }EADER;S.
I 
Wational Seres of Standard School-oooks.
PARKER & WATSON'S NATIONAL READERS,
The salient features of these works which have combined to render them sa
popular may be briefly recapitulated as follows:
1. THE WORD-BUILDING SYSTEM,.-This famous progressive method fof
young chihdren originated and was copyrighted with these books. It constitutes
s process with which the beginner with words of one letter is gradually intro,
-uced to additional lists formed b y prefixing or affixing single letters. and is thus
led agrost insensibly to the mastery of the more difficult constructions.  This iS
,ne of the most striking modern improvements in methods of teaching.
2. TREATMENT OF PRONUNCIATION.-The wants of the youngest scholars
in this department are not overlooked. It may be said that from the first lesson
the student by this method need never be at a loss for a prompt and accurate rendering of every word encountered.
3, ARTICULATION AND ORTHOEPY are considered of primary importance.
4, PUNCTUATION is inculcated by a series of interesting reading lessons, the
simple perusal of which suffices to fix its principles indelibly upon the mind.
5. ELOCUTION, Each of the higher Readers (3d, 4th and 5th) contains elaborate, scholarly, and thoroughly practical treatises on elocution. This feature alone
htias secured for the series many of its warmest friends.
6. THE SELECTIONS are the crowning glory of the series.  Without excep.
tion it may be said that no volumes of the same size and character contain a coliection so diversified, judicious, and artistic as this.  It embraces the choicest
gems of English literature, so arranged as to afford the reader ample exercise in
every department of style. So acceptable has the taste of the authors in this de.
partment proved, not only to the educational public but to the reading community
at large, that thousands of copies of the Fourth and Fifth Readers have found
their way into public and private libraries throughout the country, where they are
in constant use as manuals of literature, for reference as well as perusal.
7, ARRANGEMENT. The exercises are so arranged as to present constantly
alternating practice in the different styles of composition, while observing a definite plan of progression or gradation throughout the whole.  In the higher books
the articles are placed in formal sections and classified topically, thus concentrating the interest and inculcating a principle of association likely to prove valuable in subsequent general reading.
8. NOTES AND BIOGRAPHICAL SKETCHES. These are full and adequate
to every want. The biographical sketches present in pleasing style the history
of every author laid under contribution.
9, ILLUSTRATIONS, These are plentiful, almost profuse, and of the highest
character of art. They are found in every volume of the series as far as and in.
eluding the Third Reader.
10. THE GRADATION is perfect. Each volume overlaps its companion preceding or following in the series, so that the scholar, in passing from one to another, is only conscious, by the presence of the new book, of the transition.
11. THE PRICE is reasonable. The National Readers contain more matter
than any other series in the same number of volumes published. Considering
their completeness and thoroughness they are much the cheapest in the market.
12, BINDING, By the use of a material and process known only to themselves,
in common with all the publications of this house, the National Readers are warranted to outlast any with which they may be compared-the ratio of relative dX
lability being in their favor as two to one. 
'ational Series of Standard School —ooks.
WATSON'S INDEPENDENT READERS.
This Series is designed to meet a general demand for smaller and cheaper
books than the National Series proper, and to serve as well for intermediate vol.
ames of the National Readers in large graded schools requiring more books thax
one ordinary series will supply.
Beauty.  The most casual observer is at once impressed with the unparalleled
mechanical beauty of the Independent Readers. The Publishers believe that the,
esthetic tastes of children may receive no small degree of cultivation frcm their
very earliest school books, to say nothing of the importance of making study attractive by all such artificial aids that are legitimate. In accordance with this
View, not less than $25,000 was expended in their preparation before publishing,
with a result which entitles them to be considered "The Perfection of Common
School Books."
Selec1tions. They contain, of course, none but entirely new selections. These
are arranged according to a strictly progressive and novel method of developing
the elementary sounds in order in the lower numbers, and in all, with a view to
topics and general literary style. The mind is thus led in fixed channels to profi.
ciency in every branch of good reading, and the evil results of' scattering'as practised by most school-book authors, avoided.
The Illustrations, as may be inferred from what has been said, are elegant
beyond comparison. They are profuse in every number of the series from tho
lowest to the highest. This is the only series published of which this is true.
The Type is semi-phonetic, the invention of Prof. Watson.   By it every
letter having more than one sound is clearly distinguished in all its variations
Without in any way mutilating or disguising the normal form of the letter.
Elocu11ti0on is taught by prefatory treatises of constantly advancing grade and
completeness in each volume, which are illustrated by wood-cuts in the lower
books, and by black-board diagrams in the higher. Prof. Watson is the first to
introduce Practical Illustrations and Black-board Diagrams for teaching this
branch.
Foot Notes on every page afford all the incidental instruction which the
teacher is usually required to impart. Indices of words refer the pupil to the
place of their first use and definition. The Biographies of Authors and others
are in every sense excellent.
.EConomy.  Although the number of pages in each volume is fixed at the
minimum, for the purpose recited above, the utmost amount of matter available
without overcrowding is obtained in the space. The pages are much wider and
larger than those of any competitor and contain twenty per cent more matter than
any other series of the same type and number of pages.
All the Great Features.  Besides the above all the popular features of the
National Readers are retained except the Word-Building system. The latter
gives place to an entirely new method of progressive development, based upo4
some of the best features of the Word System, Phonetics and Object Lessons.
12
4 
'he   rational Series of Standard School —ooks.
NATIONAL READERS.
ORIGINAL AND "INDEPENDENT" SERIES.
SPECIMEN TESTZMONXALS.
From D. H. HARRIs, Spt. Public Schools, Hannibal, Mo.
The National Series of Readers are now in use in our public schools, and I regard
them the best that I have ever examined or used.
From HoN. J. K. JnLSON, Supt. of Ed ucation, State of South Carolina.
I have carefully examined your new and beautiful Series of Readers known as
"The Independent Readers," and do not hesitate to recommend it as the finest and
most excellent ever presented to the public.
From D. N. ROOK, Sec. of School Board, Williamsort, Pa.
I would say that Parker & Watson's Series of Readers and Spellers give the best
satisfaction in our schools of any Series of Readers and Spellers that have ever been
used. There is nothing published for which we would exchange them
From PROF. H. SEELE, New Braunfels Academy, Texas.
I recommend the National Readers for four good reasons:  (1.) The printing, en
graving, and binding is excellent.  (2.) They contain choice selections from Englisb
Literature. (3.) They inculcate good morals without any sectarian bias. (4.) TheS
are truly National, because they teach pure patriotism and not sectional prejudice.
From S. FINDLEY, Supt. Akron Schools, Ohio.
We use no others, and have no desire to.  They give entire satisfaction.  We liks
the freshness and excellence of the selections.  We like the biographical notes and
the definitions at the foot of the page. We also like the white paper and clear and
beautiful type. In short, we do not know where to look for books which would be
so satisfactory both to teachers and pupils.
From PRES. ROBERT ALLYh, Mcflendree College, Il.
Since my connection with this college, we have used in our preparatory department the Series of Readers known as the "National Readers," compiled by Parker
& Watson, and published by Messrs. A. S. Barnes & Co.  They are excellent; afford
choice selections; contain the right system of elocutionary instruction, and are
well printed and bound so as to be serviceable as well as interesting.  I can commend them as among the excellent means used by teachers to make their pupils
proficient in that noblest of school arts, GOOD READING.
From W. T. HARRIS, Supt. Public Schools, St. Louis, Mo.
I have to admire these excellent selections in prose and verse. and the carefil
arrangement which places first what is easy of comprehension, and proceeds gradu
ally to what is difficult. I find the lessons so arranged as to bring together differ
ent treatments of the same topic, thereby throwing much light on the pupil's path,
and I doubt not adding greatly to his progress.  The proper variety of subjects
chosen, the concise treatise on elocution, the beautiful typography and substantial
binding-all these I find still more admirable than in the former series of Nationa;
Readers, which I considered models in these respects.
From H. T. PHILLIPS, Esq., of the Board of Education, Atlanta, Ga.
The Board rf Education of this city have selected for use in the public schools
of Atlanta the entire series of your Independent Readers, together with Steele's
(chemistry and Philosophy.  As a member of the Board, and of the Committee on
Text-books, the subject of Readers was referred to me for examination.  I gave a
pretty thorough examination to ten (10) different series of Readers, and in endeavoring to arrive at a decision upon the sole question of merit, and entirely independent of any extraneous influence, I very cordially recommended the Independent
Series. This verdict was approved by the Committee and adopted by the Board.
From Report of REV. W. T. BRANTLY, D.D., late Professor of Belles Lettres, UTniver sity of Georgia, on " Text-Books in Reading," before the Teachers' Convention o]
Georgia, Mfay 4, 1870.
The National Series, by Parker & Watson, is deserving of its high reputation.
The Primary Books are suited to the weakest capacity *whilst those more advanced
supply instructive illustration on all that is needed to be known in connection with
the art.
4 
'te JWational Series ofr Standard 8chool —ooh.
WATSON'S CHILID'S SPELLER.
TZE  INDEPENDENT CHILD'S SPELLEE.
This unique book, published in 1872, is the first to be consistently printed l
mitation of writing; that is, it teaches orthography as we use it. It is for the
smallest class of learners, who soon become familiarized with words by their forms.
and learn to read writing while they spell.
EXTRACT FROM THE PREFACE.
Success An teaching English orthography is still exceptional, and it must so continue until the principles involved are recognized in practice. Form is foremost:
the eye and the hand must be trained to the formation of words; and since spelling
is a par. of writing, the written form only should be used. The laws of mental
association, also-especially those of resemblance, contrast, and contiguity in time
aD  plice-should receive s-ich recognition in the construction of the text-book as
shall insure, whether consciously or not, their appropriate use and legitimate re.
surltF,. Hence, the spelling-book, properly arranged, is a necessity from the first;
and, t'ough primers, readers, and dictionaries may serve as aids, it can have no
competent substitute.
Consistently with these views, the words used in the Independent Child's Spelle,
have such original classifications and arrangements in columns-in reference t
location, number of letters, vowel sounds, alphabetic equivalents, and consonai
terminations-as exhibit most effectively their formation and pronunciation   Th
vocabulary is strictly confined to the simple and significant monosyllables in com.
mon use. He who has mastered these may easily learn how to spell and pronounce
words of more than one syllable.
The introduction is an illustrated alphabet in script, containing twenty-six pic.
tures of objects, and their names, commencing both with capitals and small letters.
Part First embraces the words of one, two, and three letters; Part Second, the
words of four letters; and Part Third, other monosyllables.  They are divided into
short lists and arranged in columns, the vowels usually in line, so as to exhibit individual characteristics and similarity of formation.  The d-vision of words into
paragraphs is shown by figures in the columns.  Each list is immediately followed
by sentences for reading and writing, in which the same words are again presented
with irregularities of form and sound. Association is thus employed, memory
tested, and definition most satisfactorily taught.
Among the novel and valuable features of the lessons and exercises, probably the
most prominent are their adaptedness for young  lhldren and their being printed in
exact imitation of writing.  The author  elievet that hands large enough to spin a
top, drive a hoop, or catch a ball, are not' toe small to use a crayon, or a slate and
pencil; that the child's natural desire to draw and write sb'ould not be thwarted,
but gratified, encouraged, and wisely directed; and that since the written form Is
the one actually used in connectior with spelling in after-life, the eye and the hand
of the child should be trained to tnat form from the first. He bopes that this little
work, de,signed to precede all ocher spellung-books and conflict with none, may
satisfy the need so universally recognized of a fit introductioa to vrtbograpb, per,
manshlp, and Mogdsh composition.
5 
.ke WationaqZ Serges of 8tangdad School —oofs.
The National Readers and Spellers
THEIR RECORD.
These books have been adopted by the School Boards, or officia'l- authoity, of
Oh following important States, cities, and towns-in most cases for xcluslve use
The State of Missouri.              The State of Kentucky.
The State of Alabamaa.
The State of Florida.           The State of North Carolina.
The State of Delaware.
The State of Louisiana
Indiana.
New Albany.
Fort Wayne.
Lafayette.
Madison.
I,ogansport.
Indianapolis.
Iowa.
Davenport.
Burlington.
Muscatine.
Mount Pleasan.
&c.
Nebraska.
Brownsville.
Lincoln.
&c.
Oregon.
Portland.
Salem.
&c.
Virginia.
Richmond.
Norfolk.
Petersburg.
Lynchburg.
&C.
South  CaroliW&
Columbia.
Charleston.
Georgia.
Savannah.
Louisiana
New Orleans.
Illinois.
Chicago.
Peoria.
Alton.
Springfield.
Aurora.
Gales burg,
Rockford-.
Rock Island.
&c.,  &c.
Wisconsin.
Milwaukee.
Fond  du  Lao.
Oshkosh.
Janesville.
Racine.
Watertown.
Sheboygan.
La C rosse.
Waukesha.
Kenoeha.
&c., &c.
Michigan.
Grand Rapids.
Kalamazoo.
Adrian.
Jackson.
Monroe.
Lansing.
&c., &c.
Ohio,
Toledo.
Sandusky.
Conneaut.
Chardon.
fIudson.
Canton.
Salem.
&c., &c.
Pennsylvania.
Reading.
Lancaster.
Erie.
Scranton.
Carlisle.
CarbondaleW.
Westchester.
Schuylkill Haven.
Williamsport.
Norristown.
Bellefonte.
Wilkesbarre.
&c., &c.
New Jersey.
Newark.
Jersey City.
Paterson.
Trenton.
Camden.
Elizabeth.
New Brunswick.
Phillipsburg.
Orange.
&c., &c.
Delaware.
Wilmington.
D. C.
Washington.
the Edutational Bulletin records periodially all new points gained
A
NTew York.
New York City.
Brooklyn.
Buffalo.
Albany.
Rochester.
Troy.
Syracuse.
Elmira.
&c., &C.
Tennessee,
Memphis 
me Jational  Series of St1ndard School-Zoooks.
SCHOOL-ROOMC
...
Baade's Reading Case,
A frame containing molable cards, with arrangement for showing
one sentence at a time, capable of 28,000 transpositions.
Eureka Alphabet Tablet
Presents the alphabet upon the Word Method System, by which the
child will learn the alphabet in nine days, and make no small progress in
reading and spelling in the same time.
National School Tablets, 10 Nos.
Embrace reading and conversational exercises, object and moral les   sons, form, color, &c. A complete set of these large and elegantly illus   trated Cards will embellish the school-room more than any other article
of furniture.
READING.
Fowle's Bible Reader
The narrative portions of the Bible, chronologically and topically ar  ranged, judiciously combined with selections from the Psalms, Proverbs,
ano other portions which inculcate important moral lessons or the great
truths of Christianity. The embarrassment and difficulty of reading the
Bible itself, by course, as a class exercise,.are obviated, and its use made
- feasible, by this means.
North Carolina First Reader
North Carolina Second Reader
North Carolina Third Reader
Prepared expressly for the schools of this State, by C. HI. Wiley, Super.
intendeut of Common Schools, and F. M. Hubbard, Professor of Litera   ature in the State University.
Parker's Rhetorical Reader
Designed to familiarize Readers with the pauses and other marks in
general use, and lead them to the practice of modulation and inflection of
the voice.
Introductory Lessons in Reading and Elo        cution
Of similar character to the foregoing, for less advanced classes.
High School Literature
Admirable selections from a long list of the world's best writers, for ex   ercise in reading, oratory, and composition. Speeches, dialogues, and
model letters represent the latter department,
7
CARDS. 
.He  ational Serges of Standard Sehool —ooks,.
ORTHOGRAPHY.
SMITH'S SERIES
Supplies a speller for every class in graded schools, and comprises the most eom     plete and excellent treatise on English Orthography and its companion
branches extant.
1. Smith's Little Speller 
First PRound in the Ladder of Learning.
2. Smith's Juvenile Definer
Lessons composed of familiar words grouped with rererenee to similar
signification or use, and correctly spelled, accented, and defined.
3. Smith's Grammar-School Speller
Familiar words, grouped with reference to) the sameness of sound of syl    lables differently.pelled. Also definitions, complete rules for spelling and
formation of derivatives, and exercises in false orthography.
4. Smith's Speller and Definer's Manual
A complete School Dictitonftr?J containing 14,000 words, with various
other useful matter in the way of Rules and Exercises.
5. Smith's Etymology-Small, andComplete Ed's.
The first and only Etymology to recognize the Anglo-Saxon our mothe
tongue; containing also full lists of derivatives from the Latin, Greek,
Gaelic, Swedish, Norman, &c., &c; being, in fact, a complete etymology
of the language for schools.
Sherwood's Writing Speller
Sherwood's Speller and Definer
Sherwood's Speller and Pronouncer
The Writing Speller consists of properly ruled and numbered blanks
to receive the words dictated by thle teacher, with space for remarks and
corrections. The other volumes maybe used for the dictation or ordinary
class exercises.
Price's English Speller
A complete spelling-book for a'l grades, containing more matter than
Webster," manufactured in superior style, and sold at a lower price   consequently the cheapest speller extant
Northend's Dictation Exercises
Embracing valuable information on a thousand topics, communicated
in such a manner as at once to relieve the exercise of spelling of its usual
tedium, and combine it with instruction of a general character calculated
to profit and amuse.
Wright's Analytical Orthography
This standard work is popular, because it teaches the elementary souudv
in a plain and philosophical manner, and presents orthography and or.
thoepy in an easy, uniform system of analysis or parsing.
Fowle's False Orthography
Exercises for correction.
Page's Normal Chart
The elementary sounds of the language for the school-room walls. 
'he Vational Series of Standard Sehool-afooks.
ORTHOGRAPHY-Continued.
Barber's Complete Writing Speller
"The Student's Own Hand-Book of Orthography, Definitions, and Sentences
consisting of Written Exercises in the Proper Spelling, Meaning, and Use oi
Words."   (Published 1873.)  This differs  from  Sherwood's and  other Writing
Spellers in its more comprehensive character.  Its blanks are adapted to writing
whole sentences instead of detached words, with the proper divisions for numberisg, corrections, etc.  Such aids as this, like Watson's Child's Speller and  Sherwood's Writing Speller, find their raison d'itre in the postulate that the art of cor.
rect spelling is dependent upon written, and not upon spoken language, for its util
ity, if not for its very existence. Hence the indirectness of purely oral instruction.
Pooler's Test Speller
The best collection of" hard words" yet made.  Thqe more uncommon ones are
fully defined, and the whole are arranged alphabetically for convenient reference.
The book is designed for Teachers' Institutes and' Spelling Schools," and is prepared by an experienced and well-known conductor of Institutes.
ETYMOLOGY.
Smith's Complete Etymology,
Smith's Condensed Etymology,
Containing the Anglo-Saxon, French,'Dutch, Germw, Welsh, Danish, Gothic,
Swedish, Gaelic, Italan, Latin, and Greek Roots, anc tLe English words derived
therefrom accurately spelled, accented, and defined.
From HON. JNO. G. McM, late State Superinten4.e-,t of Wtsconsin.
I wish every teacher in the country had a copy of this work
From PRri. Wx. F. PULps, Minn. State Normr.
The book is superb-just what is needed in the department of etymology and
spelling.
From PROF. C. II. VERRILL, Pa. State Normal Schoo'.
The Etymology (Smith's) which we procured of you we like mv.b. It is the
best work for the class-room we have seen.
From HON. EDWARD BALLARD, Supt. of Common Schools, State of Mair.
The author has furnished a manual of singular utility for its purpose.
DICTIONARY.
- _a -.....
The Topical Lexicon,
This work is a School Dictionary, an Etymology, a compilation of synonyms, and
a manual of general information. It differs from the ordinary lexicon in being
arranged by topics instead of the letters of the alphabet, thus realizin the apparent
paradox of a "Readable Dictionary." An unusually valuable school book.
9 
'he vational Series of Standard S$elool —ooks.
ENGLISH GRAMMAR.
CLARK'S DIAGRAM SYSTEM.
Clark's Easy Lessons in Language,
Published 1874. Contains illustrated object-lessons of the most attractive charac.
ter, and is couched in language freed as much as possible from the dry technicalities
of the science.
Clark's Brief English Grammar,
Published 1872. Part I. is adapted to youngest learners, and the whole forms a
complete "brief course " in one volume, adequate to the wants of the common
sc,hoo. 
Clark's Normal Grammar,
Published 1870, and designed to take the place of Prof. Clark's veteran "Practical" Grammar, though the latter is still furnished upon order. The Normal is
an entirely new treatise.  It is a full exposition of the system as described below,
with all the most recent improvements. Some of its peculiarities are-A happy
blending of STHBsES  with AwALYS.sS; thorough Criticisms of common errors
in the use of our Language;  and important improvements in the Syntax of Sentences and of Phrases.
Clark's Key to the Diagrams,
Clark's Analysis of the English Language,.
Clark's Grammatical Chart,
The theory and practice of teaching grammar in American schools is meeting
with a thorough revolution from the use of this system.  While the old methods
offer proficiency to the pupil only after much weary plodding and dull memorizing,
this affords from the inception the advantage of practical Object Teacrsig, addressing the eye by means of illustrative figures; furnishes association to the memory
'ts most powerful aid, and diverts the pupil by taxing his ingenuity. Teachers
who are using Clark's Grammar uniformly testify that they and their pupils find it
the most interesting study of the school course.
Like all great and radical improvements, the system naturally met at first with
much unreasonable opposition. It hag not only outlived the greater part of this
opposition, but finds many of its warmest admirers among those who could not
at first tolerate so radical an innovation.  All it wants is an impartial trial to convince the most skeptical of its merit.   No one who has fairly and intelligently
tested it in the school-room has ever been known to go back to the old method.
A great success is already established, and it is easy to prophecy that the day is
not far distant when it will be the only system of teachtng Eng lsh Grammar.  As
the SYSTEM is copyrighted, no other text-books can appropriate this obvious and
great improvement.
Welch's Analysis of the English Sentence,
Remarkable for its new and simple classification, its method of treating conneo
tives, its explanations of the idioms and constructive laws of the language, etc.
10 
hAe  Vational Series of  Slandard School —ooks.
Clark's -)iagram English Grammar.
TESTIMONIALS.
From J. A. T. DURNIN, Principal Dubuque R. C. Academy, Iowa.
In my opinion, it is well calculated by its system of analysis to develop those rational
faculties which in the old systems were rather left to develop themselves, while the
memory was overtaxed, and the pupils discouraged.
From B. A. Cox, School Commissioner, Warren County, Illinois.
I have examined 150 teachers in the last year, and those having studied or taught
Clark's System have universally stood fifty per cent. better examinations than those
having studied other authors.
From M. Ii. B. BURKET, Principal Masonic Institute, Georgetown, Tennessee.
I traveled two years amusing myself in instructing (exclusively) Grammar classes
with Clark's system. The first class I instructed fifty days, but found that this was
more time than was required to impart a theoretical knowledge of the science.
During the two years thereafter I instructed classes only thirty days each. Invariably
I proposed that unless I prepared my classes for a more thorough, minute, and accuo
rate knowledge of English Grammar than that obtained from the ordinary books and
in the ordinary way in from one to two years, I would make no charge. I never
failed in a solitary case to far exceed the hopes of my classes, and made money and
character rapidly as an instructor.
From A. B. DOUGLASS, School Commissioner, Delaware County, New York.
I have never known a class pursue the study of it under a live teacher, that has not
succeeded; I have never known it to have an opponent in an educated teacher who
had thoroughly investigated it; I have never known an ignorant teacher to examine
it; I have never known a teacher who has used it, to try any other.
Fromr J. A. DoDE, Teacher and Lecturer on English Grammar, Kentucky.
We are tempted to assert that it foretells the dawn of a brighter age to our mothertongue.  Both pupil and teacher can fare sumptuously upon its contents, however
highly they may have prized the manuals into which they may have been initiated,
and by which their expressions have been moulded.
Fror, W. T. CHAPMAN, Superintendent Public Schools, Wellington, Ohio.
I regard Clark's System of Grammar the best published.  For teaching the analysis
of the EngliFh Language, it surpasses any I ever used.
From F. S. LYON, Principal South Yorwalk Union School, Connectwut.
D)uring ten years' experience in teaching, I have used six different authors on the
subject of English Grammar.  I am fully convinced that Clark's Grammar is better
calculated to make thorough grammarians than any other that I have seen.
Frorn CATALOGUE  OF ROHRnR''  COMMERCIAL COLLEGE, St. Louis, Missouri.
We do not hesitate to assert, without fear of successful contradiction, that a better
knowledge of the English language can be obtained by this system in six weeks than
by the old methods in as many months.
From A. PICsKTT, President of the State Teachers' Association, Wisconsin.
A thorough experiment in the use of many approved authors upon the subject of
English Grammar has convinced me of the superiority of Clark, When the pupil has
completed the course, he is left upon a foundation of principle, and not upon the diec
"am of the author.
P'om Gpo. F. MoFARLANND, P_n. McAllisterville Academy, Juniata Co., Penn.
At the first examination of public.school teachers by the county superintendent,
when one of our student teachers commenced analyzing a sentence according to Clark,
the superintendent listened in mute astonishment until he had finishled, then asked
what that meant, and finally, with a very knowing look, said such work wouldn't do
here, and asked the applicant to parse the sentence right, and gave the lowest certifi.
cates to all who barely mentioned Clark. Afterwards, I presented him with a copy,
and the next fall he permit ted it to be partially used, while the third' last fall, he
openly commended the system, and appointed three of my best teachore to explain it
at the two Institutes and one County Convention held since September.
For further testimony of equal force, see the Pablishers' Specia) Circular. cc
rtrrent numbers of the Educational Bulletin.
11 
She lVvtionalZ Series of  1tandag-d Sec/ool —ooks.
GEOGRAPHY.
NATIONAL GEOGRAPHICAL SYSTEM.
THE SERIES.
I. Monteith's First Lessons in Geography,
II. Monteith's New Manual of Geography,
II. McNally's System of Geography,
INTERMEDIATE OR ALTERNATE VOLUMES.
I*. Monteith's Introduction to Geography,
2*. Monteithds Physical and Political Geography,
ACCESSORIES.
Monteith's Wall Maps 2 sets (see page 15),
Monteith's Manual of Map-Drawing (Allen's System)
Monteith's Map-Drawing and Object-Lessons,
Monteith's Map-Drawing Scale,
1, PRAOTIOAL  OBJECT TEACHING,   The infant scholar is first introducea
to a piceture whence he may derive notions of the shape of the earth, the phenomena of day and night, the distribution of land and water, and the great natural
divisions, which mere words would fail entirely to convey to the untutored mind.
Other pictures follow on the same plan, and the child's mind is called upon to grasp
to idea without the aid of a pictorial illustration. Carried on to the higher
books, this system culminates in Physical Geography, where such matters as
climates, ocean currents, the winds, peculiarities of the earth's crust, clouds and
rain, are pictorially explained and rendered apparent to the most obtuse. The
illustrations used for this purpose belong to the highest grade of art.
2. CLEAR, BEAUTIFUL, AND CORREOT MAPS, In the lower numbers the
maps avoid unnecessary detail, while respectively progressive, and affording the
pupil new matter for acquisition each time he approaches in the constantly en.
larging circle the point of coincidence with previous lessons in the more ele.
mentary books. In the Physical and Political Geography the maps embrace many
new and striking features. One of the most effective of these is the new plan for
displaying on each map the relative sizes of countries not represented, thus obviating much confusion which has arisen from the necessity of presenting maps in
tie same atlas drawn on different scales. The maps of "McNally" have long been
celebrated for their superior beauty and completeness. This is the only schoolbook in which the attempt to make a complete atlas also clear and distinct, has
been successful.  The map coloring throughout the series is also noticeable.
Delicate and subdued tints take the place of the startling glare of inharmonious
colors which too frequently in such treatises dazzle the eyes, distract the attention, and serve to overwhelm the names of towns and the natural features of tb(
landscape.
12 
She Vational Series of Standard School —ooks.
G EOGRAPHY-Continued,
3. THE VARIETY OF MAP-EXERCISE. Starting each time from a different
basis, the pupil in many instances approaches the same fact no less than six times,
thus indelibly impressing it upon his memory. At the same time, this system is
not allowed to become wearisome-the extent of exercise on each subject being
graduated by its relative importance or difficulty of acquisition.
4. THE CHARACTER AND ARRANGEMENT OF THE DESCRIPTIVE
TEXT. The cream of the science has been carefully culled, unimportant matter
rejected, elaboration avoided, and a brief and concise manner of presentation cultivated. The orderly consideration of topics has contributed greatly to simplicity.
Due attention is paid to the facts in history and astronomy'which are inseparably
connected with, and important to the groper understanding of geography-and
such only are admitted on any terms.  In a word, the National System teaches
geography as a science, pure, simple, and exhaustive.
5. ALWAYS UP TO THE  TIMES.  The authors of these books, editorially
speaking, never sleep. No change occurs in the boundaries of countries, or of
counties, no new discovery is made, or railroad built, that is not at once noted
and recorded, and the next edition of each volume carries to every school-room the
new order of things.
6. SUPERIOR  GRADATION.  This is the only series which furnishes an available volume for every possible class in graded schools. It is not contemplated
that a pupil must necessarily go through every volume in succession to attain
proficiency. On the contrary, two will suffice, but three are advised; and, if the
course will admit, the whole series should be pursued. At all events, the books
are at hand for selection, and every teacher, of'every grade, can find among them
one exactly suited to his class. The best combination for those who wish to
abr;dge the course consists of Nos. 1, 2, and 3, or where children are somewhat advanced in other studies when they commence geography, Nos. 1*, 2, and 3. Where
but two books are admissible, Nos. 1* and 2*, or Nos. 2 and 3, are recommended.
7. FORM OF THE VOLUMES AND MECHANICAL EXECUTION. The maps
and text are no longer unnaturally divorced in accordance with the time-honored
practice of making text-books on this subject as inconvenient and expensive as
possible. On the contrary, all map questions are to be found on the page opposite
the map itself, and each book is complete in one volume. The mechanical execution is unrivalled. Paper and printing are everything that could be desired, and
the binding is —A. S. Barnes & Company's.
8. MAP-DRAWING.  In 1869 the system of Map-Drawing devised by Professor
JE.ROME ALLEN was secured exclusively for this series.  It derives its claim to originality and usefulness from the introduction of afixed unit of measurement applicable to every Map. The principles being so few, simple and comprehensive, the
subject of Map-Drawing is relieved of all practical difficulty. (In Nos. 2, 2*, and 3,
and published separately.)
9. ANALOGOUS OUTLINES. At the same time with Map-Drawing was also
introduced (in No. 2) a new and ingenious variety of Object Lessons, consisting of a
comparison of the outlines of countries with familiar objects pictorially represented.
13 
-Te Wational Sertes of Sanfdard.chool —ooks.
GEOGRAPHY-Continued.
MONTEITH'S INDEPENDENT COURSE.
Elementary Geography
Comprehensive Geography (with 103 Maps)
' These volumes are not revisions of old works-not an addition to any
series-but are entirely new productions —each by itself complete, independent,
comprehensive, yet simple, brief, cheap, and popular; or, taken together, the most
admirable "series" ever offered for a common-chool course.  They present the
following features, skillfully interwoven-the student learning all about one country
at a time.
LOCAL GEOGRIAPHY, or the Use of Maps. Important featuires of
the Maps are the coloring of States as objects, and the ingenious system for laying
down a much larger number of names for reference than are found on any other
Maps of same size-and without crowding.
PHIYSICAL GEOG'RAPHY, or the Natural Features of the Earth.
illustrated by the original and striking Relief 3faps, being bird's-eye views or
Photographic pictures of the Earth's surface.
DESCRIXPTXVE GEOG3RAPHY, including the Physical; with some
Account of Governments, and Races, Animals, etc.
HISTORiCAL GEOGRAPHY, or a brief summary of the salient
noints of history, explaining the present distribution of nations, origin of geographical names, etc.
MATiHEIXATICAL GEOGRAP3HY, including ASTRONOMICAL,
which describes the Earth's position and character among planets; also the Zones
Parallels, etc.
CO?PARATIVE GEOGR3APH'Y,' or a system of analogy, connecting new lessons with the previous ones. Comparative sizes and latitudes are
shown on the margin of each Map, and all countries are measured in the "frarn
of Kansas."'
TOPICAL GEOG3[RAP-Y], consisting of questions for review, and
testing the student's general and specific knowledge of the subcject, with sugges.
tions for Geographical Compositions.
ANCIENT GEOG3RAP?HY- A. section devoted to this subject, with
Maps, will be appreciated by teachers.  It Is seldom taught in our common schools,
because it has heretofore required the purchase of a separate book.
GRAPIXIC GEOGRAP.HY, or MAP-DRAwTNG by Allen's "Unit of
Measurement" system (now almost universally recognized as without a rival) is
introduced throughout the lessons, and not as an appendix.
CONSTRUCTIVE GEOGRAP'HY, or GLOBE-MAKINTG. With each
book a set of Map Segments is furnished, with which each student may make hia
own Globe by following the directions given.
RAILIROAD GEOGRAPHY, with a grand Map illustrating routes
of travel in the United States. Also, a "Tour in Europe."
14 
The V/ztio.Zal Series of Sctndard Sehool-,ooks.
MAP DRAWING.
Monteith's Map-Drawing Made Easy.
A neat little book of outlines and instructions, giving the "corners of States" in
suitable blanks, so that Maps can be drawn by unskillful hands from any atlas; with
instructions for written exercises or compositions on geographical subjects, and
Comparative Geography.
Monteith's  Manual  of Map-Drawing  (Allen's System).
The only consistent plan, by which all Maps are drawn on one scale. By its use
much time may be saved, and much interest and accurate knowledge gained.
Monteith's Map-Drawing and Object Lessons.
The last-named treatise, bound with Mr. Monteith's ingenious system for committing outlines to memory by means of pictures of living creatures and familiar
objects.  Thus, South America resembles a dog's head; Cuba, a lizard; Italy, a boot;
Franice, a coffee-pot; Turkey, a turkey, etc., etc.
Monteith's Map-Drawing Scale.
A ruler of wood, graduated to the "Allen fixed unit of measurement."
WALL MAPS.
Monteith's Pictorial Chart of Geography.
The original drawing for this beautiful and instructive chart was greatly admired
in the publisher's "exhibit" at the Centennial Exhibition of 1876.  It is a picture
of the Earth's surface with every natural feature displayed, teaching also physical
geography, and especially the mutations of water.  The uses to which man puts the
earth and its treasures and forces, as Agriculture, Mining, Manufacturing  Commerce, and Transportation are also graphically portrayed so that the young learner
gets a realistic idea of "the world we live in," which weeks of book-study might
fail to convey..
Monteith's School Maps, 8 Numbers.
The "School Series" includes the Hemispheres (2 Maps), United States, North
America, South America, Europe, Asia Africa.-Price, $2.50 each.
Each map is 28 x 34 inches, beautifully colored, has the names all laid down, and
is substantially mounted on canvas with rollers.
Monteith's~Grand Maps, 8 Numbers.
The "Grand Series" includes the Hemispheres (1 Map), United States, South
America. Europe, Asia, Africa, The World on Mercator's Projection. and Physical
Map of the World.-Price, $5.00 each.  Size 42 x 52 inches, names laid down, colored, mounted, &c.
Monteith's Sunday School Maps,
Including a Map of Paul's Travels ($5.00), one 6f Ancient Canaan ($3.00), and
Modern Palestine ($3.00), or Palestine and Canaan together ($5.00).
MONTEITH'S GEOGRAPHIES
Have been adopted, by official authority, for the schools of the following States
and Cities-in most cases for exclusive and uniform use.
CALIFORNIA,      TENNESSEE,       IowA,           ARKANSAS,       NORTH CAROLINA,
MISSOURI,        TEXAS,           LOUISIANA,    FLORIDA,          KANS  S,
ALABAMA,         VERMONT,         OREGON,         MINNESOTA,   MISSISSIPPI.
CITrES.-New York City, Brooklyn, Chicago, New Orleans, Buffalo, Richmond,
Jersey City, Hartford, Worcester, San Francisco, Louisville, Newark, Milwauklee,
Charleston, Rochester, Mobile, Syracuse, Memphis, Salt Lake City, Nashville,
Utica, Wilmington,  Trenton, Norfolk, Norwich, Lockport, Dubuque, Galveston,
Portland, Savannah, Indianapolis, Springfield, Wheeling, Toledo, Bridgeport, St.
Paul, Vicksburg, &c.
15 
Wate.ational Series of Standard SchooZ —ooks.
Monteith & McNally's National Geograpies.
CRITICAL OPINIONS.
From R. A. ADASs, Member of Board of Education, New York.
1 have found, by examination of the Book of Supply of our Board, that consid.
erably the largest number of any series now used in our public schools is the
National, by Monteith and McNally.
From BRo. PATRICK, Chief Provincial of the Vast Educational Society of the
CHIISTIAN BRCTHEFS in the United States.
Having been convinced for some tilae past that the series of Geographies i)
use in our schools were not giving satisfaction, and came far short of meeting
our most reasonable expectations, I have felt it my imperative duty to examine
into this matter, and see if a remedy could not be found.
Copies of the different Geographies published in this country have been placed
at our command for examination. On account of other pressing duties we have
not been able to give as much time to the investigation of all these different series
as we could have desired; yet we have found enough to convince us that there are
many others better than those we are now using; but we cheerfully give our most
decided preference, above all others, to the National Series, by Monteith & McNally.
Their easy gradation, their thoroughly practical and independent character,
their comprehensive completeness as a full and accurate system, the wise discrimination shown in the selection of the subject matter, the beautiful aud copious
illustrations, the neat cut type, the general execution of the works, and other ex,
ce/lences, will commend them to the friends of education everywhere.
Pnm the "HomE  MONTHLY," Nashville, Tenn.
MONTEIrrTH'S AND MCNA~LY'S GEOGRAPrHIES.-Geography is so closely con.
nected with Astronomy, History, Ethnology, and Geology, that it is difficult to
define its limits in the construction of a text-book.  If the author confines himself
strictly to a description of the earth's surface, his book will be dry, meager, and
unintelligible to a child. If, on the other hand, he attempts to give information
on the cognate sciences, he enters a boundless field, and may wander too far. It
seems to us that the authors of the series before us havehit on the happy medium
between too much and too little. The First Lessons, by applying the system of
object-teaching, renders the subject so attractive that a child, just able to read,
mnay become deeply interested in it. The second book of the course enlarges th,t
view, but still keeps to the maps and simple descriptions. Then, in the third
book, we have Geography combined with History and Astronomy. A general
view of tae solar system is presented, so that the pupil may understand the
earth's position on the map of the hlieavens. The first part ofthe fourth book
treats of Physical Geography, and contains a vast amount of knowledge compressed into a small space. It is made bright and attractive by beautiful pictures
and suggestive illustrations, on the principle of object-teaching.  The maps in
the second part of this volume are remarkably clear, and the map exercises are
copious and judicious.  In the fifth and last volume of the series, the whole subJect is reviewed and systematized. This is strictly a Geography. Its maps are
beautifully engraved and clearly printed. The map exercises are full and comprehensive. In all these books the maps, questions and descriptions are given in
the same volume. In most geographies there are too many details and minute
descriptions-more than any child out of purgatory ought to be required to learn.
The power of memory is overstrained; there is confusion-no clearly defined idea
is formed in the child's mind. But in these books, in brief, pointed descriptions,
and constant use of bright, accurate maps, the whole subject is photographed oe
the mind.                             16
e 
She Xational Series of Stalidard SehooZ —ooks.
MATHEMATICS.
DAVIES' NATIONAL COURSE9
ARITHMETIC.
1. Davies' Primary Arithmetic,
2. Davies' Intellectual Arithmetic,
3. Davies' Elements of Written Arithmetic,.
4. Davies' Practical Arithmetic,
Key to Practical Arithmetic,
5. Davies' University Arithmetic,
Key to University Arithmetic,
ALGEBRA.
I. Davies' New Elementary Algebra,
Key to Elementary Algebra,
2. Davies' University Algebra,
Key to University Algebra,
3. Davies' New Bourdon's Algebra,
Key to Bourdon's Algebra,
GEOMETRY.
Elementary Geometry and Trigonometry,
Legendre's Geometry,
Analytical Geometry and Calculus
Descriptive Geometry,
New Calculus,
MENSURATION.
Davies' Practical Mathematics  and Mensuration,
Davies' Elements of Surveying,
Davies' Shades, Shadows,  and Perspective,
MATHEMATICAL SCIENCE.
Davies' Grammar of Arithmetic,
Davies' Outlines of Mathematical Science,
Davies' Nature and Utility of Mathematics,
Davies' Metric System,
Davies & Peck's Dictionary of Mathematics,
Davies'
Davies'
Davies'
Davies'
Davies'
1.
2.
3.
4.
$6.
1.
2.
3.
IL 7 
Xational Series of Standard School-Wooks.
DAVIES' NATIONAL COURSE of MATHEMATICS,
ITS RECORD.
In claiming for this series the first place among American text-books, of what
ever class, the Publishers appeal to the magnificent record which its volumes
have earned during the thirty-five years of Dr. Charles Davies' mathematical
labors. The unremitting exertions of a life-time have placed the modern series oil
the same proud eminence among competitors that each of its predecessors had
successively enjoyed in a course of constantly improved editions, now rounded to
their perfect fruition-for it seems t lm st that this science is susceptible of no
farther demonstration.
During the period alluded to, many authors and editors in this department have
started into public notice, and by borrowing ideas and processes original with Dr.
Davies, have enjoyed a brief l,opularity, but are now almost unknown.  Many of
the series of to-day, built upon a similar basis, and described as "modern books,"
are destined to a similar fate; while the most far-seeing eye will find it difficult to
fix the time, on the basis of any data afforded by their past history, when these
books will cease to increase anti prosper, and fix a still firmer hold on the affection
of every educated American.
One cause of this unparalleled popularity is found in the fact that the enterprise
of the author did not cease with the original completicn of his books.  Always a
practical teacher, he has incorporated in his text-books from time to time the advantages of every improvement in methods of teaching, and every advance in
science. During all the years in which he has been laboring, he constantly submeitted his own theories and those of others to the practical test of the class-room
-approving, rejecting, or modifying them as the experience thus obtained might
suggest. In this way he has been able to produce an almost perfect series of
class-books, in which every department of mathematics has received minute and
exhaustive attention.
Nor has he yet retired from the field. Still in thl  prime of life, and enjoying a
ripe experience which no other living mathematician or teacher can emulate, hls
pen is ever ready to carry on the good work, as the progress of science may demand.  Witness his recent exposition of the "Metric System," which received
the official endorsement of Congress, by its Committee on Uniform Weights and
Measures.
DAvIES' SYSTEM  IS  THE ACKNOWLEDGED  NATIONAL  ST7   DAARD FOR  THE
TTNITED STATES, for the following reasons:  1st. It is the basis of instruction it the great national sc4oals at West Point
and Annapolis.
2d.  It has received the quasi endorsement of the Nation.,l Congress.
3d(. It is exclusively used in the public schools of the N.tional Capital.
4th. The officials of the Government use it as authority in all iases involving
mathematical questions.
5th. Our great soldiers and sailors commanding the national armies and navi( s
Were educated in this system. So have been a majority of eminent scientists in
this country. All these refer to " Davies" as authority.
f6th.  A larger number of American citizens have received thei, education from
this than from any other series.
7th.  The series has a larger circulation throughout the whols country than any
ether. being extensively used in every State in the Union.
18 
,athonaZ Serges o'f 8tadard School —ooks.
Davies' National Course of Mathematics.
TESTIMONIALS.
From L. VAw BOKKELEN, State Superintendent Public Instruction, Maryland.
The series of Arithmetics edited by Prof. Davies. and published by your firm,
lave been used for many years in the schools of several counties, and the city ol
baltimore, and have been approved by teachers and commissioners.
Under the law of 1865, establishing a uniform system of Free Public Schools
these Arithmetics were unanimously adopted by the State Board of Education.
after a careful examination, and are now used in all the Public Schools of Maryland.
These facts evidence the high opinion entertained by the School Authorities of
the value of the series theoretically and practically.
From HORACE WEBSTER,  President of the Co!lege of Nezo York.
The undersigned has examined, with care and thought, several volumes of Davies' Mathematics, and is of the opinion that, as a whole, it is the most complete
and best course for Academic and Collegiate instruction, with which he is ac,
quainted.
From DAvID N. CUP, State Superintendeit of Common Schools, Connecticut.
I have examined Davies' Series of Arithmetics with some care.  The language
is clear and precise; each principle is thoroughly analyzed, and the whole so ar
ranged as to facilitate the work of instruction.  Having observed the satisfaction
and success with which the different books have been used by eminent teachers.
it gives me pleasure to commend them to others.
From J. O. WiLsoN, Chairman Committee on Text- Books, Washington, D. C.
I consider Davies' Arithmetics decidedly superior to any other series, and in
this opinion I am sustained, I believe, by the entire Board of Education and Corps
of Teachers in this city, where they have been used for several years past.
From JOHN L. CAMrBELL, Professor of Nathematics, Wabash College. Indiana.
A proper combination of abstract reasoning and practical illustration is the
chief excellence in Prof. Davies' Mathematical works.  I prefer his Arithmetics,
Algebras, Geometry and Trigonometiy to all others now in use, and cordially re.
commend them to all who desire the advancement of sound learning.
From MAJOR J. H. WmITTLESEY., Ivernment Inspector of Jititary Schools.
Be assured, I regard the works of Prof. Davies, with which I am acquainted, as
by far the best text-books in print on tne subjects which they treat. I shall certainly encourage their adoption wherever a word from me may be of any avail.
From T. McC. BALLANTINE, Prof. /athem6atics Cumberland Coolege, Kentucky.
have long taught Prof. Davies' Course of Mathematics, and I continue to like
bheir working.
From JOHN McLeaw BELL, B. A., Prin. of Lower Canadea College.
I have used Davies' Arithmetical anid iMathematical Series as text2books hi the
schools under my charge for the last six years.  These I have found )f great efficacy in exciting, invigorating, and concentrating the intellectual faculties of the
young.
Each treatise serves as an introduction to the next higher, by the similarity of
its reasonings and methods; and the student is carried forward, by easy and
gradual steps, over the whole field of mathematical inquiry, (nd that, too, in a
shorter time than is usually occupied in mastering a single department. I sincere,.ly and heartily recommend them to the ~ttention of my fellow-teachers in Canada.
From D. W. STEELE, Prin. Phiiekoian Academy, Cold Springs, Texas.
f have used Davies' Arithmetics till I know them nearly by heart. A better
:eries of school-books never were published. I have recommended them until
they are now used in all this region (.f country.
A large mass of similar "Opinions " may be obtained by addressing the pub,
lishers for special circular for Davies' Mathematics.  New recommend-ations ar
pablisbed in current numbers of the Educational Bulletin.
19
w 
Ye Wational Series of Standard $chool —ooks.
MATHEMATICS-Continued.
PECK'S ARITHMETICS.
By the Prof. of Mathematics at Columbia College, New York.
t. Peck's First Lessons in Numbers,
Embracing all that is usually included in what are called Primary and Intellectual Arithmetics; proceeding gradually from object lessons to abstract numbers; developing Addition and Subtraction simultaneously: with other attractive novelties.
2. Peck's Manual of Practical Arithmetic,
An excellent "Brief" course, conveying a sufficient knowledge of Arithmetic
for ordinary business purposes.
It is thoroughly "practical," because the author believes the Theory cannot be
studied with advantage until the pupil has acquired a certain facility in combining numbers, which can only be had by practice.
3. Peck's Complete Arithmetic,
The  whole subject-theory and practice-presented within very moderate
limits.  This author's most remarkable faculty of mathematical treatment is
comprehended in three words: System, Conciseness, Lucidity. The directness
and simplicity of this work cannot be better expressed than in the words of a
correspondent who adopted the book at once, because, as he said, it is "free
from that juggling with numbers" practiced by many authors.
Fror! the" Galaxy," New  York.
In the "Complete Arithmetic" each part of the subject is logically developed.
First are given the necessary definitions; second, the explanations of such signs
(if any) as are used; third, the principles on which the operation depends;
fourth, an exemplification of the manner in which the operation is performed,
which is so conducted that the reason of the rule which is immediately thereafter
deduced is made perfectly plain; after which follow numerous graded examples
and corresponding practical problems. All the parts taken together are arranged
in logical order. The subject is treated as a whole, and not as if made up of
segregated parts. It may seem a simple remark to make that (for example) addition is in principle one and the same everywhere, whether employed upon simple
or compound numbers, fractions, etc., the only difference being in the unit involved; but the number of persons who understand this practically, compared to
the number who have studied arithmetic, is not very great.  The student of the
"Complete Arithmetic" cannot fail to understand it. All the principles of the
science are presented within moderate limits. Superfluity of matter-to supplement defective definitions, to make clear faulty demonstrations and rules ex.
pressed either inaccurately or obscurely, to make provision for a multiplicity of
cases for which no provision is requisite-has been carefully avoided. The
definitions are plain and concise; the principles are stated clearly and accurately;
the demonstrations are full and complete; the rules are perspicuous and comprehensive; the illustrative examples are abundant and well fitted to familiarize the
student with the application of principles to the problems of science and of
every-day life.
1 The Definitions constitute the power of the book. We have never seen
them excelled for clearness and exactness.-Iowa School Journal.
20 
the Vational seres of 8tandard Sehool —Books.
MATHEMATICS-Continued.
PECK'S HIGHER COURSE.
Peck's Manual of Algebra,
Bringing the methods of Bourdon within the range of the Academic Course.
Peck's Manual of Geometry,
By a method purely practical, and unembarrassed by the details which rather
confuse than simplify science.
Peck's Practical Calculus,
Peck's Analytical Geometry,
Peck's Elementary Mechanics,
Peck's Mechanics, with Calculus,
The briefest treatises on these subjects now published. Adopted by the great
Universities; Yale, Harvard, Columbia, Princeton, Cornell, &c.
ARITHMETICAL EXAMPLES.
Reuck's Examples in Denominate Numbers,
Reuck's Examples in Arithmetic,
These volumes differ from the ordinary arithmetic in their peculiarlypractical
character. They are composed mainly of examples, and afford the most severe and
thorough discipline for the mind. While a book which should contain a complete
treatise of theory and practice would be too cumbersome for every-day us, the
insufficiency ofpractical examples has been a source of complaint.
HIGHER MATHEMATICS.
Macnie's Algebraical Equations,
Serving as a complement to the more advanced treatises on Algebra, giving special attention to the analysis and solution of equations with numerical coefficients.
Church's Elements of CaIculus,.
Church's-Analytical Geometry,
Church's Descriptive Geometry, 2 vols.,
These volumes constitute the "West Point Course" in their several departments.
Courtenay's Elements of Calculus,
A standard work of the very highest grade.
Hackley's Trigonometry,
With applications to navigation and surveying, nauti  and practical geometry
and geodesy
21
I 
I 
Ihe VationalZ 8erie of Standard 8chooZ-fooks.
PE NMA N S HI P.
Beers' System of Progressive Penmanship.
Per dozen
This "round hand" system of Penmanship in twelve numbers, com   mends itself by its simplicity and thoroughness. The first four numbers
are primary books. Nos. 5 to X, advanced books for boys. Nos. 8 to 10,
advanced books for girls. Nos. 11 and 12, ornamental penmanship.
These books are printed from steel plates (engraved by McLees), and are
unexcelled in mechanical execution. Large quantities are annually sold.
Beers' Slated Copy Slips, per set
All beginners should practice, for a few weeks, slate exercises, familiar   izing them with the form of the letters, the motions of the hand and arm,
&c., &c. These copy slips, 32 in number, supply all the copies found in a
complete series of writing-books, at a trifling cost.
Payson,Dunton&Scribner'sCopy-B'ks.P.doz.,
The National System of Penmanship, in three distinct series-(1) Com   mnon School Series, comprising the first six numbers; (2) Business Series,
Nos. 8, 11, and 12; (3) Ladies' Series, Nos. 7, 9, and 10).
Fulton & Eastman's Chirographic Charts,
To embellish the school room walls, and furnish class exercise in the
elements of Penmanship.
Payson's Copy-Book Cover, per hundred
Protects every page except the one In use, and furnishes "lines" with proper
slope for the penman, under. Patented.
National Steel Pens, Card with all kinds
Pronounced by competent judges the perfection of American-made pens, and
superior to any foreign article.
SCHOOL  SERIES.                  Index Pen, per gross...  75
School Pen, per gross,..$  60              BUSINESS SERIES.
Academic Pen,  do..   63      Albata Pen, per gross,..  40
Fine Pointed Pen, per gross   7T        Bank Pen,      do..  70
POPULAR  SERIES.                  Empire Pen,  do..  T70
Capitol Pen, per gross,.. 1 00       Commercial pen, per gross.   60
do   do  pr. box of2 doz.  25        Express Pen,         do.   75
Bullion Pen (imit. gold) pr. gr. 75     Falcon Pen,           do.   70
Ladies' Pen               do   63       Elastic Pen,         do.   75
Stimpson's Scientific Steel Pen, per gross  $1 50
One forward and two backward arches, ensuring great strength, well  balanced elasticity, evenness of point, and smoothness o)f execution. One
gross in twelve contains a Scientific Gold Pen.
Stimpson's Ink-Retaining Holder, per doz. 1 50
A  simple apparatus, whic. does  not get out of order, withholds at a
single dip as much ink as the pen would otherwise realize from a dozen
trips to the inkstand, which it supplies with moderate and easy flow.
Stimpson's Gold Pei, $3 00; with Ink Retainer 4 50
Stimpson's Penman's Card, $0 25
One dozen Steel Pens (assorted points) and Patent Ink-retaining Pew
holder.
22 
Yhe X3ationaZ Series of 8Standard 8chool —ooks.
HISTORY.
Monteith's  Youth's  History.
A History of the United States for beginners.  It is arranged upon the catechetical
plan, with illustrative maps and engravings, review questions, dates in parentheses
(that their study may be optional with the younger class of learners), and interesting
Biographical Sketches of all persons who have been prominently identified with the
history of our country.
Willard's United States, School and Universitv Editions.
The plan of this standard work is chronologically exhibited in front of the titlepage; the Maps and Sketches are found useful assistants to the memory, and dates,
usually so difficult to remember, are so systematically arranged as in a great degree
to obviate the difficulty.  Candor, impartiality, and accuracy, are the distinguishing
features of the narrative portion.
Willard's Universal  History.
The most valuable features of the "U nited States" are reproduced in this. The
peculiarities of the work are its great conciseness and the prominence given to the
chronological order of events. The mniargin marks each successive era with great
distinctness, so that the pupil retains not only the event but its time, and thus fixes
the order of history firmly and usefully in his mind, Mrs. Willard's books are constantly revised, and at all times written up to embrace important historical events
of recent date.
Lancaster's English  History,
By the Master of the Stoughton Grammar School, Boston. The most practical of
the "brief books."   Though short, it is not a bare and uninteresting outline, but
contains enough of explanation and detail to make intelligible the cause and effect of
events. Their relations to the history and development of the American people is
made specially prominent.
Willis' Historical Reader,
Being Collier's Great Events of History adapted to American schools. This rare
epitome of general history, remarkable for its charming style and judicious selection
of events on which the destinies of nations have turned, has been skillfully manipulated by Prof. Willis, with as few changes as would bring the United States into its
proper position in the historical perspective.  As reader or text-book it has few
equals and no superiors.
Berard's History of England,
By an authoress well known for the success of her History of the United States
The social life of the English people is felicitously interwoven, as in fact, with the
civil and military transactions of the realm.
Ricord's History of Rome
Possesses the charm of an attractive romance.  The Fables with which this history
abounds are introduced in such a way as not to deceive the inexperienced, while
adding materially to the value of the work as a reliable index to the character and
institutions, as well as the history of the Roman people.
Hanna's Bible History.
The only compendium of Bible narrative which affords a connected and chrono logical view of the important events there recorded, divested of all superfluous detail.
Summary of History; American, French and English.
A well-proportioned outline of leading events, condensing the substance of the
more extensive text-book in common use into a series of statements so brief, that
every word may be committed to memory, and yet so comprehensive that it presents
an accurate though general view of the whole continuous life of nations.
Marsh's Ecclesiastical  History.
Affording the History of the Church in all ages, with accounts of the pagan world
during Biblical periods, and the character, rise and progress of all Religions, as well
as the various sects of the worshipers of Christ.  The work is entirelynon-sectarian,
though strictly catholic.  A separate volume contains carefully prepared QUESTIONS
for class use.
23 
-The JVaional Serges of Standard 8chool-f ooks.
14 ISTORY-Continued.
BARNES' ONE-TERM HISTORY.
A Brief History of the United States,
This is probably the MOST ORIGINAL SCHOOL-BOOK published for many years,
in any department. A few of its claims are the following:
1.  Provity.-The text is complete  for Grammar School or intermediate
classes, in 290 12mo pages, large type. It may readily be completed, if desired, in
one term of study.
2. Comprehensiveness.-Though so brief, this book contains the pith of all
the wearvinig contents of the larger manuals, and a great deal more than the memory usually retains from the latter.
3. Interest has been a prime consideration. Small books have heretofore
been bare, full of dry statistics, unattractive. This one is charmingly written,
replete with anecdote, and brilliant with illustration.
4. Proportion of Ev3t;.-It  is remarkable  for the discrimination with
which the different portions of our history are presented according to their importance. Thus the older works being already large books when the civil war
took place, give it less space than that accorded to the Revolution.
5. ArranqgC.lnt.-In six epochs, entitled respectively, Discovery and Settlement, the Colonies, the Revolution, Growth of States, the Civil War, and Current
Events.
6. Catch Wordz.-Each paragraph is preceded by its leading thought  in
prominent type, sBnding in the student's mind for the whole paragraph.
7. Key NOtS.-Analogous with this is the idea of grouping battles. etc.
about some central event, which relieves the sameness so common in such de.
scriptions, and renders each distinct by some striking peculiarity of its own.
8. Foot NTotes.-These are crowded with interesting matter that is not
strictly a part of history proper. They may be learned or not, at pleasure. They
are certain in any event to be read.
9. Biographies  of all the leading characters are given in full in foot-notes.
10. Mar;.-Elegant and dist;net Maps from engravings on copper-plate, and
beautifully'colored, precede each epoch, and contain all the places named.
11. Questions are at the back of the book, to compel a more independent use
of the text. Both text and questions are so worded that the pupil must give intelligent answers IN HIS OWN WORDs.  "Yes" and' No " will not do.
12. Historical  ecoreations.-These are additional questions to test the stident's knowledge, in review, as: "What trees are celebrated in our history?"
"When did a fog save our army?"  ".What Presidents died in office? ""When
was the Mississippi our western boundary?' i'Who said,' I would rather be
right than President?' " etc.
13. The Illustrations, about seventy in number, are the work of our best
artists and engravers, produced at great expense.   They are vivid and interesting, and mostly upon subjects never before illustrated in a school-book.
14. Dates.-Only the leading dates are given in the text, and these are so
associated as to assist the memory,     but at the head of each page is the date of the
event first mentioned, and at the close of each epoch a summary of events and dates.
15. The Philosophy'of HIistory is studiously exhibited-the causes and
effects of events being distinctly traced and their interconnection shown.
16. Impartiality. - All sectional, partisan, or denominational  views are
avoided.   Facts are stated after a careful comparison of all authorities wilthou
the least prejudice or favor.
17. Index.-A verbal Index at the close of the book perfects it as a work of
reference.
It will be observed that the above are all particulars in which School HIistories
have been signally defective, or altogether wanting.  Many other claims to favor
it shares in common with its predecessors.
24 
She Wational SeHes of Standard School-.ooks.
BARNES' ONE-TERM HISTORY-Continued.
From PROF. WX. F.  ALLN, State Univ. of Wisconsirn.
I think the author of the new "Brief History of the United States" has been very
successful in combining brevity with sufficient fullness and interest. Particularly,
he has avoided the excessive number of names and dates that most histories contain.  Two features that I like very much are the anecdotes at the foot of the page
and the "Historical Recreations" in the Appendix.  The latter, I think, is quite a
new feature, and the other is very well executed.
From S. G. WRIGHT, Assist.-Sipt. Pub. Inst., Kansas.
It is with extreme pleasure we submit our recommendation of the "Brief History
of the United States."  It meets the needs of young and older children, combining
concision with perspicuity, and if "brevity is the soul of wit," this "Brief History" contains not only that well-chosen ingredient, but wisdom sufficient to en.
lighten those students who are wearily longing for a "new departure" from certain
old and uninteresting presentations of fossilized writers. We congratulate a progressive public upon a progressive book.
From HON. NERWTON IBATEAF, Supt. Pub. iist., Illinois.
Barnes' One-Term History of the United States is an exceedingly attractive and
spirited little book. Its claim to several new and valuable features seems well
founded  Under the form of six well-defined Epochs, the History of the United
States is traced tersely, yet pithily, from the earliest times to the present day. A
good map precedes each epoch, whereby the history and geography of the period
may be studied together, as they always should be.  The syllabus of ach paragraph
is made to stand in such bold relief, by the use of large, heavy type, as to h be of
much mnemonic value to the student.  The book is written in a sprightly and
piquant style, the interest never flagging from beginning to end-a rare and difficult
achievement in works of this kind.
From the "Chicaf7o Schoolmaster" (Editorial).
A thorough examination of Barnes' Brief History of the United States brings the
examiner to the conclusion thatt i ii a superior book in almost every respect. The
book is neat in form, and of good material.  The type is clear, large, and distinct.
The facts and dates are correct.  The arrangement of topics is just the thing needed
in a history text-book. By this arrangement the pupil can see at once wheit he is
expected to do. The topics are well selected, embracing the leading ideas or p' incipal events of American history.... The book as a whole is much  kuperior
to any I have examined. So much do I think this, that I have ordered it for my
class,, and shall use it in my school.                 (BGed)    B. W. BAKERx.
A Brief History of France,
By the author of the "Brief United States," with all the attractive features of that
popular work (which see), and new ones of its own.
It is believed that the history of France has never before been presented in such
brief compass, and this is effected without sacrificing one particle of interest.  The
book reads like a romance, and, while drawing the student by an irresistible fascination to his task, impresses the great outlines indelibly upon the memory.
Gilman's First Steps in General History,
A "suggestive outline" of rare compactness.  Each country is treated by itself,
and the United States receive special attention.  Frequent Maps, contemporary
events in Tables, References to Standard Works for fuller details and a minute
Index constitute the "Illustrative Apparatus."  From no other work that we know
of can so succinct a view of the world's history be obtained. Considering the necessary limitation of space, the style is surprisingly vivid, and at times even ornate.
In all respects a charming, though not the less practical, text-book.
Gilman's "Seven  Historic Ages,"
This book is written in the style used by a father talking with his children on the
progress of history. As one Age after another is taken up, the author brings before
the young reader the prominent men and characteristic events by which it is to be
remembered. The object is to stimulate the pupil in school or the child at home to
study history, to think of it as a lively picture of the doings of men, and not as a
dead list of uninteresting dates.
Baker's Brief History of Texas,
- On the plan of "Barnes' Brief Histories," with Constitution of the State, for
schools.
25 
She  Vationat Series of Standard  ehoot —ook s. 
DRAWING.
Chapman's American Drawing Book,
The standard American text-book and authority in all branches of art. A cow
ilation of art principles.  A manual for the amateur, and basis of study for the pro.
essional artist. Adapted for schools and private instruction.
CONTENTS.-"Any One who can Learn to Write can Learn to Draw."-Primary
Instruction in Drawing.-IRudiments of Drawing the Human Head.-Rudiments ill
Drawing the Human Figure.-Rudiments of Drawing.-The Elements of Geometry. Perspective.-Of Studying and Sketching from Nature.-Of Painting.-Etching atnd
Engraving.-Of Modeling.-Of Composition -Advice to the American Art-Student,
The work is of course magnificently illustrated with all the original designs.
Chapman's Elementary Drawing Book,
A Progressive Course of Practical Exercises, or a text-book for the training of the
eye and hand.  It contains the elements from the larger work, and a copy should
be n the hands of every pupil; while a copy of the "American Drawing Book."
named above, should be at hand for reference by the class.
The Little Artist's Portfolio,
25 Drawing Cards (progressive patterns), 25 Blanks, and a fine Artist's Pencil,
all in one neat envelope.
Clark's Elements of Drawing,
A complete course in this graceful art, from the first rudiments of outline to the
dnished sketches of landscape and scenery.
Fowle's Linear and Perspective Drawing,
For the cultivation of the eye and hand, with copious illustrations and direc.
tions for the guidance of the unskilled teacher.
!lonk's Drawing Books-Six Numbers, per set,
Eac;'Wok contains eleven large patterns, with opposing blanks. No. 1. Elemen,
tary Studies. No. 2. Studies of Foliage. No. 8. Landscapes. No. 4. Animals, L
No. 5. Animals, IL. No. 6. Marine Views, etc.
Allen's Map-Drawing,                                             Scale,
This method introduces a new era in Map-Drawing, for the following reasons:'1. Itt is a system.  This is its greatest merit.-2. It is easily understood and taught
-.3. The eye is trained to exact measurement by the use of a scale. —4. By no special effort of the memory, distance and comparative size are fixed in the mind.5 It discards useless construction of lines.- 6. It can be  taught by any teacher, even
though there may have been no previous practice in Map-Drawing.-7. Any pupil
old enough to study Geography can learn by this System, in a short time, to draw
accurate maps.-8. The System is not the result of theory, but comes directly from
the school-room.  It has been thoroughly and successfully tested there, wiith all
grades of pupils.-9. It is economical, as it requires no mapping plates. It gives
he pupil the ability of rapidly drawing accurate maps.
Ripley's Map-Drawing,
Based on the Circle. One of the most efficient aids to the acquirement of a
knowledge of Geography is the practice of map-drawing.  It is useful for the same
reason that the best exercise in orthography is the writing of difficult words.
Sight comes to the aid of hearing, and a double impression is produced upon the
memory. Knowledge becomes less mechanical and more intuitive. The student
who has sketched the outlines of a country, and dotted the important places. is little
likely to forget either.  The impression produced may be compared to that of a
tra-veller who has been over the ground, while more conmprehensive and accurate in
deta'
26
, IK 
Yhe qational Seres of S$antfard Sehool-fooks,
BOOK-KEEPING.
Folsom's Logical Book-keeping,
Folsom's Blanks to Book-keeping,
This treatise embraces the interesting and important discoveries
of Prof. Folsom (of the Albany "Bryant & Stratton College"), the par   tial enunciation of wvhichl in lectures and otherwise has attracted so
much attention in circles interested in commercial education.
After studying business phenomena for many y ears, he has arrived
at the positive laws and principles that underlie the w hole subject of
Accounts; finds that the science is based in Value as a generic term   that value divides into two classes with varied species; that all the
exchanges of values are reducible to nine equations; and that all the
results of all these exchanges are limited to tiurteen in number.
As accounts have been universally taught hitherto, without setting
out from a radical analysis or definition of values, the sciene has
been kept in great obscurity, and been made as difficult to impart as
to acquire.   n the new theory, however, these obstacles are chiefly
removed.  In reading over the first part of it, in which thie governing
laws and principles are discussed, a person with ordinary iitciligence
will obtain a fair conception of the double entry process of accounts.
But when he comres to study thoroughly thes-e laws and principles as
there enunciated, and works out the examples and memoranda which
elucidate the thirteen results of business, the student will neither fail
in readily acquiring the science as it is, no- in becoming able intelli    gently to apply it in the interpretation of business.
Smith & Martin's Book-keeping,
Smith & Martin's Blanks,
This work is by a practical teacher and a practical book-keeper.
It is of a thoroughly popular class, and will be welcomed by every
one who loves to see theory and practice combined in an easy, con    cise, and methodical form.
The Single Entry portion is well adapted to supply a want felt in
nearly all other treatises, which seem to be prepared mainly for the
use of wholesale merchants, leaving retailers, mechanics, farmers,
etc., who transact the greater portion of the business of the country,
without a guide. The work is also commbnded, on this account, for
general use in Young Ladies' Seminaries, where a thorough ground.
mg in the simpler form of accounts will be invaluable to the future
housekeepers of the nation.
The treatise on Double Entry Book-keeping combines all the ad    vantages of the most recent methods, with the utmost simplicity of
application, thus affording the pupil all the advantages of actual ex    perience in the counting-house, and giving a clear comprehension of
the entire subject through a judicious course of mercantile trans    actions.
The shape of the book is such that the transactions can be pre    sented as in actual practice; and the simplified form of Blanks
three in numbcr-adds greatly to the ease experienced in acquiring
the science. 
rhe datio.ttaZ Seres of 8Standart SchooZ-wooks.
NATURAL SCIENCE.
FAMILIAR SCIENCE.
Norton & Porter's First Book of Science,
By eminent Professors of Yale College.  Contains the principles of Natur4
Philosophy, Astronomy, Chemistry, Physiology, and Geology. Arranged on the
Catechetical plan for primary classes and beginners.
Chambers' Treasury of Knowledge,
Progressive lessons upon-first, common things which lie most immediately
~round us, and first attract the attention of the young mind; second, common objects
from the Mineral, Animal, and Vegetable kingdoms, manufactured articles, and
miscellaneous substances; third, a systematic view of Nature under the various
sciences.  May be used as a Reader or Text-book.
NATURAL PHILOSOPHY.
Norton's First Book in Natural Philosophy,
By Prof. NORTON, of Yale College.  Designed for beginners.  Profusely illustrated.
and arranged on the Catechetical plan.
Peck's Ganot's Course of Nat. Philosophy,
The standard text-book of France, Americanized and popularized by Prof. PEcK,
of Columbia College.  The most magnificent system of illustration ever adopted in
an American school-book is here found. For intermediate classes.
Peck's Elements of Mechanics,
A suitable introduction to Bartlett's higher treatises on Mechanical Philosophy,
and adequate in itself for a complete academical course.
Bartlett's  SYNTHETIC, AND  ANALYTIC, Mechanics,
Bartlett's Acoustics and Optics,
A system of Collegiate Philosophy, by Prof. BARTLETT, of West Point Military
Academy.
Steele's 14 Weeks Course in Philos. (see p. 34)
Steele's Philosophical Apparatus,
Adequate to performing the experiments in the ordinary text-books. The articlei
will be sold separated if desired.  See special circular for details.
GEOLOGY.
Page's Elements of Geology,
A volume of Chambers' Educational Course. Practical, simple. and eminently
calculated to make the study interesting.
Emmons' Manual of Geology,
The first Geologist of the country has here produced a work worthy of his repu.
tation.
Steele's 14 Weeks Course (see p.3 4)
Steele's Geological Cabinet,
Containing 125 carefully selected specimens.  In four parts. Sold separately, it
desired. See circular for details.
28
0 
Age.~ationa,  serzes o0/ Stanraard Secool —Dooks.
Peck's Ganot's Popular Physics.
TESTIMONIALS.
From PRoF. ALONZO COLLrS, Cornell College, Iowa.
I *m pleased with it. I have decided to introduce it as a text-booL
From H. F. JOHNson, President Madison College, Sharon, Mas
I am pleased with Peck's Ganot, and think it a magnificent book.
From PROF. EDWARD BROOiS, Pennsylvania State Normal Sec.
So eminent are its merits, that it will be introduced as the text-book upm c 
mentary physics in this institution.
From H. H. LocKWOOD, Professor Natural Philosophy..  Na'al Acadeny.
I am so pleased with it that I will probably add it to a covuse of lectures given t~
the midshipmen of this school on physics.
F-rom GEo. S. MACKIE, P'ofessor Natural -'tory University of Nashville, Tenn.
I have decided on the introduction of Peck's Ganot's Philosophy, as I am satis
fled that it is the best book for the purposes of my pupils that I have seen, con.
bining simplicity of explanationa with elegance of illustration.
From W. S. McRAE,  Superintendent Vevay Public Schools, Indiana.
Having carefully examined a number of text-books on natural philosophy, I do
not hesitate to express my decided opinion in favor of Peck's Ganot. The matter.
style, and illustration eminently adapt the work to the popular wants.
From REv. SAMUEL McKINNeY, D.D., Pres't Austi,'? College, HIuntsville, Texas.
It gives me pleasure to commend it to teachers. I hlave taught some classes with
it as our text, and must say, for simplicity of style and clearness of illustration, I
have found nothing as yet published of equal value to the teacher and pupil.
F'rom C. V. SPEAR, Principal Maplewood Institute, Pittsfield: Mass.
I am much pleased with its ample illustrations by plates, and its clearness and
simplicity of statement. It covers the ground usually gone over by our higher
classes, and contains many fresh illustrations from life or daily occurrences and
new applications of scientific principles to such.
From J. A  BANrFIELD, Superintendent Marshall Public Schools, Michiga,
I have used Peck's Ganot since 1863, and with increasing pleasure and satsa.
tion each term.  I consider it superior to any other work on physics in its a laptation to our high schools and academies. Its illustrations are superb- better
than three times their number of pages of fine print.
From A. SCITTYLER, Prof. of Mathematics in Baldwin University, Berea,  rhio.
After a careful examination of Peck's Ganot's Natural Philosophy, and ar actual
rest of its merits as a text-book, I can heartily recommend it as admirably LAapted
to meet the wants of the grade of students for which it is intended.  Its diagrams
and illustrations are unrivaled. We use it in the Baldwin University.
From D. C. VAN NORMAN, Principal Van Norman Institute, New York.
The Natural Philosophy of M. Ganot. edited by Prof. Peck, is, in my opinion
the best work of its kind, for the use intended, ever published in this country.
Whether regarded in relation to the natural order of the topics, the precision and
cleiarness of its definitions, or the fullness and beauty of its illus'ratfons, it is cei
tainly, I think, an advance.
For many similar testimonials, see current numbers or sh  Natrated E4
aational Bulletin.
29 
',e.ational Series of Standard Sc$ool —Wools.
NATURAL SCIENCE-.Continued.
CHEMISTRY.
Porter's First Book of Chemistry,
sorter's Principles of Chemistry,
The above are widely known as the productions of one of the most eminent scientific men of America. The extreme simplicity in the method of presenting the
science, while exhaustively treated, has excited universal commendation.
Darby's Text-Book of Chemistry,
Purely a Chemistry, divesting the subject of matters comparatively foreign to it
(such as heat, light, electricity, etc.), but usually allowed to engross too much attention in ordinary school-books.
Gregory's Chemistry, (Organic and  Inorganic, each)
The science exhaustively treated. For colleges and medical students.
Steele's Fourteen Weeks Course,
A successful effort to reduce the study to the limits of a single term. (See page 34.)
Steele's Chemical Apparatus,
Adequate to the performance of all the important experiments.
BOTANY.
Thinker's First Lessons in Botany,
For children. The technical terms are largely dispensed with in favor of an easy
and familiar style adapted to the smallest learner.
Wood's Object-Lessons in Botany,
Wood's American Botanist and Florist,
Wood's New Class-Book of Botany,
The standard text-books of the United States in this department. In style they
are simple, popular, and lively; in arrangement, easy and natural; in description,
graphic and strictly exact. The Tables for Analysis are reduced to a perfect system.
More are annually sold than of all others combined.
Wood's Plant Record,
A simple form of Blanks for recording observations in the ield.
Wood's Botanical Apparatus,
A portable Trunk, containing Drying Press, Knife, Trowel, Microscope, and
Tweezers, and a copy of Wood's Plant Record-composing a complete outfit for the
collector.
Willis's Flora of New Jersey,
"Oagalgus Plantarum in Nova OCzarea repertarutm."   This remarkable flora
is of great interest to all botanists, and the Jersey Pines have been termed "the
Mecca to which every young botanist hopes some day to make a pilgrimage." This
work is indispensable to those botanizing on the ground, and is the most useful
book of reference ever published for collectors in all parts of the country. It contains also a Botanical Directory, with addresses of living American botanists.
Young's Familiar Lessons,
Combining simplicity of diction with some degree of technical and scientific
knowledge for intermediate classes. Specially adapted for Texas and the Southwest.
Darby's Southern Botany,
Embracing general Structural and Physiological Botany, with vegetable products,
and descriptions of Southern plants, and a complete Flora of the Southern States.
30 
Te Nationst Series of Stazctdard Sehool? —oolcs.
NATURAL SCIENCE-Continued.
WOOD'S BOTANIES.
+
T ]E S TI? I E 0 N I A L S.
From PBROP. RicHARD OWEN, University of Indiana.
I am well pleased with the evidence of philosophical method exhibited in the
general arrangement, as well as with the clearness of the explanations, the ready
mtelligibility of the analytical tables, and the illustrative aid furnished by the
numerous and excellent wood-cuts. I design using the work as a text-book with
my next class.
From PRan. B. R. ANDERSON, Columbus Union School, Wisconsin.
I have examined several works with a view to recommending some good textbook on Botany, but I lay them all aside for "Wood's Botanist and Florist." The
arrangement of the book is in my opinion excellent, its style fascinating and attractivc, its treatment of the various departments of the science is thorough, and last,
but far from unimportant, I like the topical form of the questions to each chapter.
It seems to embrace the entire science. In fact, I consider it a complete, attractive,
and exhaustive work.
From M. A. MARSHALL, New Haven ITsgh School, Conn.
It has all the excellencies of the well-known Class-Book of Botany by the same
author in a smaller book.  By a judicious system of condensation, the size of the
Flora is reduced one-half, while no species ate omitted, and many new ones are
added.  The descriptions of species are very brief, yet sufficient to identify the
plant, and, when taken in connection with the generic description, form a complete
description of the plant.  The book as a whole will suit the wants of classes better
than anything I have yet seen.  The adoption of the Botanist and Florist would
not require the exclusion of the Class-Book of Botany, as they are so arranged that
both might be used by the same class.
Fromn, Ptor. G. H. PERKINS, University? of Vermont and State Aqricultural Colege.
I can truly say that the more I examine Wood's Class-Book, the better pleased I
am with it. - In its illustrations, especially of particulars not easily observed by the
student, and the clearness and compactness of its statements, as well as in the territory its flora embraces, it appears to me to surpass any other work I know of.
The whole science, so far as it can be taught in a college course, is well presented,
and rendered unusually easy of comprehension.  The mode of analysis is excellent,
avoiding as it does to a great extent those microscopic characters which puzzle the
beginner, and using those that are obvious as far as possible. I regard the work as
a most admirable one, and shall adopt it as a text-book another year.
AGRICULTURE.
Pendleton's Scientific Agriculture,
A text-book for colleges and schools; treats of the following topics: Anatomy
and Physiology of Plants: Agricultural Meteorology; Soils as related to Physics;
Chemistry of the Atmosphere; of Plants; of Soils; Fertilizers and Natural Manures; Animal Nutrition, etc.  By E. M. PENDLETON', M. D., Prof. of Agriculture in
the University of Georgia.
From President A. D. WuITE, Cornell Untiversity.
Dear Sir: I have examined your "Text-book of Agricultural Science," and it
seems to me excellent in view of the purpose it is intended to serve. Many of your
chapters interested me especially, and all parts of the work seem to combine scientific instruction with practical information in proportions dictated by sound common sense.
From President RoBrNsoN, of Brown UTnivrsity.
It is scientific in method as well as in matter, comprehensive in plan, natural and
lo,gical in order, compact and lucid in its statements, and must be useful both as a
text-book in Agricultural colleges, and as a hand-book for intelligent planters and
farmers.                               31
31 
'lte Vational 8eries o0'Stazdcrd School —ooks.
NATURAL SCIENCE-Continued.
PHYSIOLOGY.
Jarvis'  Elements,  Physiology,
Jarvis' Physiology and Laws of Health,
The only books'extant which approach this subject with a proper view of the
true object of teaching Physiology in schools, viz., that scholars may know how to
take care of their own health. In bold contrast with the abstract Anatomies, which
children learn as they would Greek or Latin (and forget as soon), to discipline the
mind, are these text-books, using the science as a secondary consideration, and only
so far as is necessary for the comprehension of the laws of iealth.
Hamilton's Vegetable and Animal Physiology,
The two branches of the science combined in one volume lead the student to a
proper comprehension of the Analogies of Nature.
Steele's Fourteen Weeks Course,
In the popular style, avoiding technical and purely scientific formulas. It contains beautiful and vivid illustrations, some of them colored, and a blackboard
analysis of the skeleton. The sections on diseases and accidents, and their prompt
home treatment, give the book great practical value (see p. 34).
ASTRONOMY.
Willard's School Astronomy,
By means of clear and attractive illustrations, addressing the eye in many cases
by analogies, careful definitions of all necessary technical terms, a careful avoidance
of verbiage and unimportant matter, particular attention to analysis, and a general
adoption of the simplest methods.  Mrs. Willard has made the best and most attractive elementary Astronomy extant.
Mcintyre's Astronomy and the Globes,
A complete treatise for intermediate classes. Highly approved.
'Bartlett's Spherical Astronomy,
The West Point course, for advanced classes, with applications to the current
wants of Navigation, Geography, and Chronology.
Steele's Fourteen Weeks Course,
Reduced to a single term, and better adapted to school use than any work heretofore published. Not written for the information of scientific men, but for the
inspiration of youth, the pages are not burdened with a multitude of figures which
no memory could possibly retain. The whole subject is presented in a clear and
concise form. (See p. 34.)
NATURAL HISTORY.
Carl's Child's Book of Natural History,
Illustrating the Animal, Vegetable, and Mineral Kingdoms, with applicatien to
the Arts. For beginners. Beautifully and copiously illustrated.
ZOOLOGY.
Chambers' Elements of Zoology,
A complete and comprehensive system of Zoology, adapted tor academic instruction, presenting a systematic view of the Animal Kingdom as a portion of external
Nature.
Steele's Fourteen Weeks Course,
Notable for its superb and entertaining illustrations, which include every animal named; blackboard tables of classification and tabular review of the whole
anim'l kingdom; interesting and characteristic facts and anecdotes; directions for
collecting and preserving specimens, etc., etc. (See p. 34.)
32 
,ational 8eries of Standard SehooZ-2ooks.
Jarvis' Physiology and Laws of Health.
TES TIMO  IA LS.
S.x'uSA L B. McLxx, Superinteident Public Schools, Keokuk, Iowa.
I am glad to see a really good text-book on this much neglected branch. This is
tear, concise, accurate, and eminently adapted to the class-room.
Prom WILLIAM F.  WnE S, Principal of Academy, West Cheter, Pennsylvaria.
A thorough examination has satisfied me of its superior claims as a text-book to the
attention of teacher and taught. I shall introduce it at once.
From H. R. SANFORD, Principal of East Geneses Conference Semirary, V. Y.
"' Jarvis' Physiology" is received, and fully met our expectations. We immediately
adopted it.
From ISAAC T. GOODNOW, State Superintendent of Kansas —published in connection
with the "Sch'ool Law."
"Jarvis' Physiology," a common-sense, practical work, with just enough of anatomy to understand tile physiological portions. The last six pages, on Man's Respon
sibility for his own health, are worth the price of the book.
From D. W. STEvENs, Superintendent Public Schools, Fall River, Mass.
I have examined Jarvis' " Physiology and Laws of Health," which you had the
kindness to send to me a short time ago. In my judgment it is far the best work of
the kind within my knowledge.  It has been adopted as a text-book in our public
schools.
From HENRY G. DENNY, Chairman Book Committee, Boston, Mass.
The very excellent "Physiology" of B. Jarvis I had introduced into our High
School, where the study had been temporarily dropped, believing it to be by far the
best work of the kind that had come under my observation; indeed, the reintroduction of the study was delayed for some months, because Dr. Jarvis' book could not be
had, and we were unwilling to take any other.
- From PRor. A. P. PEABODY, D.D., LL.D., Harvard Unlversity.
*  I have been in the habit of examining school-books with great care, and I
hesitate not to say that, of all the text-books on Physiology which have been given to
the public, Dr. Jarvis' deserves the first place on the score of accuracy, thoroughness,
method, simplicity of statement, and constant reference to topics of practical interest
and utility.
From JAMrS N. TowNsED, Superintendent Public Schools, Hudson, N. Y.
Every human being is appointed to take charge of his own body; and of all books
written upon this subject, I know of none which will so well prepare one to do this as
"Jarvis' Physiology "-that is, in so small a compass of matter. It considers the
pure, simple laws of health paramount to) science; and though the work is thoroughly
scientific, it is divested of all cumbrous technicalities, and presents the subject 6f physical life in a manner and style really charming. It is unquestionably the best textbook on physiology I have ever seen. It is giving great satisfaction in the schools ot
this city, where it has been adopted as the standard.
From L. J. SMrFORD, M.D., Prof. Anatomy and llhysiology in Yale College
Books on human physiology, designed for the use of schools, are more generally a
failure perhaps than are school-books oni most other subjects.
The great want in this department is met, we think, in the well-written treatise of
Dr. Jarvis, entitled "Physiology and Laws of Ilealth."  *  * The work is not too
detailed nor too expansive in any department, and is clear and concise in all. It is
not burdened with an excess of anatomical description, nor rendered discursive by
many zoological references. Anatomical statements are made to the extent of quali
fying the student to attend, understandingly, to an exposition of those functional pro
cesses which, collectively, make tip health; thus the laws of health are enunciated,
and many suggestions are given which, if heeded, will tend to its preservation.
1 For further testimony of similar character, see current numbers of the lllus
bated Educational Bulletin.
33 
2'e Vational Series of Standard 8ehool-looks.
NATURAL SCIENCE.
"FOURTEEN WEEKS" IN EACH BRANCH.
By J. DORMAN STEELE, A.M.
14 Weeks Course in Chemistry (New Ed.)
14 Weeks Course in Astronomy
14 Weeks Course in Philosophy
14 Weeks Course in Geology
14 Weeks Course in Physiology
S 4 Weeks Course in Zoology
Steele's 14 Weeks Course in Astronomy
Steele's  14 Weeks  Course  in  Philosophy
Steele's  14 Weeks  Course  in Geology
Steele's  14 Weeks  Course  in  Physiology
Steele's  14  Weeks  Course  in  Zoology
Our Text-Books in these studies are, as a general thing, dull and uninteresting.
They contain from 400 to 600 pages of dry facts and unconnected details. They
aboundin that which the student cannot learn, much less remember. The pepil
commences the study, is confused by the fine print and coarse print, and neither
knowing exactly what to learn nor what to hasten over, is crowded through the
single term generally assigned to each branch, and frequently comes to the <;lose
without a definite and exact idea of a single scientific principle.
Steele's Fourteen Weeks Courses contain only that which every well-informed
person should know, while all that which concerns only the professional scientist
is omitted. The language is clear, simple, and interesting, and the illustrations
bring the subject within the range of home life and daily experience. They give
such of the general principles and the prominent facts as a pupil can make familiar as household words within a single term. The type is large and open; there
is no fine print to annoy; the cuts are copies of genuine experiments or natural
phenomena, and are of fine execution.
In fine, by a system of condensation peculiarly his own, the anthor reduces each
branch to the limits of a single term of study, while sacrificing nothing that is essential, and nothing that is usually retained from the study of the larger manuals
in common use. Thus the student has rare opportunity to economize /4s time, or
rather to employ that which he has to the best advantage.
A notable feature is the author's charming "style," fortified by an enthusiasm
over his subject in which the student will not fail to partake. Believing that
Natural Science is full of fascination, he has moulded it into a form that attracts
yhe attention and kindles the enthusiasm of the pupil.
The recent editions contain the author's "Practical Questions" on a plan never
before attempted in scientific text-books. These are questions as to the nature
and cause of common phenomena, and are not directly answered in the text, the
design being to test and promote an intelligent use of the student's knowledge of
the foregoing principles.
Steele's General Key to his Works. This work is mainly composed of Answers to the Practical Questions and Solu
lions of the Problems in the author's celebrated "Fourteen Weeks Courses" il
the several sciences, with many hints to teachers, minor Tables, &c. Should be
on every teacher's desk.
34
- - 4
Steele's
Steele's
Steele's
Steele's
Steele's
Steele's 
S'he YationaZ Seres of lStandard Sehool-oooks.
Steele's 14 Weeks in each Science,
From L. A. BIrLE, President.  C. College.
I have not been disappointed.  Shall take pleasure in introducing this series.
From J. F. Cox, Prest. Southern Female College, Ga.
I am much pleased with these books, and expect to introduce them.
From J. R. BR_ANiA[, Prin. Brownsville Female College, Tenn.
They are capital little books, and are now in use in our institution.
From W. IH. GOODALE, Professor Readveille Seminary, La.
We are using your 14 Weeks Course, and are much pleased with them.
From W. A. BOLES, Supt. Shelbyville Graded School, Ind.
They are as entertaining as a story book, and much more improving to the mind,
From S. A. SNow, Principal of Iitgl School, Uxbridge, Mass.
Steele's 14 Weeks Courses in the Sciences are a perfect success.
From JOHNi W. DOUGHTY, 2evburg Free Academy, N. Y.
I was ptepared to find Prof. Steele's CouLrse both attractive and instructive. My
highest expectations have been fully realized.
From J. S. BLACKIWELL, Prest. Ghent College, Igy.
Prof. Steele's unexampled success in providing for the wants of academic classes,
has led me to look forward with high anticipations to his forthcoming issue.
From J. F. Coox, Prest. La Grange College, Mo.
I am pleased with the neatness of these books and the delightful diction. I have
been teaching for years, and have never seen a lovelier little volume than the Astronomy.
From M. W. SMITH, Prin. of Jigh School, Morrison, LI.
They seem to me to be admirably adapted to the wants of a public school, containing, as they do, a sufficiently comprehensive arrangement of elementary principles to excite a healthy thirst for a more thorough knowledge of those sciences.
From J. D. BARTLEY, Prin. of High School, Concord, N. H.
They are just such books as I have looked for, viz., those of interesting style,
not cumbersome and filled up with things to be omitted by the pupil, and yet sufficiently full of facts for the purpose of most scholars in these sciences in our high
schools; there is nothing but what a pupil of average ability can thoroughly
master.
From ALONZO NORTON LEWIS, Principal of Parker Academy, Cone.
I consider Steele's Fourteen Weeks Courses in Philosophy, Chemistry, &-c., the
best school-books that have been issued in this country.
As an introduction to the various branches of wl-ich they treat, and especially
for that numerous class of pupils who have not the time for a more extended
course, I consider them invaluable.
Prom EDWARD BROOKS, Prin. State Normal School, M'llersville, Pa.
At the meeting of Normal School Principals, I presented the following resolution, which was unanimously adopted:  "Resolved, That Steele's 14 Weeks
Courses in Natural Philosophy and Astronomy, or an amount equivalent to what
is contained in them, be adopted for use in the State Normal Schools of Pennsylvania." The works themselves will be adopted by at least three of the schools,
and, I presume, by them all.
35
TESTIMONIALS. 
~ational Serges of Standard School-.ooks.
L, ITERATURE.
Gilman's First Steps in English Literature,
The character and plan of this exquisite little text-book may be best understood
from an analysis of its contents:
INTRODUCTION. Chapter I, Historical; II, Definition of Terms; III, Languages
of Europe, with Chart.
PERIOD OF IMMATURE ENGLISEI, with Chart. Chapter IV, Original English; V,
Broken English; VI, Dead English; VII, Reviving English.
PERIOD OF MATURE ENGLISu, with Chart.  Chapter'III, The Italian Influence;
IX, Puritan Influence; X, French Influence; XI, Age of Pope; XII, Age of Johnson; XIII, Age of Poetical Romance; XIV, Age of Prose Romance.
The volume concludes with a Chart of Bible Translations, a Bibliography or
Guide to General Reading, and other aids to the student.
Cleveland's Compendiums,
ENGLISH LITERATURE.                      AMERICAN  LITERATURE.
ENGLISH LITERATURE OF THE XIXTH CENTURY.
In these volumes are gathered the cream of the literature of the English-speaking
people for the school-room and the general readei. Their reputation is national.
More than 125,000 copies have been sold.
Boyd's English Classics,
MILTON'S PARADISE  LOST.                    TrHOMlSON'S SEASONS.
YOUNG'S NIGHT THOUGHTS.                     POLLOK'S COURSE OF TIME.
COWPER'S TASK. TABLE TALK, &C. LORD BACON'S ESSAYS.
This series of annotated editions of great English writers, in prose and poetry,
is designed for critical reading and parsing in schools. Prof. J. R. Boyd proves
himself an editor of high capacity, and the works themselves need no encomium.
As auxiliary to the study of Belles Lettres, etc., these works have no equal.
Pope's Essay on Man,
Pope's Homer's Iliad,
The metrical translation of the great poet of antiquity, and the matchless "Essay
on the Nature and State of Man," by ALEXANrDE.R POPE, afford superior exercise in
literature and parsing.
ST HE TICS.
Huntington's Manual of the Fine Arts,
A view of the rise and progress of Art in different countries, a brief account of
the most eminent masters of Art, and an analysis of the principles of Art. It is
complete in itself, or may precede to advantage the critical work of Lord Kames.
Boyd's Kames' Elements of Criticism,
The best edition of this standard work; without the study of which none may be
considered proficient in the science of the Perceptions. No other study can be pursued with so marked an effect upon the taste and refmnement of the pupil.
3a 
The./~ational Serges of' Standard School-.ooks.
CLEVELAND'S COMPENDIUMS.
TESTIEONIALS
From the New Englander.
This is the very best book of the kind we have ever examined.
Fr'om GEORGE B. EMERSON, Esq., Boston.
The Biographical Sketches are just and discriminating; the selections are admir.
able, and I have adopted the work as a text-book for my first class.
From PROF. MOSES COIT TYLER, of the Fichigan Uniersity.
I have given your book a thorough examination, and am greatly delighted with
it; and shall have great pleasure in directing the attention of my classes to a wore
which affords so admirable a bird's-eye view of recent "English Literature."
From the Saturday Review.
It acquaints the reader with the characteristic method, tone, and quality of all the
chief notabilities of the period, and will give the careful student a better idea of the
recent history of English Literature than nine educated Englishmen in ten possess.
From the Methodist Quarterly Review, New York.
This work is a transcript of the best American mind; a vehicle of the noblest
American spirit. No parent who would introduce his child to a knowledge of our
country's literature, and at the same time indoctrinate his heart in the purest principles, need fear to put this manual in the youthful hand.
From REv. C. PEIRCE, Prin,cipal, West Newton, Mass.
I do not believe the work is to be found from which, within the same limits, so
much interesting and valuable information in regard to English writers and English
literature of every age, can be obtained; and it deserves to find a place in al our
high schools and academies, as well as in every private library.
From the Independent.
The work of selection and compilation-requiring a perfect familiarity with the
whole range of English literature, a judgment clear and impartial, a taste at once
delicate and severe, and a most sensitive regard to purity of thought or feeling-has
been better accomplished in this than in any kindred volume with which we are
acquainted.
POLITICAL ECONOMY.
Champlin's Lessons on Political Economy,
An improvement on previous treatises, being shorter, yet containing everything
essential, with a view of recent questions in finance, etc., which is not elsewhere
found.
From J. L. BOTHWELL, Prin. Public School No. 14, Afbany, V. Y
I have examined Champlin's Political Economy with much pleasure, and shall be
pleased to put it into the hands of my pupils.' In quantity and quality I think it
superior to anything that I have examined.
From PRES. N. E. COBLEIGH, East Tennessee Wesleyan University.
An examination of Champlin's Political Economy has satisfied me that It is the
book I want.  For brevity and compactness, division of the subject, and clear statement, and for appropriateness of treatment, I consider it a better text-book than
any other in the market.
From the Evening Mailt, 5ew  York.
A new interest has been imparted to the science of political economy since we
have been necessitated to raise such vast sums of money for the support of the government. The time, therefore, is favorable for the introduction of works like the
above. This little volume of two hundred pages is intended for beginners, for the
common school and academy.  It is intended as a basis upon which to rear a more
elaborate superstructure. There is nothing in the principles of political economy
above the comprehension of average scholars, when they are,learly set forth. This
seems to have been done by President Champlin in an easy and graceful mauner.
37 
Yhe Wational Series ol' S1tadard Sehool —ooks.
ELOCUTION.
Thwing's Vocal Culture.
A Drill-Book for voice and gesture, by Rev. Prof. Thwing, of Brooklyn Tabernacle
Lay College. Price 50 cts.
Taverner Graham's Reasonable Elocution,
Based upon the belief that true Elocution is the right interpretation of THOUGHIT,
and guiding the student to an intelligent appreciation, instead of a merely laechanical knowledge, of its rules.
Zachos' Analytic Elocution.
All departments of elocution-such as the analysis of the voice and the sentence,
phonology, rhythm, expression, gesture, etc.-are here arranged for instruction in
classes, illustrated by copious examples.
Sherwood's Self Culture.
Self-culture in reading, speaking, and conversation-a very valuable treatise to
those who would perfect themselves in these accomplishments.
SPEAKERS.
Northend's Little Orator-Child's Speaker.
Two little works of the same grade but different selections, containing simple and
attractive pieces for children under twelve years of age.
Northend's Young Declaimer.
Northend's National Orator.
Two volumes of Prose, Poetry, and Dialogue, adapted to intermediate and grammar classes respectively.
Northend's Entertaining Dialogues.
Extracts eminently adapted to cultivate the dramatic faculties, aE well as entertain
an audience.
Swett's Common School Speaker.
Selections from recent literature.
Raymond's Patriotic Speaker,
A superb compilation of modern eloquence and poetry, with original dramatic exercises. Nearly every eminent living orator.is represented, without distinction of
place or party.
COMPOSITION AND RHETORIC.
Brookfield's First Book in Composition,
Making the cultivation of this important art feasible for the smallest child. By a
new method, to induce and stimulate thought.
Boyd's Composition and Rhetoric.
This work furnishes all the aid that is needful or can be desired in the various departments and styles of composition, both in prose and verse.
Day's Art of Rhetoric,
Noted for exactness of definition, clear limitation, and philosophical development
of subject; the large share of attention given to Invention, as a branch of Rhetoric,
and the unequalled analysis of style.
38 
rhe Xational Seres of Standard Scheool —ools.
]IIND AND 1ORALS.
Mahan's Intellectual Philosophy  The subject exhaustively considered. The author has evinced learning, candor,
and independent thinking.
Mfahan's Science of Logic
A profiund analysis of the laws of thought.  The system possesses the merit
being intelligible and self consistent.  Ir addition to the author's carefully elaboratedviews, it embraces results attained by the ablest minds of Great Britain, Germany, and France, in this department.
Boyd's Elements of Logic
A systematic and philosophic condensation of the subject, fortified with additions
from Watts, Abercrombie, Whately, &c.
Watts on the Mlind
The Improvement of the Mind, by Isaac Watts, is designed as a guide for the
attainment of useful knowledge. As a text-book it is unparalleled; and the discipline it affords cannot be too highly esteemed by the educator.
Peabody's Mloral Philosophy
A  short course; by the Professor of Christian Morals, Harvard University-for
the Freshman Class and for High Schools.
Fletcher's Practical Ethics 
A topical analysis of each of the Virtues and Graces, furnishing outlines for the
pupil to illustrate from his own experience or reading.
Alden's. Text-Book of Ethics
For young pupils. To aid in systematizing the ethical teachings of the Bible
and pomt out the coincidences between the instructions of the sacred volume and
the sound conclusions of reason.
Willard's Morals for the Young
Lessons in conversational style to indicate the elements of moral philosophy.
The study is made attractive by narratives and engravings.
GOVERNMENT.
---------— 4-. ~.w- -
Howe's Young Citizen's Catechism
Explaining the duties of District, Town, City, County, State, and  United States
Officers, with rules for parliamentary and commercial business.
Young's Lessons in Civil Government
A  comprehensive view of Government, and abstract of the laws showing the
rights, duties, and responsibilities of citizens.
Mansfield's Political Manual.
This is a complete view of the theory and practice of the General and State Governments, designed as a text-book. The anthor is an esteemed and able professor
of constitutional law, widely known for his sagacious utterances in the public press.
Martin's Civil Government
Emanating from Massachusetts State Normal School. Historical and statistical.
Each chapter summarized by a succinct statement of underlying principles on which
good government is based.
39 
She Xation,al Series of,/andard School —ooks.
MODERN LANGUAGE.
Illustrated  Language  Primers,
FRENCi AND ENGLISH.                        GERMAN AND ENGLISH.
SPANISH AND ENGLISH.
The names of common objects properly illustrated and arranged in easy lessons.
Ledru's French Fables,
Ledru's French Grammar,
Ledru's  French  Reader,
The author's long experience has enabled him to present the most thoroughly
practical text-books extant, in this branch.  The system of pronunciation (by phonetic illustration) is original with this author, and will commend itself to all American teachers, as it enables their pupils to secure an absolutely correct pronunciation
without the assistance of a native master.  This feature is peculiarly valuable also
to "self-taught" students.  The directions for ascertaining the gender of French
nouns-also a great stumbling-block-are peculiar to this work, and will be found
remarkably competent to the end proposed.  The criticism of teachers and the test
of the school-room is invited to this excellent series, with confidence.
Worman's French Echo,
To teach conversational French by actual practice, on an entirely new plan, which
recognizes the importance of the student learning to think in the language which he
speaks.  It furnishes an extensive vocabulary of words and expressions in common
use, and suffices to free the learner from the embarrassments which the peculiarities
of his own tongue are likely to be to him, and to make him thoroughly familiar with
the use of proper idioms.
Worman's German Echo,
On the same plan. See Worman's German Series, page 42.
Pujol's Complete French Class-Book,
Offers, in one volume, methodically arranged, a complete French course-usually
embraced in series of from five to twelve books, including the bulky and expensive
Lexicon. Here are Grammar, Conversation, and choice Literature-selected from
the best French authors. Each branch is thoroughly handled; and the student
having diligently completed the course as prescribed, may consider himself, without
further application, a fait in the most polite and elegant language of modern times.
Pujol's French Grammar, Exercises, Reader,
These volumes contain Part I, Parts II and III, and Part IV of the Complete ClassBook respectively, for the convenience of scholars and teachers.  The Lexicon is
bound with each part.
Maurice-Poitevin's Grammaire  Francaise,
American schools are at last supplied with an American edition of this famous
text-book.  Many of our best institutions have for years been procuring it from
abroad rather than forego the advantages it offers.  The policy of putting students
who have acquired some proficiency from the ordinary text-books, into a Grammar
written in the vernacular, cannot be too highly commended.  It affords an opportunity for finish and review at once; while embodying abundant practice of its own
rules.
Joynes' French Pronunciation,
Willard's Historia de los Estados  Unidos,
The History of the United States, translated by Professors TOLON and DE TOPNOS,
will be found a valuable, instructive, and entertaining reading-book for Spanish
classes.
40 
Y'e.ati/onaO Yerzes or standard Sehool- 2ooks.
Pujol0s Complete French Class-Book.
TESTIMONIALS.
Fo   PROFr. ELIAS PEISSNER, Un$On College.
I take great pleasure in recommending Pujol and Van Norman's French Class
Book, as there is no French grammar or class-book which can be compared with
It in completeness, system, clearness, and general utility.
Fieom EDWARD NORTH, President of Hamilton Cosiege.
I have carefilly examined Pujol and Van Norman's French Class-Book, and am
satisfied of its superiority, for college purposes, over any other heretofore used.
,We shall Prt fail to use it with our next (lass in French.
Frm  A. CURTIS, Preset of Cincinnati Literary and Scientific Institute.
I am confident that it may be made an instrument in conveying to the student,
In fr)m six months to a year, the art of speaking and writing the French with
almost native fluency and propriety.
From HIRAm  ORCUTT, A. M., Pn. t(tenwood and Titden Ladies' Seminaries.
I have used Pujol's French Grammar in my two seminaries, exclusively, for
mnore than a year, and have no hesitation in saying that I regard it the best textbook in this department extant.  And my opinion is confirmed by the testimony
of Prof. F. De Launay and Mademoiselle Marindin.  They assure me that the
book is eminently accurate and practical, as tested in the school-roonm.
From PROF. THEO. F. DE FUxAT, Hebrew Educationag Institute, Memphis, Tenn.
M. Pujol's French Grammar is one of the best and most practical works. The
]rench language is chosen and elegant in style-modern and easy. It is far superior to the other French class-books in this country. The selection of the conversational part is very good, and will interest pupils; and being all completed in
only one volume, it is especially desirable to have it introduced m our schools.
From PRoF. o.AmEs HI. WORMAN, Bordentown Femate College, N..
The work is upon the same plan as the text-books for the study of French and
English published in Berlin, for the study of those who have not the aid of a
teacher, and these books are considered, by the first authorities, the best books.
In most of our institutions, Americans teach the modern languages, and heretofore the trouble has been to give them a text-book that would dispose of the
difficulties of the French pronunciation.  This difficulty is successfully removed
by P. and Van N., and I have every reason to believe it will soon make its way
into most of our best schools.
From PROF. CUARLES S. DOD, Ann Smith Academy, Lexington, Va.
I cannot do better than to recommend's Pujol and Van Norman." For compre.
hensive and systematic arrangement, progressive and thorough development of
all grammatical principles and idioms, with a due admixture of theoretical knowledge and practical exercise, Iregard it as superior to any (other) book of the kind.
From A. A. FORSTER, Prin. Pinehurst School, Toronto, C. W.
I have great satisfaction in bearing testimony to M. Pujol's System of French
Instruction, as given in his complete class-book. For clearness and comprehensiveness, adapted for all classes of pupils, I have found it superior to any other
work of the kind, and have now used it for some years in my establishment with
great success.
rom  PRlOF. OTTO FEDDER, Maplewood institute, Pittsfield, Mas&.
The conversational exercises will prove an immense saving of the hardest kind
et labor to teachers. There is scarcely any thing more trying in the way of
teaching language, than to rack your brain for short and easily intelligible bits
of conversation. and to repeat them time and again with no better result than
extorting at long intervals a doubting "oui," or a hesitating' non, monsieur"
For further testimony of a similar character, see, peciaJ  ircular, are
current numbers of the Educational Bulletin. 
7he Wational Series of Standard SecooI-fooks.
GERMAN.
A COMPLETE COURSE IN THE GERMAN.
By JAMES H. WORMAN, A.M.
Worman's Elementary German Grammar
Worman's Complete German Grammar
These volumes are designed for intermediate and advanced classes respectively.
Though following the same general method with "Otto" (that of' Gaspey').
our author differs essentially in its application. He is more practical, more systematic, more accurate, and besides introduces a number of invaluable features
which lave never before been combined in a German grammar.
Among other things, it may be claimed for Prof. Worman that he has been
the first to introduce in an American text-book for learning German, a systeni
of analogy and comparison with other languages. Our best teachers are also
enthusiastic abouthis methods of inculcating the art of speaking, of understanding
the spoken language, of correct pronunciation; the sensible and convenient origihal classification of nouns (in four declensions), and of irregular verbs, also deserves much praise. We also note the use of heavy type to indicate etymological
changes in the paradigms. and, in the exercises, the parts which specially illustrate
preceding rules.
Worman's Elementary German Reader
Worman's Collegiate German Reader
The finest and most judicious compilation of classical and standard German
Literature. These works embrace, progressively arranged, selections from the
masterpieces of Goethe, Schiller, Korner, Seume, Uhland, Freiigrath, Heine,
Schlegel, Holty, Lenau, Wieland, Herder, Lessing, Kant, Fichte, Schelling, Winkelmann, Humboldt, Ranke, Raumer, Menzel, Gervinus, &c., and contains complete Goethe's "Iphigenie," Schiller's "Jungfrau;" also, for instruction in modern conversational German, Benedix's " Eigensinn."
There are besides, Biographical Sketches of each author contributing, Notes,
explanatory and philological (after the text), Grammatical References to all leadIng grammars, as well as the editor's own, and an adequate Vocabulary.
Worman's German Echo
Consists of exercises in colloquial style entirely in the German, with an adequate vocabulary, not only of words but of idioms. The object of the system developed in this work (and its companion volume in the French) is to break up the
laborious and tedious habit of translasting the thoughts, which is the student's
most effectual bar to fluent conversation, and to lead him to think in the language
On which he speaks.  As the exercises illustrate scenes in actual life, a considerable knowledge of the manners and customs of the German people is alwo  acquired
from the use of this manual.
Worman's German Copy-Books, 3 Numbers,
On the same plan as the most approved systems for English penmanship, with
Drogrcssive copies.
42
4 - - I 
-he Wational Series of Standard School-oooks.
Worman's German Grammars.
TIXSTIXONIALS.
From Prof. R. W. JONES, Petersburg Female College, Vat.
From what f have seen of the work it is almost certain I shall introduce it into
this institution.
From Prof. G. CAMPBELL, IUniversity of Minnesota.
A valuable addition to our school-books, anad will find many friends, and do great
good.
From Prof O. H  P. CORPREW, Xary Military lnst, AMd.
I am better pleased with them than any I have ever taught. I have already ordered
through our booksellers.
From Prof. R. S. KENDALL,  ertlon Academy, Conn.
I at once put the Elementary Grammar into the hands of a class of beginners, and
have used it with great satisfaction.
From Prof. D. E. hIOL'.ES, Berlis Academy, Wis.
Worman's German works are superior. I shall use them hereafter in my German
classes.
From Prof. MAGNUS BUCIIIIOLTZ, Iliram  College, Ohio.
I have examined the Complete Grammar, and find it excellent.  You may rely that
it will be used here.
From Prin. TIos. W. TOBEY, Padcxcah Female  Seminary, Ky.
The Complete German Grammar is worthy of an extensive circulation.  It is adirably adapted to the class-room.  I shall use it.
From Prof. ALEX. R0SENSPITZ, Houston Academy, Tecar.
Bearer will take and pay for 8 dozen copies. Mr. Worman deserves the approbation
and esteem of the teacher and the thanks of the student.
From Prof. G. MALMENE, Augusta Seminary, Mfaise.
The Complete Grammar cannot fail to give great satisfaction by the simplicity
of its arrangement, and by its completeness.
From Prin. OVAL PIRKEY, Christian UTniversity, Mo.
Just such a series as is positively necessary.  I do hope the author will succeed as
well in the French, &c., as he has in the German.
From Prof. S. D. HILLMAN,  ilckinson Cooe, a.
The class have lately commenced, and my examination thus far warrants me in saying that I regard it as the best grammar for instruction in the German.
From Prin. SILAS LIVERMORE, Bloomfield Seminary, Mo.
I have found a classically and scientifically educated Prussian gentleman whom I
propose to make German instructor. I have shown him both your German grammars.
He has expressed his approbation of them generally.
From Prof. Z. TEST, iowland Scb.ool for Young Ladies, V. Y
I shall introduce the books. From a cursory examination I have no hesitation in
pronouncing the Comnplete Grammar  a decided improsvement on the text-books at
present in use in this country.
From Prof. LEwiS KISTLER, Northwestern University, Il.
IHaving looked through the Complete Grammar with some care I must say that you
have produced ae good book; you may be awarded with this gratification-that your
grammar promotes the facility of learning the German language, and of becoming
acquainted with its rich literature.
From Pre8. J. P. Rous, Stockwell Collegiate Inet., Ind.
I supplied a class with the Elementary Grammar, and it gives complete satsfac-,
tion. The conversational and reading exercises are well calculated to illustrate the
principles, and lead the student on an easy yet thorough course  I think the Com
plete Grammar equally attractive.
43 
.ationag Series of 8taidard School-fooks.
THE CLASSICS.
LA T IN.
Silber's Latin Course,
The book contains an Epitome of Latin Grammar, followed by Reading Exercises,
with explanatory Notes and copious References to the leading Latin Grammars, and
4lso to the Epitome which precedes the work. Then follow a Latin-English Vocabulary and Exercises in Latin Prose Composition, being thus complete in itself, and a
very suitable work to put in the hands of one about to study the language.
Searing's Virgil's Rneid,
It contains only the first six books of the Eneid. 2. A very carefully constructed
Dictionary. 3. Sufficiently copious Notes. 4. Grammatical references to four leading Grammars. 5. Numerous Illustrations of the highest order, 6. A superb Map
of the Mediterranean and adjacent countries 7.    Dr. S. H. Taylor's "Questions on
the tneid."  8. A Metrical Index, and an Essay on the Poetical Style.  9. A photographic fac simile of a, early Latin M.S.  10. The text according to Jahn, but paragraphed according to Ladewig. 11. Superior mechanical execution.
" Have examined it with great pleasure and can safely say it is the best edition
of Virgil with which I am  acquainted."-PROF. LEsLIE WAGGENER,  Bet?tl College, Ky.
"Am  very much pleased.  In following points think it surpasses: instructive
illustrations, pointed and sensible notes where they are convenient to use, and a
vocabulary that gives the derivatiom of Latin words."-PRIN. E. L. RICHIARDSON,
Addison Union School, lN. Y.
"A fine specimen of art, and edited in a masterly manner."-SUPT. W. C. ROTE,
Lawrence -Public Schools, Kansas.
"Of Searing's Virgil I cannot speak in too high terms. While as a text-book
it contains as many excellences as any I have ever seen, the fineness of the paper
and the beauty of typographyand exceeding neatness make it an ornament for the
centre-table."-PmN. E. C. SPALDING, Nuada Academy, N. Y.
Forfurther testimonials, seepage 45.
Blair's Latin Pronunciation,
An inquiry into the proper sounds of the Language during the Classical Period.
By Prof. Blair, of Hampden Sidney College, Va.
GREEK.
Crosby's Greek Grammar,,
Crosby's Xenophon's Anabasis,,
MYTHOLOGY.
Dwight's Grecian and Roman Mythology.
School edition,                            University edition,
A knowledge of the fables of antiquity, thus presented in a systematic form, is as
indispensable to the student of general literature as to him who would peruse intelligently the classical authors.  The mythological allusions so frequent in literature Aesadily understood with suclh a Key as this.
i    
44 
The Vational Series of Sta,zdard Sehool-.fooks.
SEARING'S VIRGIL.
SPECIMEN FRAGMENTS OF LETTERS.
"'I adopt it gladly."-PRN. V. DABNEY, Loudoun School, Va.
" I like Searing's Virgil."-PROF. BRISTOL, Ripon College, Wis.
"Meets my desires very thoroughly."-PROF. CLARK, Berea College, Ohio.
"Suplrior to any other edition of Virgil."-PRES. HALL, Macon College, Mo.
" Shall adopt it at once."-PRIN. B. P. BAKER, Searcy Female Institute. Ark.
"Your Virgil is a beauty."-PRop. W. H. DE MOTTE, Illinois Female College.
"After use, I regard it the best."-PRrN. G. H. BARTON, -Rome Academy, N. Y.
" We like it better every day."-PRIN. R. K. BUEIRLE, Allentown Academy, Pa.
"I am delighted with your Virgil."-PRiN. W. T. LEONARD, Pierce Academy, Mass
" Stands well the test of class-room."-PRrN. F. A. CHASE, Lyons Col. Inst., Iowa.
" I do not see how it can be improved."-PRIN. N. F. D. BROWNE, Charl. Hall, Md.
"The most complete that I have seen."-PRIN. A. BROWN, Colnmbus ilHigh School,
Ohio.
"Our Professor of Language very highly approves."-SuPT. J. G. JAMES, Texas
ilitary Institute.
"It responds to a want long felt by teachers.  It is beautiful and complete."PROF. BROOKs, University of Minnesota.
"The ideal edition. We want a few more classics of the same sort."-PRIN. C. F.
P. BANCROFT, Lookout Mountain Institute, Tenn.
" I certainly have never seen an edition so complete with important requisites for
a student, nor with such fine text and general mechanical execution."-PRES. J. R.
PARK, University of IDeseret, Utah.
"It is charming both in its design and execution. And, on the whole, I think it
5s the best thing of the kind that I have seen."-PRop. J. DE F. RICHARDS, Pres.
pro tem. of University of Alabama.
"In beauty of execution. in judicious notes, and in an adequate vocabulary, it
merits all praise. I shall recommend its introduction."-PRFs. J. K. PATTERSON,
Kentucky Agricultztral and Mechanical College.
"Containing a good vocabulary and judicious notes, it will enable the industrious
student to acquire an accurate knowledge of the most interesting part of Virgil's
works."-PRoF. J. T. DUNKLI, East Alabama College.
"It wants no element of completeness.  It is by far the best classical text-book
with which I am acquainted. The notes are just right. They help the student
when he most needs help."-PRIN. C. A. BUNKER, Caledonia Grammar School, Bt.
"I have examined Searing's Virgil with interest, and find that it more nearly
meets the wants of students than that of any other edition with which I am acquainted.  I am able to introduce it to some extent at once."-PRIN. J. EASTER,
East Genesee Conference Seminary.
"I have been wishing to get a sight of it, and it exceeds my expectations. It is
a beautiful book in every respect, and bears evidence of careful and critical study.
The engravings add instruction as well as interest to the work.  I shall recommend
it to my classes."-PRIN. CRAS. H. CHANDLER, Glenwood Ladies' Seminary.
"A. S. Barnes & Co. have published an edition of the first six books of Virgil's
Eneid, which is superior to its predecessors in several respects. The publishers
have done a good service to the cause of classical education, and the book deserves
a large circulation."-PRom. GEORGE W. COLLORD, Brooklyn Pclytechnic, N. Y.
"My attention was called to Searing's Virgil by the fact of its containing a voc
bulary which would obviate the necessity of procuring a lexicon. But use in the
class-room has impressed me most favorably with the accuracy and just proportion
of its notes, and the general excellence of its grammatical suggestions.  The general character of the book in its paper, its typography, and its engravings is highly
commendable, and the fac-simile manuscript is a valuable feature.  I take great
pleasure in commending the book to all who do not wish a complete edition of
V,vgiL  It uitse our short school courses admirably."-Hli-;RY L. EBoiTWooD, Master
q Princeton High Sa, -.a
45 
-Te.ational Series o 8Standard School —ooks.
RE CO R D S.
Cole's Self-Reporting Class-Book,
For saving the Teacher's labor in averaging. At each opening are a full set of
Tables showing any scholar's standing at a glance and entirely obviating the neces.
sity of computation.
Tracy's School-Record,                               Pocket edition,
For keeping a simple but exact record of Attendance, Deportment, and Scholar_
ship. The larger edition contains also a Calendar an extensive list of Topics for
Compositions and Colloquies, Themes for Short Lectures, Suggestions to Young
Teachers, etc.
Brooks' Teacher's Register,
Presents at one view a record of Attendance, Recitations, and Deportment for the
whole term.
Carter's Record and Roll-Book,
This is the most complete and convenient Record offered to the public. Besides
the usual spaces for General Scholarship, Deportment, Attendance, etc., for each
name and day, there is a space in red lines enclosing six minor spaces in blue for
recording Recitations.
Nationial School Diary,
A little book of blank forms for weekly report of the standing of each scholar,
from teacher to parent. A great convenience.
REWARDS.
National School Currency,
A little box containing certificates in the form of Money. The most entertaining
and stimulating system of school rewards.. The scholar is paid for his merits and
fined for his shortcomings.  Of course the most faithful are the most successful in
business.  In this way the use and value of money and the method of keeping
accounts are also taught. One box of Currency will supply a school of fifty pupils.
T A a T I C S.
_
The Boy Soldier,
Complete Infantry Tactics for Schools, wvtb iius'ranil's, "e the use of those who
would introduce this pleasing relaxation from the confinmg duties of the desk.
46 
5/ee Vational Series of Standard Steiool-Vook's.
C H A R T S.
McKenzie's Elocutionary Chart,
Baade's Reading Case,
This remarkable piece of school-room furniture is a receptacle containing a numb
Uer of primary cards.  By an arrangement of slides on the front, one sentence at a
Lime is shown to the class. Twenty-eight thousand transpositlons may be made,
affording a variety of progressive exercises which no other piece of apparatus
offers. One of its best features is, that it is so exceedingly simple as not to get out
of order, whale it may be operated with one finger.
Marcy's Eureka Tablet,
A new system for the Alphabet, by which it may be taught without fail in nine
lessons.
Scofield's School Tablets,
On Five Cards, exhibiting Ten Surfaces.  These Tablets teach Orthography,
Reading, Object-Lessons, Color, Form, etc.
Watson's Phonetic Tablets,
Four Cards, and Eight Surfaces; teaching Pronunciation ad Elocution phoneticguy,y-for class exercises.
Page's Normal Chart,
The whole science of Elementary Sounds tabulated. By the author of Page's
Theory and Practice of Teaching.
Clark's Grammatical Chart,
Exhibits the whole Science of Language in one comprehensive diagram.
Davies' Mathematical Chart,
Mathematics made simple to the eye.
Monteith's Reference Maps, Schoolseries,    Granlseres,
Eight Numbers.  Mounted on Rollers.  Names all laid Qown in small type, so
that to t:le pupil at a short distance they are Outline Maps. while they serve as
their own key to the teacher.
Willard's Chronographers,
Ilistorical. Four Numbers.  Ancient Chronographei,; English ('hronographer;
American Chronographer; Temple of Time (generai).  Dates a,ld Fvents repre.
sented to the eye.
APPARAT U S.
Harrington's Geometrical Bloo?3.
These patented blocks are hinged, so that each *':m can  e tasected.
Harrington's Fractional Blocks,
Steele's Chemical Apparatus,
Steele's Philosophical Apparatus, (see p.28)
Steele's Geological Cabinet, (see p.28)
Wood's Botanical Apparatus, (see p.30)
Bock's Physiological Apparatus,
47
4. 
She J'ational Series of Standard ScAool-.ooks.
MUSIC.
The National School Singer,
Bright, new music for the day school embracing Song Lessons, Exercise Songs,
Songs of Study, Order, Promptness and Obedience, of Industry and Nature, Patriotic and Temperance Songs, Opening and Closing Songs; in fact, everything niieeded
in the school-room. By an eminent Musician and Composer.
Jepson's Music Readers. 3 vols.
These are not books from which children simply learn songs, parrot-like, but
teach the subject progressively-the scholar learning to read music by methods similar to those employed in teaching him to read printed language. Any teacher,
however ignorant of music, provided he can, upon trial, simply sound the scale, may
teach it without assistance, and will end by being a good singer himself. The "Elementary Music Reader," or first volume, fully develops the system. The two companion volumes carry the same method into the higher grades, but their use is not
essential.
The First Reader is also published in three parts, at 30 cents each, for those who
prefer them in that form.
Bartley's School Hymn and Tune Book.
A selection of appropriate Hymns, of an unsectarian character, carefully classified
and set to popular and "singable"  Tunes, for opening and closing exercises.  The
National, Anniversary, and Parting Hymns form a valuable feature.
Nash & Bristow's Cantara,
The first volume is a complete musical text-book for schools of every grade.  No. 2
is a choice selection of Solos and Part Songs. The authors are Directors of Music
in the public schools of New York City, in which these books are the standard of
instruction.
The  Polytechnic
Collection of Part Songs for High and Normal Schools and Clubs. This work contains a quantity of exceedingly valuable material, heretofore accessible only in sheet
form or scattered in inumerous and costly works.  The collection of " College Songs"
is a very attractive feature.
Curtis' Little Singer,-School Vocalist,
Kingsley's School-Room Choir,-Young Ladies' Harp,
Hager's Echo (A Cantata).
DEVOTION.
Brooks' School Manual of Devotion,
This volume contains daily devotional exercises, consisting of a hymn, selections
of Scripture for alternate reading by teacher and pupils, and a prayer.  Its value for
opening and closing school is apparent.
Brooks' School Harmonist,
Contains appropriate tuoes for each hymn in the "Manual of Devotion" described
above.
48
. 0 - 
S BARNES & CO.,S CAT LOGUE.
DEPARTMENT OF GENERAL LITERATURE.
PRICES INCLUDING POSTAGE.
THE TEACHERS' LIBRARY.
Object Lessons-Welch,                    --                                   $1 oo
This is a complete exposition of the popular modemrn system of" object-teaching," for teachers of primary classes.
Theory and Practice of Teaching-Page,   -    -    I 50
This volume has, without doubt, been read by two hundred thousand teachers,
and its popularity remains undiminished-large editions being exhausted yearly.
It was the pioneer, as it is now the patriarch, of professional works for teachers.
The Graded School-Wells, - |! 25
The proper way to organize graded schools is here illustrated. The author has
availed himself of the best elements of the several systems prevalent in Boston, New
York, Philadelphia, Cincinnati, St. Louis, and other cities.
The  Normal-Holbrook,                   -       -      -       -      -        1 5o
Carries a working school on its visit to teachers. showing the most approved
methods of teaching all the common branches, including the technicalities, explanations, demonstrations, and definitions introductory and peculiar to each branch.
School Management-Holbrook,  -    -    -    -                                  I 50
Treating of the Teacher's Qualifications:  How to overcome Difficulties in Self
and Others; Organization; Discipline; Methods of inciting Diligence and Order;
Strategy in Management; Object Teaching.
The  Teachers'  Institute-Fowle,    -                   -      -       -       1 25
This is a volume of suggestions inspired by the author's experience at institutes
in the instruction of young teachers.  Athousandpointsofinteresttothisclass are
most satisfactorily dealt with.
Schools and Schoolmasters-Dickens,                             -        -    -    I 25
Appropriate selections from the writings of the great novelist.
The  Metric  System-Davies,                     -      -       -      -        1 50
Considered with reference to its general introduction, and embracing the views
of John Quincy Adams and Sir John Herschel.
The Student; The Educator-Phelps,  -    - each,    I 50
The  Discipline  of  Life-Phelps,    -                             -  -        1 75
The authoress of these works is one of the most distinguished writers on edl cation; and they cannot fail to prove a valuable addition to the School and Teachers'
Libraries, being in a high degree both interesting and instructive.
A  Scientific  Basis  of Education   Hecker,                   -      -       2  50
Adaptation of study and classification by temperaments.
49 
'he *ationaZ  earchers' Library.
Teachers' Hand-Book - Phelps                                                 $1 50
By WM. F. PHELPS, Principal of Minnesota State Normal SchooL Embracing
the objects, history, organization and management of Teachers' Institutes, followed
by Methods of Teaching, in detail, for all the fundamental branches.  Every young
teacher, every practical teacher, every experienced teacher even, needs this book.
From the New York Tribune.
"The discipline of the school should prepare the child for the discipline of life.
The country schoolmaster, accordingly, holds a position of vital interest to the des tiny of the republic, and should negleXt no means for the wise and efficient discharge
of his significant functions. This is the key-note of the present excellent volume.
In view of the supreme importance of the teacher's calling, Mr. Phelps has presented
an elaborate system of instruction in the elements of learning, with a complete detail of methods and processes, illustrated with an abundance of practical examples
and enforced by judicious counsels, which may serve as an aid to the teacher in the
performance of his arduous duties and in the attainment of the highest excellence
mn his profession.  The author's directions may not always be accepted without
challenge by experienced instructors, who, however, are encouraged to think for
themselves; but they are always suggestive, and cannot fail to be of signal value
to those who are just entering upon their profession and beginning to comprehend
its difficulties, as well as to discover its secrets."
American Education-Mansfield   -    -    -    -    1 50
A treatise on the principles and elements of education. as practised in this
country, with ideas towards distinctive republican and Christian education.
American  Institutions-De  Tocqueville   -                      -      -       |  50
A valuable index to the genius of our Government.
Universal Education -   Mayhew                   -      -      -       -       I 75
The subject is approached with the clear, keen perception of one who has observed its necessity, and realized its feasibility and expediency alike. The redeeming and elevating power of improved common schools constitutes the inspiration of
the volume.
Higher Christian Education - Dwight    -    -    -    | 50
A treatise on the principles and spirit, the modes, directions and results of all
true teaching; showing thet right education should appeal to every element of enthusiasm in the teacher's nature.
Oral  Training Lessons- Barnard                  -      -       -I 00oo
The object of this very useful work is to furnish material for instructors to
impart orally to their classes in bran ehes not usually taught in common schools,
embracing all departments of Natural Science and much general knowledge.
Lectures on Natural History-Chadbourne                            -    -    75
Affording many themes for oral instruction in this interesting science-especially
in schools where it is not pursued as a class exercise.
Outlines of Mathematical  Science                  Davies    -         -       I oo00
A manual suggesting the best methods of presenting mathematical instruction
on the part of the teacher, with that 5Y,mprehensive view of the whole which is necessary to the intelligent treatment of a part, in science.
Nature and Utility of Mathematics- Davies   -    -                             I 50
An elaborate and lucid exposition of the principles which lie at the foundation
of pure mathematics, witb a  higily ingenious application of their results to the development of the essential idea of the different branches of the science.
Mathematical Dictionary-Davies and Peck  -    -    5 00oo
This cyclopaedia of mathematical science defines, with completeness, precision
and accuracy, every technical term; thus constituting a popular treatise on each
branch, and a general view of the whole subject.
50 
The Wational Teachers' Library.
Liberal Education of Women-Orton * * *$1 50
Treats of'" the demand and the method;" being a compilation of the best and
most advanced thought on this subject, bythe leading writers and educators in
England and America   Edited by a Professor in Vassar College.
Education Abroad-Northrop...... *1 50
A thorough discussion of the advantages and disadvantages of sending American
children to Europe to be educated; also, Papers on Legal Prevention of Illiteracy,
Study and Health, Labor as an Educator, and other kindred subjects.  By the Hon.
Secretary of Education for Connecticut.
The Teacher and the Parent-Northend.. *1 50
A treatise upon common-school education, designed to lead teachers to view their
calling in its true light, and to stimulate them to fidelity.
The Teachers' Assistant-Northend.... *1 50
A natural continuation of the author's previous work, more directly calculated for
daily use in the administration of school discipline and instruction.
School Government-Jewell..........*1 50
Full of advanced ideas on the subject which its title indicates. The criticisms
upon current theories of punishment and schemes of administration have excited
general attention and comment.
Grammatical Diagrams-Jewell  i * *    * ~                                        1 00
The diagram system of teaching grammar explained, defended, and improved.
The curious in literature, the searcher for truth, those interested in new inventions,
as well as the disciples of Prof. Clark, who would see their favorite theory fairly
treated, all want this bock.  There are many who would like to be made familiar
with this system before risking its use in a class. The opportunity is here afforded.
The Complete Examiner-Stone.........* 1 25
Consists of a series of questions on every English branch of school and academic
instruction, with reference to a given page or article of leading text-books where
the answer may he found in full.'Prepared to aid teachers in securing  certificates,
pupils in preparing for promotion, and teachers in selecting review questions.
School Amusements-Root...........  *1 50
To assist teachers in making the school interesting, with hints upon the management of the school-room. Rules for military and gymnastic exercises are included.
Illustrated by diagrams.
Institute  Lectures-Bates......... *1  50
These lectures, originally delivered before institutes, are based upon various
topics in the departments of mental and moral culture.  The volume is calculated
0o prepare the will, awaken the inquiry, and stimulate the thought of the zealous
teacher.
M[ethod of Teachers' Institutes-Bates                                              *75
Sets forth the best method of conducting institutes, with a detailed account of the
object, organization, plan of instruction, and true theory of education on which
such instruction should be based.
History and Progress of Education... *1 50
The systems o(f education prevailing in all nations and ases, the gradual advance
to the pri s,liit time, and the bearing of the past upon the present in this regard, are
worthy of the careful investigation of all concerned in education.
51 
.ational School Zibrary.
THE SCHOOL LIBRARY.
The two elements of instruction and entertainment were never more happily combined than in this collection of standard books. Children and adults alike will here
find ample food for the mind, of the sort that is easily digested, while not degenerating to the level of modern romance.
LIBRARY OF LITERATURE.
Milton's Paradise Lost. Boyd's Illustrated Ed., $1 60
Young's Night Thoughts.....   do...                                           1 60
Cowper's Task, Table Talk, &c.. do..  1 60
Thomson's Seasons.......    do...                1 60
Pollok's Course of Time.....    do...                                         1 60
These works, models of the best and purest literature, are beautifully illustrated,
and notes explain all doubtful meanings.
Lord Bacon's Essays (Boyd's Edition)...  1 60
Another grand English classic, affording the highest example of purity in lan guage and style.
The Iliad of Homer.  Translated by PoPE...    80
Those who are unable to read this greatest of ancient writers in the original,
should not fail to avail themselves of this metrical version.
Compendium of Eng. Literature-CleVeland, 2 25
English Literature of XlXth Century  do.    2 25
Compendium of American Literature  do.    2 25
Nearly one hundred and fifty thousand volumes of Prof. CLEVELAND'S inimitablh
compendiums have been sold.  Taken together they present a complete view of
literature.  To the man who can afford but a few books these will supply the place
of an extensive library. From commendations of the very highest authorities the
following extracts will give some idea of thd enthusiasm with which the works are
regarded by scholars:
With the Bible and your volumes one might leave libraries without very painfiul
regret.-The work cannotbe found from which, in the same limits so much inlteres ting and valuable information may be obtained. - Good  taste, fine scholarship,
familiar acquaintance with literature, unwearied industry, tact acquired by practice
an interest in the culture of the young, and regard for truth, purity, philanthropv
and religion are united in Mr. Cleveland.-A judgment clear and impartial. a taste
at once delicate and severe.-The biographies are just and discriminating.-An
admirable bird's-eye view.-Acquaints the reader with the characteristic method,
tolie, and quality of each writer. —Succinct, carefully written, and wonderfully cornprehensive in detail, etc., etc.
Milton's Poetical Works-CLEVELAND... 2 25
This is the very best edition of the great Poet.  It includes a life of the author
notes, dissertations on each poem, a faiultless text, and is the only edition of Milton
with a-complete verbal Index.
52 
,/ational School Libragy.
LIBRARY OF HISTORY.
Seven  Historic Ages-Gilman,                     -       -      -      -           oo
Or, Talks about Kings, Queens, and Barbarians. These delightful sketches of
notable events stir the imagination of the young reader, and give him a taste for further historical reading. Illustrated.
Outlines of General  History-Gilman,                     -      -       -      I  25
The number of facts which the author has compressed into these outline sketches
is really surprising; the chapters on the Middle Ages and Feudalism afford striking
examples of his power of succinct but comprehensive statement.  In his choice of
representative periods and events in the histories of Nations he shows very sound
judgment, and his characterization of conspicuous historical figures is accurate and
impartial.
Great  Events of History-Collier,                -       -      -       -       I  50
This celebrated work edited for American readers by Prof. O. R. Willis, gives, in
a series of pictures, a pleasantly readable and easily remembered view of the Christian era. Each chapter is headed by its central point of interest to afford association
for the mind.  Delineations of life and manners at different periods are interwoven.
A geographical appendix of great value is added.
History of England-Lancaster,                    -      -       -      -       I  50
An arrangement of the essential facts of English History in the briefest manner
consistent with clearness. With a fine Map.
History of Liberty-Aiken,                 -.-     I  0o
Explaining the growth of the a fair consummate flower" of freedom in America
as the result of centuries of trial and experieuce in the Old World.
Critical  History of the Civil War-Mahan,                       -       -      3  oo
. logical analysis of campaigns and battles, and the causes of victory and defeat.
By Dr. Asa tahan, first President of Oberlin College.  Dr. Mahan never forgets that
history is " philosophy teaching by examples," and his work should be a text-book
for American youth.
History of Europe-Alison,                 -                                    2  50
A reliable and standard work, which covers with clear, connected, and complete
narrative the eventful occurrences of the years A.D. 1789 to 1815,, being mainly a
history of the career of Napoleon Bonaparte.
History of Rome —Ricord,                  -                                    I  75
An entertaining narrative for the young.  Illustrated.  Embracing successively,
The Kings; The Republic; The Empire.
Ecclesiastical  History-Marsh,  -                -       -      -       -       2  0O
A history of the Church in all ages, with a comprehensive review of all forms of
religion from the creation of the world. No pther source affords, in the same com pass, the information here conveyed.
History of the Ancient  Hebrews-Mills,                   -      -       -      I  75
The record of " God's people" from the call of Abraham to the destruction of
Jerusalem; gathered from sources sacred and profane.
The Mexican War-Mansfield,                       -    -    -    -    I 50
A history of its origin, and a detailed account of its victories with official de spatches, the treaty of peace, and valuable tables.  Illustrated.
Early History of Michigan-Sheldon,                       -              - -     2  50
A work of value and deep interest to the people of the West. Compiled under
the supervision of Hon. Lewis Cass. Portraits.
History of'Texas-Baker,                  -                              -       I 25
A pithy and interesting resume.  Copiously illustrated.  The State constitution
-and extracts from the speeches and writings of eminent Texans are appended.
53 
JVational -Z7storical L ibrary.
NEW LIBRARY OF HISTORY.
Barnes'  Centenary  History,    -              -      -       -      -   *$6  oo
"One Hundred  Years of American Independence."   This superbly illustrated
work, by the author of "Barnes' Brief Histories" (for schools), is appropriately
issued in the "centennial year" (1876).  An extended Introduction brings down
the history from the earliest times.  The leading idea is to make American History
popular for the masses, and especially with the young. The style is therefore
life-like and vivid, carrying the reader along by the sweep of the story as in a novel,
so that when he begins an account of an important event he cannot very well lay
down the book until he finishes.
O Sold only y  subscription.
Lamb's History of New York City.
One of the most important works ever issued. It opens with a b-ief outline of the
condition of the old world prior to the settlement of the new, and proceeds to give
a careful analysis of the two great Dutch Commercial Corporations to which New
York owes its origin. It sketches the rise and growth of the little colony on Manhattan Island; describes the Indian Wars with which it was afflicted; gives color
and life to its Dutch rulers; paints its subjugation by the English, its after vicissitudes, the Revolution of 1689; in short, it leads the reader through one continuous
chain of events down to the American Revolution.  Then, gathering up the threads,
the author gives an artistic and comprehensive account of the progress of the City,
in extent, education, culture, literature, art, and political and commercial importance, during the last century. Prominent persons are introduced in all the different periods, with choice bits of family history, and glimpses of social life. The
work contains maps of the City in the different decades, and several rare portraits
from original paintings, which have never before been engraved.  The illustrations,
about 20 in number,are all of an interesting and highly artistic character.
The work is now being published, by subscription only, in about 30 parts, at 50
cents each.
Carrirvgton's Battles of the  Revolution,    -                -      -      $6  oo
A careful description and analysis of every engagement of the War for Independence, with topographical charts prepared from personal surveys by the author, a
veteran officer of the U. S. Army, and Professor of Military Science in Wabash
College.
Baker's Texas  Scrap-Book,              -      -                           $5  oo
Comprising the History, Biography, Literature, and Miscellany of Texas and its
people.  A valuable collection of material, anecdotical and statistical which is not
to be found in any other form. The work is handsomely illustrated. (Sheep, $6.00.)
LIBRARY  OF REFERENCE.
Home  Cyclopedia  of  Literature  and  Fine  Arts,                     -     $3  oo
A complete index to all terms employed in belles lettres, philosophy, theology,
law, mythology, painting, music, sculpture, architecture, and all kindred arts.
The Rhyming Dictionary Walker,                          -    -    -    I 25
A serviceable manual to composers, being a complete index of allowable rhymes.
She  Topical  Lexicon-Williams,    -                    -      -       -          75
The useful terms of the English language classified by subjects and arranged according to their affinities of meaning. with etymologies, definitions, and illustrations. A very entertaining and instructive work.
Mathematical  Dictionary-Davies  and  Peck,   -                        -       $ oo
A thorough compendium of the science, with illustrations and definitions.
54 
Wational Miographieal Zibrary.
LIBRARY OF BIOGRAPHY.
Autobiography  of  President  Finney,                  -      -      -    $2 oO
The "Memoirs of Rev. Charles G. Finney, written by himself," with Portrait on
steel. The work presents the experience, labors, and thoughts of the eminent
Evangelist, Preacher, and Teacher. It gives the history of the great revivals in
which he labored, and also his work in connection with Oberlin College.
The book is full of personal incidents illustrating the power of the Gospel upon
the hearts and lives of men, and of practical suggestions for the promotion of revivals. It is also rich in its exhibition of personal religious experience, and of the
nature and the efficacy of prayer.
Life of P. P. Bliss-Whittle,  Moody  &  Sankey,-                      -       2 OO
The memorials of the lamented singer and evangelist which have here been gathered by the hands of loving friends will commend themselves to a great multitude
of interested readers.  Ten thousand copies of the book were sold within thirty
days after publication. It contains steel-p]ate engravings of the Bliss family, and a
number of new songs with music not before published.
Life of Dr. Sam Johnson-Boswell,                          -    -    -    2 25
This work has been before the public for seventy years, with increasing approbation.  Boswell is known as "the prince of biographers."
Henry  Clay's  Life and  Speeches-Mallory.   2 vols.,                   4  50
This great American statesman commands the admiration, and his character and
deeds solicit the study of every patriot.
Life and  Services  of General  Scott-Mansfield,                    -      I  75
The hero of the Mexican war, who was for many years the most prominent figure
in American military circles, should not be forgotten in the whirl of more recent
events than those by which he signalized himself. Illustrated.
Garibaldi's Autobiography,    -                                                -        I 50
The Italian patriot's record of his own life, translated and edited by his friend and
admirer. A thrilling narrative of a romantic career. With portrait.
Lives  of the  Signers-Dwight,.                 -      -      -  50
The memory of the noble men who declared our country free at the peril of their
own "lives, fortunes, and sacred honor," should be embalmed in every American's
heart.
Life of Sir Joshua Reynolds-Cunningham,  -    -    I 50
A candid, truthful, and appreciative memoir of the great painter, with a compilation
of his discourses. The volume is a text-book for artists, as well as thosewho would
acquire the rudiments of art. With a portrait.
Prison  Life,   -                                                                      75
Interesting biographies of celebrated prisoners and martyrs, designed especially
for the instruction and cultivation of youth.
55 
Xt/onal SciDool  Library.
LIBRARY OF TRAVEL.
Life in the Sandwich Islands-Cheever..$1 50
The " heart of the Pacific, as it was and is," shows most vividly the
contrast between the depth of degradation and barbarism, and the light
and liberty of civilization, so rapidly realized in these islands under the
humanizing influence of the Christian religion.  Illustrated.
The Republic of Liberia-Stockwell... 1 25
This volume treats of the geography, climate, soil, and productions
of this interesting country  -n the coast of Africa, with a History of
its early settlement.  Our colored citizens especially, from whom the
founders of the new  State went forth, should read Mr. Stockwell's
account of it.  It is so arrang,ed as to be available for a School Reader
and in colored schools is peculiarly appropriate as an instrument of
education for the young.  Liberia is likely to bear an important part
in the future of their race.
Ancient Monasteries of the East-Curzon. 1 50
The exploration of these ancient seats of learning has thrown much
light upon the researches of the historian, the philologist, and  the theo   logian, as well as the general student of antiquity. Illustrated.
Discoveries in Babylon & Nineveh-Layard 1 75
Valuable alike for the infiorostion imparted with regard to these most
interesting ruins, and the pleasant adventures  and observations of  the
author il regions that to most men seem like Fairyland.  Illustrated.
A Run Through Europe-Benedict,.   *  2 OO
A work replete with instruction and interest-an admirable guide-book.
St. Petersburgh-Jermann..........1 O
Americans are less familiar with the history and social customs of the
Russian people than those of any other modern civilized nation. Oppor   tunities such as this book affords are not, therefore, to be neglected.
The Polar Regions-Osborn.......  25
A thrilling and intensely interesting narrative of one of the famous ex   peditions in search of Sir John Franklin-unsuccessful in its main object,
but adding many facts to the repertoire of science.
rhirteen Months in the Confederate Army   75
The author, a northern man conscripted into the Confederate service,
and rising from the ranks by soldierly conduct to positions of responsi   bility. had remarkable opportunities for the acquisition of facts respect   ing the conduct of the Southern armies, and the policy and deeds of their
leaders.   He participated in many engagenients, and his book is one of
the miost exciting narratives of adventure ever published. Mr. Steven.n takes no ground as a partizan, but views the whole subject as with the
eye of a neutral-only interested in suDserving the ends of history by tho
contrilbution of impartial facts.  Illustrated.
56 
.Wational SchooZ Z;ibrary.
RELIGIOUS LIBRARY.
Abbott's Commentaries-MATTHEW AND MARK, $2 50
With Notes, Comments, Maps, and Illustrations; also, an Introduction to the
study of the New Testament, a condensed Life of Christ, and a Tabular Harmony of
the Gospels. Trade edition, $2.50; subscription edition, royal 8vo, $3.50.
ACTS OF THE APOSTLES, $1 75
With Notes, etc., as above; also, an Introduction to its study, a Gazetteer,
Chronological Table, etc.
Ray Palmer's Poetical Works,.......                                        4 00
An exquisite edition of the complete hymns and other poetical writings of the
most eminent of American sacred poets-author of "My faith looks up to Thee."
Dale on the Atonement,.........2 00
The theory and fact of Christ's atonement profoundly considered.
The Service of Song-Stacy......                                            1 50
A treatise on Singing, in public and private devotion. Its history., office, and
importance considered.
True Success in Life-Palmer...........1 50
Earnest words for the young who are just about to meet the responsibilities and
temptations of mature life.
Remember Me"- Palmer.........                                                1 50
Preparation for the Holy Communion.
Chrysostom, or the Mouth of Gold-Johnson 1 00
An entertaining dramatic sketch, by Rev. Edwin Johnson, illustrating the life
and times of St. Chrysostom.
The Memorial Pulpit-Robinson. 2 vols., each 1 50
A series of wide-awake sermons by the popular pastor of the Memorial Presby
terian Church, New York.
Responsive Worship-Budington......                                                  60
An argument in favor of alternate Scripture reading by Pastor and Congregation.
Lady Willoughby..............                      00o
The diary of a wife and mother.  An historical romance of the seventeenth century. At once beautiful and pathetic, entertaining and instructive.
Favorite Hymns Restored-Gage.....*   1 25
Most of the standard hymns have undergone modification or abridgment by com.
pilers, but this volume contains them exactly as written by the authors.
Poets' Gifl of Consolation..........   1 50o
A beautiful selection of poems referring to the death of children.
The Mosaic Account of Creation..... **                                          1 50
The Miracle of To-day; or New Witnesses of the Oneness of Genesis and Science.
With Essays on the Cause and Epoch of the present Inclination of the Earth's Axis,
and on Cosmology.  By Charles B. Warring.
57 
vational School Library.
VALUABLE LIBRARY BOOKS.
Principles and Acts of the Revolution, *. 3 00
Compiled from " Niles's Register."  Being "a collection of Speeches, Orations,
and Proceedings, with Sketches and Remarks on Men and Things." This work has
long been standard, though for many years out of print, and the eager demand for
its republication i~lduces publiublishers to offer this new edition.
American Institutions-De Tocqueville. * 1 50
Democracy in America-De Tocqueville * * 2 50
The views of this distinguished foreigner on the genius of our political institutions are of unquestionable value, as proceeding from a standpoint whence we seldom have an opportunity to hear.
Constitutions of the United States.... 2 25
Contains the Constitution of the General Government, and of the several State
Governments, the Declaration of Independence, and other important documents
relating to American history. Indispensable as a work of reference.
Public Economy of the United States. ~. 2 25
A full discussion of the relations of the United States with other nations, especially the feasibility of a free-trade policy.
Grecian and Roman Mythology-Dwight * 3 00
The presentation, in a systematic form, of the Fables of Antiquity, affords most
entertaining reading and is valuable to all as an index to the mythological allusions
so frequent in literature, as well as to students of the classics who would peruse intelligently the classical authors. Illustrated.
General View of the Fine Arts-Huntington 1 75
The preparation of this work was suggested by the interested inquiries of a
group of young people concerning the productions and styles of the great masters
of art, whose names only were familiar. This statement is sufficient index of its
character.
The Poets of Connecticut-Everest.... 1 75
With the biographical sketches, this volume forms a complete history of the
poetical literature of the State.
The Son of a Genius-Hofland......                                                 75
A juvenile classic which never wears out, and finds many interested readers in
every generation of youth.
Sunny Hours of Childhood.......   
Interesting and moral stories for children.
Morals for the Young-Willard.....   75
A series of moral stories, by one of the most experienced of American educators.
Illustrated.
Improvement of the Mind-Isaac Watts                    -    50
classical standard. No young person should grow up without having p'-u,'
kt~~~~~~5
58
75 
Curcei M3usic, etc.
PUBLIC WORSHIP.
Songs for the Sanctuary,.........                                         $2 25
By REV. S.C. ROBINSON.  1344 Hymns, with Tunes.  The most successful modern
hymn and tune book, for congregations and choirs.  More than 200,000 copies have
been sold.   Separate editions for Presbyterian, Congregational, and Baptist
Churches.  Editions without Tunes, $1.75; in large type, $2.50. Abridged edition
(" Songs for Christian Worship "), 859 Hymns, with Tunes, $1.50. Chapel edition,
607 Hymns, with Tunes, $1.40.
Psalms and Hymns and Spiritual Songs,. 2 25
Also by Dr. ROBINsON.  Differs from "Songs for the Sanctuary' in having all the
ymns set to music, for pure congregational singing. 1294 Psalms and Hymns, with
Tunes.  Cheap edition, $1.75; edition without Tunes, 75 cents.
Baptist Praise Book,...........2 50
By REV. DRS. FULLER, LEVY, PHELPS, FISH, ARXITAGE, WINKLER, EVARTS, LORIRE: and MANLY, and J. P. HoLBROOK, Esq.  1311 Hymns, with Tunes.  Edition
without Tunes, $1.75. Chapel edition, 550 Hymns, with Tunes, $1.25.
Plymouth Collection,...........2 o00
,Congregational.)  By REv. HENRY WARD BEECRER.  1374 Hymns, with Tunes.
Separate edition for Baptist Churches. Editions without Tunes, $1.25 and $1.75.
Hymns of the Church,...........   2 25
(Undenominational.) By REv. DRs. THOMPSON, VERMRILYE, and EDDY. 1007
Hymns, with Tunes. The use of this book is required in all congregations of the
Reformed Church in America.  Edition without Tunes, $1.75.  Chapel edition
(" Hymns of Prayer and Praise "), 320 Hymns, with Tunes, 75 cts.
Episcopal Common Praise,...........                                        25 2
The Service- set to appropriate Music, with Tunes for all the Hymns in the Book
of Common Prayer.
Hymnal, with Tunes,..........                                    1 25
(Episcopal.)  By HALL & WHITELEY.  The new Hymnal, set to Music. Edition
with Chants, $1.50.  Edition of Hymns only ("Companion " Hymnal), 60 cts.
Metrical Tune Book.  ByPH ILIPPHRIPS......    1 00
Quartet and Chorus Choir.  By J. P. EoLBROOK.. 2 50
Containing Music for the Unadapted Hymns in Songs for the Sanctuary.
Pilgrim   Melodies.   By J, E. SWEETSEPR......   1  25
Christian  Melodies.  ByGEO. B. CHEEVER.  HymnsandTunes.  1  00
Mount  Zion  Collection. ByT.E.PERKINS.  fortheChoir.  1  25
Selah.  By TROS. HASTINGS.  For the Choir.*...........             1  25
Public Worship  (Partly Responsive)....   1 00
Containing complete services (not Episcopal) for five Sabbaths; for use in schools,
public institutions, summer resorts, churches without a settled pastor; in short,
wherever Christians desire t,) worship-no clergyman being present.
The Union Prayer Book,.....               2 50
A Manual for Public and Private Worship. With those features which are ob.
jectionablc to other denominations of Christians than Episcopal eliminated or
modified.  Contains a Service for Sunday Schools and Family Prayers.
The Psalter,..........    16mo, 60 cts.; 8vo,  90
Selections from the Psalms, for responsive reading.
59
I 
./aionl Scehool Library.
IMPORTANT LIBRARY BOOKS.
Student's Common-Place Book-Fox,                                            $4 50
The result of over thirty years effective reading by a clergyman and teacher, forming a Cyclopedia of Illustration and Fact.  Interleaved for Additions by the owner;
thus combining a printed Manual of Literature with the Blanks of an Index Rerum.
Its double value will make it the favorite book of the library.
Biographical  and  Critical  Essays-Atlas Series,-                   -       I  50o
Choice articles from the International Review on Macaulay, Ticknor, Ernst Curtius, Hamerton, Longfellow, Bryant, Poe, Chas. Tennyson,'Freeman, Sumner, John
Stuart Mil.  By Edward A. Freeman, and other eminent writers.
Formation of Religious  Opinions-Palmer,                      -      -       I  25
Hints for the benefit of young people who have found themselves disturbed by inward questionings or doubts concerning the Christian faith.
Outlines of English  Literature-Gilman,  -                    -       -      I  o00
Gives, within the compass of two hundred pages, a suggestive outline sketch of
the history of English Literature, grouping authors in accordance with the development of the language and literature.
PERIODICALS.
The  International  Review,               -                                    $5  oo
As its title indicates, presents " the ripest and best thought of the age" in all
countries.  Its contributors are the leading thinkers and writers of both Continents.
Published bimonthly, $5.00 per year. Bound volumes for 1874 and succeeding years.
each, $6.00.
Magazine  of American  History,                   -      -       -              5  oo
For the collection and preservation of all material relating to our country.  Edited
by John Austin Stevens, Librarian of the New York Historical Society.  Monthly,
$5.00 per year.
60 
SchoOl Furnzlure.
FURNITURE.
(SUPPLIED BY TIE NATIONAL SCHOOL FURNITURE CO.)
PEARD'S PATENT FOLDING DESK AND SETTEE,
This great improvement for the school-room has come already into such astonish
ing demand as to tax the utmost resources of the company's two factories to supply it.  By a simple movement the desk-lid is folded away over the back of the
settee attached in front, making a false back, and at once converting the schoolroom into a lecture or assembly-room.  When the seat also is folded, the whole
occupies oity te inches of space, leaving room for gymnastic exercises, marching,
etc., or for the janitor to clean the room effectively.
NATIONAL STUDY DESK AND SETTEE.
When not in use for writing, the desk-lid slides back vertically into a chamber,
leaving in front an "easel," with clamps upon which the -student places his book
and studies in an erect posture.  As a foiding-desk this offers many of the same
advantages as the "Peard."
THE GEM' DESK AND SETTEE.
Fixed top and folding seat.  This is the neatest pattern of the Standard Schoos
Desk, and the strongest m use.
THE ECONOMIC DESK AND SETTEE.
This is the cheapest good desk, with stationary lid and folding seat.
All descriptions o
HIGH SCHOOL DESKS,
TEACHERS' DESKS,
BLACKBOARDS,
CHAIRS, 
Also,
TAYLOR='S PATENT
CLASS AND LECTURE CHAIR.
The difficulty of reconciling furniture appropriate for the Lecture-room or
Church with that convenient for the Sunday-school is an old one.  This article
effectually remedies it. It consists simply of a plan by which chairs of a somewhat
peculiar shape are connected with a coupling.  The rows of chairs thus adjusted
may at pleasure and with ease be spread out straight in one line, forming pews or
bencaes;  or they maybe bent in an instant into a semi-circular form to accomodate classes of any size to receive instruction from teachers seated in their midst.
For further particulars, consult catalogues of the National School Furniture Co.
and the Taylor Patent Chair Co., which may be obtained of A. S. Barnes & Go.
61
SCHOOL SETTEES,
CHURCH SETTEES,
PEW ENDS,
LECTERNS, Etc. 
The Peabody Correspondence.
NEW YORK, April 29,1867.
To THE BOARD OF TRUSTEES OF THE PEABODY EDUCATIONAL FUND:
GENTLElMEN-Having been for many years intimately connected with the educational interests of the South, we are desirous of expressing our appreciation of the
noble charity which you represent.   The Peabody Fund, to encourage and aid
common schools in these war-desolated States, cannot fail of accomplishing a great
and good work, the beneficent results of which, as they will be exhibited in the
future. not only of the stricken population of the South, but of the nation at large,
seem almost incalculable.
It is probable that the use of meritorious text-books will prove a most effective
agency toward the thorough accomplishment of Mr. Peabody's benevolent design.
As we publish many which are considered such, we have selected from our list
some of the most valuable, and ask the privilege of placing them in your hands for
gratuitous distribution in connection with the fund of which you have charge,
among the teachers and in the schools of the destitute South.
Observing that the training of teachers (through the agency of Normal Schools
ai'd otherwise) is to be a prominent feature of your undertaking, we offer you for
this purpose 5,000 volumes of the "Teacher's Library "-a series of professional
works designed for the efficient self-education of those who are in their turn to
teach others-as follows:500 Page's Theory and Practice ofTeach- 250 Bates' Method of Teachers' Institutes
I'.                              250 De Tocqueville's American Instit'ns.
500 Welchfs Manual of Object-Lessons.  250 Dwight's Higher Christian Educat'n.
500 Davies' Outlines  of Mathematical 250,History of Education.
Science.                         250 Mansfield on American Education.
250 Holbrook's  Normal   Methods  of 250 Mayhew on Universal Education.
Teaching.                        250 Northend's Teacher's Assistant.
250 Wells on Graded Schools.             250 Northend's Teacher and Parent.
250 Jewell on School Government.         250 Root on School Amusement.
250 Fowle's Teachers' Institute.         250 Stone's Teachers' Examiner.
In addition to these we also ask that you will accept 25,000 volumes of school
books for intermediate classes, embracing5,000 The National Second Reader.        5,000 Beers' Penmanship.
5,000 Davies' Written Arithmetic.         500 First Book of Science.
5,000 Monteith's Second Book in Geog-  500 Jarvis' Physiology and Health.
raphy.                             500 Peck's Ganot's Natural Philosophy.
-3,000 Monteith's United States History.    500 Smith & Martin's Book-keeping.
Should your Board consent to undertake the distribution of these volumes, we
shall hold ourselves in readiness to pack and ship the same in such quantities and
to such points as you may designate.
We further propose that, should you find it advisable to use a greater quantity of
our publications in the prosecution of your plans, we will donate, for the benefit
of this cause, twenty-five per cent. of the usual wholesale price of the books needed.
Hoping that our request will meet with your approval, and that we may have
the pleasure of contributing in this way to wants with which we deeply sympathize, we are, gentlemen, very respectfully yours,       A. S. BARNES &CO.
BOsTON, May 7, 1867.
MESSRS. A. S. BARNES & CO., PUBLISHERS, NEW YORK:
GENTLEMEN-Your communication of the 29th ult., addressed to the Trustees of
the Peabody Education Fund, has been handed to me by our general agent, the
Rev. Dr. Sears.  I shall take the greatest pleasure in laying it before the board at
their earliest meeting. I am unwilling, however, to postpone its acknowledgment
so long, and hasten to assure you of the high value which I place upon your gift.
Five thousand volumes of your "Teachers Library." and twenty-five thousand
volumes of" School-books for intermediate classes," make up a most munificent
contribution to the cause of Southern education in which we are engaged.  Dr.
Sears is well acquainted with the books you have so generously offered us, and
unites with me in the highest appreciation of the gift. You will be glad to know,
too, that your letter reached us in season to be communicated to Mr. Peabody, before he embarked for England on the 1st inst., and that he expressed the greatest
gratification and gratitude on hearing what you had offered.
Believe me, gentlemen, with the highest respect and regard, your obliged and
obedient servant,                          ROBT. C. WINTHROP, Chairman.
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