{"collection":"philosophy-ethics","full_text_available":true,"graph_url":"https://unchartedknowledge.5gfusion.net/v2/api/page/gutenberg_30296/graph","html_url":"https://unchartedknowledge.5gfusion.net/v2/page/gutenberg_30296","id":"gutenberg_30296","license":"Public Domain (US)","rights_basis":"gutenberg_metadata_copyright_false","source":"gutenberg","source_url":"https://www.gutenberg.org/ebooks/30296","summary":null,"tags":["Category: Philosophy & Ethics","Category: Teaching & Education","Teaching"],"text":"_The Philosophy of Teaching._\n\n  THE TEACHER,\n  THE PUPIL, THE SCHOOL.\n\n  BY\n  NATHANIEL SANDS.\n\n\n  _NEW YORK_:\n  HARPER & BROTHERS, PUBLISHERS,\n  FRANKLIN SQUARE.\n  1869.\n\n\n\nEntered, according to Act of Congress, in the year 1869, by\n\nHARPER & BROTHERS,\n\nIn the Clerk's Office of the District Court of the United States for the\nSouthern District of New York.\n\n\n\n\n_THE TEACHER, THE PUPIL, THE SCHOOL._\n\n\n_TEACHER AND PUPIL._\n\n\nOf the various callings to which the division of labor has caused man\nspecially to devote himself, there is none to be compared for nobility or\nusefulness with that of the true teacher. Yet neither teachers nor people\nat present realize this truth.\n\nAmong the very few lessons of value which might be derived from so-called\n\"classical\" studies, is that of the proper estimate in which the true\nteacher should be held; for among the Greeks no calling or occupation was\nmore honored. Yet with a strange perversity, albeit for centuries the\nprecious time of youth has been wasted, and the minds and morals of the\nyoung perverted by \"classical\" studies, this one lesson has been\ndisregarded.\n\nWhat duty can be more responsible, what vocation more holy, than that of\ntraining the young in habits of industry, truthfulness, economy, and\nsobriety; of giving to them that knowledge and skill without which their\nlives would become a burden to themselves and to society? Yet, while the\nmerchant seeks to exercise the greatest caution in selecting the persons\nto whom he intrusts his merchandise, and yields respect to him who\nfaithfully performs his commercial engagements; he makes but scant inquiry\nas to the character or qualifications of the MIND-BUILDER upon whose\nskill, judgment, and trustworthiness the future of his children will\ngreatly depend.\n\nThe position assigned by our social rules to the teacher accords, not with\nthe nobility of his functions, but with the insufficient appreciation\nentertained of them by the people, and is accompanied by a corresponding\ninadequate remuneration. And what is the result? Except a few\nsingle-hearted, noble men and women, by whom the profession of the teacher\nis illustrated and adorned; except a few self-sacrificing heroes and\nheroines whose love of children and of mankind reconciles them to an\nhumble lot and ill-requited labors, the class of school-teachers\nthroughout the whole civilized world barely reaches the level of that\nmediocrity which in all other callings suffices to obtain not merely a\ncomfortable maintenance in the present, but a provision against sickness\nand for old age.\n\nWhat aspiring father, what Cornelia among mothers, select for their\nchildren the profession of a teacher as a field in which the talents and\njust ambition of such children may find scope? Nor can we hope for any\nimprovement until a juster appreciation of the nobility of the teacher's\nvocation, and a more generous remuneration of his labors shall generally\nprevail.\n\nIt is to the desire to aid somewhat in bringing about a juster\nappreciation in the minds alike of teachers and of people of the utility\nand nobleness of the teacher's labors and vocation that these pages owe\ntheir origin.\n\nWhen we consider the nature of the Being over whose future the teacher is\nto exercise so great an influence, whose mind he is to store with\nknowledge, and whom he is to train in the practice of such conduct as\nshall lead to his happiness and well-being, we are lost in amazement at\nthe extent of the knowledge and perfection of the moral attributes which\nshould have been acquired by the teacher. It is his duty to make his\npupils acquainted with that nature of which they form a part, by which\nthey are surrounded, and which is \"rubbing against them at every step in\nlife.\" But he can not teach that of which he himself is ignorant. Every\nscience then may in turn become necessary or desirable to be employed as\nan instructive agent, every art may be made accessory to illustrate some\nitem of knowledge or to elucidate some moral teaching.\n\nMan is his subject, and with the nature of that subject and of his\nsurroundings he must be acquainted, that the object to be attained and the\nmeans for its attainment may be known to him.\n\nWhat is man? What are his powers, what is his destiny, and for what\npurpose and for what object was he created? Let us enter the laboratory of\nthe chemist and commence our labors. Let us take down the crucible and\nbegin the analysis, and endeavor to solve this important problem. In\nstudying the great Cosmos we perceive each being seeking its happiness\naccording to the instincts implanted in him by the Creator, and only in\nman we see his happiness made dependent on the extent to which he\ncontributes to the happiness of others. What, so far as we can see, would\nthis earth be without any inhabitants? What great purpose in the economy\nof nature could it serve? A palace without a king, a house without an\noccupant, a lonely and tenantless world, while we now see it framed in all\nits beauty for the enjoyment of happiness.\n\nThe Being upon whom the art and science of the teacher is to be exercised\nis one to whom food, clothing, fuel, and shelter are needful; possessed of\norgans of digestion, whose functions should be made familiar to their\npossessor; of breathing organs, to whose healthful exercise pure air is\nessential; a being full of life and animation, locomotive--desirous of\nmoving from place to place; an emotional being, susceptible to emotions of\njoy and sorrow, love and hate, hope and fear, reverence and contempt, and\nwhose emotions should be so directed that their exercise should be\nproductive of happiness to others. He is also an intellectual being,\nprovided with senses by which to receive impressions and acquire a\nknowledge of external things; with organs of comparison and of reason, by\nwhich to render available for future use the impressions received through\nthe senses in the past. Lastly: he is also a social being, to whom\nperpetual solitude would be intolerable; sympathizing in the pains and\npleasures of others, needing their protection, sympathy and co-operation\nfor his own comfort, and desirous of conferring protection upon and of\nco-operating with them. But, further, he is a being who desires to be\nloved and esteemed, and finds the greatest charm of existence in the love\nand esteem he receives; to be loved and esteemed and cared for, he must\nlove, esteem and care for others, and be generally amiable and useful.\n\nSuch is the Being, susceptible of pain and pleasure, of sorrow and joy,\nwhom the MIND-BUILDER is to train up so that, as far as possible, the\nformer may be averted and the latter secured.\n\nThe teacher, then, must train him in habits of industry and skill, that\nwork may be pleasant and easy to him, and held in honorable esteem; for\nwithout work, skillfully performed, neither food, clothing, fuel nor\nshelter can be obtained in sufficient quantity to avoid poverty and\nsuffering. Knowledge also must be acquired by the laborer, in order that\nthe work which is to be skillfully performed may be performed with that\nattention to the conditions of mechanical, chemical, electrical, and vital\nagencies necessary to render labor productive. A knowledge of the\nconditions of mechanics, of chemistry, of electricity, and of vital\nphenomena should be imparted by the teacher; and to impart this knowledge,\nhe must first possess it.\n\nHow sublime, then, are the qualifications, natural and acquired, which the\ntrue teacher should possess! How deep should be our reverence for him who,\nby his skill and knowledge, is capable, and by his moral qualities\nwilling, to perform duties so onerous and so difficult. What station in\nlife can be regarded as more exalted; whose utility can be compared with\nthat of him who proves himself faithful to the duties he assumes, when he\ntakes upon himself the office of a teacher of youth?\n\nThe question which is ever present to the mind of the true teacher is:\nWhat can I do to insure the happiness of these beings confided to my\ncharge, whose minds it is given to me to fashion, not according to my\nwill, but according as my skill and judgment shall, more or less, enable\nme to adapt my teachings to their natures? What shall I seek to engrave\nupon the clear tablets of their young and tender minds, in order that\ntheir future lot may be a joyous one? Let me illustrate (he will say) my\nprofession. I will raise it high as the most honored among men, and for my\nmonument I will say: \"Look around; see the good works of those whom I have\ntaught and trained; they are my memorials!\"\n\nSuch may, such will become the hope and aspiration common to teachers in\nthat good day to come, when their labors shall be honored as they deserve;\nwhen parents, in all the different ranks into which society falls, shall\nvie with each other in the respect and honor tendered to the teacher,\nwhose true place in society is at least not beneath that of the Judge.\n\nThe teachers to be developed by such a state of society will, as their\nfirst step, seek to obtain a clear and comprehensive view of the work they\npropose to accomplish, and will then seek to adopt the most judicious\nmeans to reach the end proposed. They will adapt their methods of teaching\nto the nature of the object to be taught and to the order in which the\nfaculties of the human mind naturally unfold themselves, for true\neducation is the natural unfolding of the intellectual germ. In order to\nobtain the knowledge necessary of the object to be taught, the true\nteacher turns to nature as his guide, for the voice of nature is the voice\nof God, and in reading her statutes we read that grand volume in which He\nhas left an impress of Himself. The science of nature is nothing more\nthan the ability to read and interpret correctly the lessons taught. There\nwas a period when mankind knew very little of the planet upon which they\nlived and moved and had their being; _there was_ a time when they knew\nalmost nothing; and there _will_ come a time when they will know almost\nevery thing that can be known by finite man. The earth is our _mother_,\nand _nature_ is our teacher, and if we listen to her voice, she will lead\nus higher and higher until we will stand the master and the king in the\nglorified temple of wisdom. To reach results so grand and a position so\nexalted, our natures must unfold in exact harmony with all the laws and\nforces which surround and control us from the time our existence commences\nuntil its close.\n\nFrom the period of conception until birth the child draws to itself all\nthe essential elements required for the organization of a human being; the\ncapabilities and powers of the parent are taxed and called upon to\ncontribute their material to enable nature to reproduce itself.\n\nThe child is born, and then, in a higher and more enlarged and more\nindependent state of existence, commences drawing to itself the materials\nand substances necessary for its growth and unfolding. It draws in its\nmother's milk, it draws in the air, and it builds up in itself the unseen\nforces of life. Nature, true to her mission, goes on unfolding the child,\nand teaches it daily and hourly the lessons best adapted to its condition.\nIn a few days after it is born, its powers of observation begin to show\nsigns of life and action, and it can distinguish light from darkness; in\na few weeks its mother and nurse are known--in a few months quickened\nintelligence displays itself in all its actions; in about twelve months it\nhas learned the most difficult art of balancing itself so as to walk, and\nalso to speak a few words; at from two to two and a half years of age,\nonly thirty months from birth, it has learned a language which it speaks,\nand has become familiar with a vast number of things surrounding it. From\na state of entire ignorance it has in thirty months learned what would\nfill volumes. Horses, cows, pigs, dogs, toys, whips, birds, people, trees,\nhouses, fruit, food, clothes, music, sounds, parents, friends, and a\nthousand other things are all familiar to it. Without professional\nteachers, almost without effort, all this valuable and indispensable\nknowledge has been acquired, through the unconscious adoption on the part\nof the mother of the true system of education--_e duco_--I lead forth, and\nhence nurse, cherish, build up, develop.\n\nThe child feels or reaches out, like the tendril, to the material world,\nseeking to make itself acquainted with that world; even the young infant\nsoon begins to observe closely, soon knows its mother from all other\npersons, clings to her, loves her above all; soon it recognizes light from\ndarkness, sweet from bitter; soon, when it sees a dog it will recognize it\nand jump with delight almost out of its mother's arms; it will show an\neager delight to watch the motions of the horse, and imitates the sounds\nemployed by adults when driving. He spreads forth the tentacles of his\nfeeble mind for knowledge, and his mind \"grows by what it feeds upon,\" and\nit is for those intrusted with the infant's training to respond\nintelligently to the child's desire, to place within its reach the mental\nfood adapted to its digestion, to nourish and develop it so that its\nmental hunger shall be at once gratified and excited anew.\n\nIt is here, and to this end, that the able teacher steps in, to perfect\nthe development of the future man and woman. He educates, by assisting the\nnatural unfolding of the intellectual germ, he places within reach of the\nchild-mind the food needed to its growth, and the child-mind reaches out\nits tentacles and absorbs the nourishment offered to it. Thus the mind\ngrows from _within outward_, and the teacher aids its development, as the\ncareful husbandman by tilling and enriching the soil according to the\nnature of the plant he cultivates, produces a healthy and fruitful plant.\n\nThe true teacher does not seek to teach by simply putting books into the\nchild's hand, and bidding it to learn; he addresses himself to those\nfaculties and powers of the child's mind, which bring it in relation with\nthe world in which it lives. Sight, hearing, touch, smell, taste, and\nthence observation, judgment, perception, reason, memory, hope,\nimagination, and the love of the beautiful are appealed to, developed and\nstrengthened by natural exercise, even as the organs and limbs of the body\nare developed and strengthened by gymnastic and other appropriate\nexercises.\n\nEducation, mental and physical, is but the ABSORPTION of surrounding\nelements into the mind and body--an arrangement an assimilation of\nmaterials so as to incorporate them into the being to whose nourishment\nthey are applied, just as the tree or plant assimilates to its growth and\nsubsistence the materials which it draws from the air and the soil.\n\nIt is thus apparent that a great change in the system and principles now\nadopted in teaching is required, and if we change the principles we must,\nof course, change the instruments. These are now adapted to the method of\nteaching from WITHOUT inward. If we are to invert the system, and teach\nfrom within outward, then must our means and appliances be adapted to this\nchange. The task, the forcing process, the stuffing and cramming must all\ngive way to the natural mental growth, fostered, cherished, unfolded by\nculture, in accord with nature and with law. The inquiry then arises: What\nare to be the new means and appliances for mental culture? We have but to\nturn again to Nature as our teacher and our guide; her instincts are\nunerring. The seed germinates and pushes forth its root from within\noutward. The expansion or growth takes place by means of the elements\nwhich it attracts to itself, when these are placed within its reach, and\ntowards which it stretches forth its organs. These elements it assimilates\ninto and makes a part of itself. This process of Nature, so familiar to\nmost of us, serves to illustrate exactly what should take place in\nintellectual growth. The mind hungers and feels out for and is impelled by\na natural internal impulse to gather to itself the elements of knowledge;\nthe wise teacher steps forward and becomes to the germinating intellect\nwhat the sun and dew and rain are to the plant. The mind must be fed in\nconformity with its longings, its wants, its desires. \"Blessed are they\nthat hunger and thirst after righteousness.\" The teacher develops this\nhunger and thirst by stimulating inquiry, and by presenting to the mind\nthe use and beauty of knowledge; and when the mind gives signs that its\nhunger is temporarily appeased, that time is now required for mental\ndigestion and assimilation, the wise teacher rests, and would no more\nattempt to stuff and cram the mind than the wise mother would seek to\nforce food into her child's stomach.\n\nIntellectual growth of some kind, not less than bodily growth, whether\ngood or evil, is constantly taking place. It should be the teacher's care\nto render that growth a healthy one, calculated to insure the happiness of\nthe subject, and, in securing his own happiness, to contribute to the\nhappiness of others.\n\nThe body being visible to the physical eye, its growth is also visible,\nand we do not think of feeling impatient at the long months and years\nrequired for it to attain its full proportions; nor do we seek by any\nforcing process to produce a man at 10 instead of at 20 or 30 years of\nage.\n\nWere the mind and its growth also visible to the eye, we would be equally\ncareful in our treatment of it. Man's first impulse in an uncivilized\nstate has generally been a resort to force for the accomplishment of his\nobjects; and as he took his first step forward the habits of his barbaric\nlife remained with him. Hence, the first steps in teaching were by\nforce--the lash, the rod, the school penal code; but even as when hungry,\nwholesome and well-dressed food rejoices us, so will the mind gladly\naccept the mental food carefully prepared for it by the true teacher.\n\nWe live in a world adapted by its Creator to our happiness and highest\nwell-being. It is not only possible, but easy, to win from Nature all that\nis necessary or desirable, for our sustenance and comfort. It is the true\nteacher's duty to fit the child thus to win its happiness; and such a\nteacher has ever present to his mind the question: How am I to perform\nthis duty? What sort of teaching and training am I to give to the subjects\nof my care? Let us endeavor to find some direction to guide us to Nature's\nanswer to this question.\n\n\n\n\n_TEACHING AND TRAINING_\n\n\nWhether we regard private schools or public schools, boarding or day\nschools, we find that much which goes on at them affords an important\nlesson, not as to what to follow, but what to avoid.\n\nIs there any thing worthy of the name, of confiding intercourse between\nteacher and pupil known upon this continent, or to extend our inquiry, we\nmay say, known anywhere? Here and there exceptional instances will be\nfound, as we have before said, both in this country and in Europe, of men\nand women devoted to their noble profession, between whom and their pupils\nthere has grown up the strongest bond of parental and fraternal affection.\nTo these teachers the pupils run in every difficulty for its solution, in\nevery danger for protection; but with these exceptions the teacher is\nlooked upon as a task-master, sometimes even as a spy; the tasks set to be\nshirked as much as possible, the observation of the teacher to be eluded\nand deceived.\n\nLesson-time over, the children resort to their tame animals, to their\nweaving-machines, their wind-mills and dams; to their gardens, kites and\nships; to swimming, rowing, foot-ball, marbles, leap-frog, base-ball and\ncricket. In the practice of these games, skill, dexterity and knowledge\nare acquired of which the pupils appreciate the utility, and enjoy not\nonly for present, but for anticipated future use.\n\nNatural History, to be taught in school and made a reality, by following\nthe guide given us by nature in the amusements to which children resort of\ntheir own accord, should be a prominent subject of instruction and\ntraining in the school. Cultivating the faculties of observation and of\nanalysis, it should be among the earliest subjects of instruction, and, at\nthe same time, of amusement.\n\nBut they ought not to be taught from books; nature and the teacher are the\nonly books to be employed until considerable progress has been made by the\npupils. It is so easy to procure the things themselves for the study of\nbotany; an abundant supply of wild flowers can be so readily obtained,\nsufficient to enable each child to be supplied with specimens for\nexamination and dissection. The interest of the children in their study\ncan be so easily awakened and sustained by the judicious teacher, the\ndifficulties of the supposed hard words of scientific names disappear so\nreadily, that the real difficulty is to understand how so obvious a\nsubject of instruction is either wholly banished from the schools, or\nsought to be taught only from books, without any reference to living\nnature.\n\nThe variety and multiplicity of insect life affords ample opportunity for\nthe study of that branch of natural history--and entomology would be found\nnot less beautiful and interesting than botany; the delightful excursions\nin which teachers and pupils would join for the gathering of objects of\nnatural history would at the same time serve to strengthen the bond of\naffection which should exist between them. The nature of his own body and\nthe functions of his various organs will soon interest the pupil, and\nalong with instruction therein he would learn the qualities of the\ndifferent kinds of animal and vegetable substances in use for food, their\nrelative value and importance in building up his body; he would learn to\ncompare the food now in use with that which was employed by our ancestors,\nand what has given rise to the adoption of the new and abandonment of the\nold; the methods of cookery best adapted to each kind of food, and what\nkinds of food are suitable for particular ages and states of health; what\nmaterial, vegetable or animal, is most suitable for clothing, separately\nor in combination. He would learn to compare our present style of clothing\nwith that adopted in past ages; he would learn the history of the changes\nwhich have been adopted, and while feeling desirous of retaining such as\nhave been wisely adopted, might learn from past experience to desire to\nreturn to some good habits as to clothing which have been abandoned.\n\nThe tight-fitting garments in which we unhealthily clothe our bodies, a\nfashion for which we are indebted to the use of armor in times when the\nchief occupation of man was mutual slaughter, and the great object of\ndesire to secure protection against hostile weapons, might some time come\nto be discarded for the more healthful practices of the ancient Asiatics\nand Romans, if a general knowledge of the unhealthfulness of our present\npractices should come to prevail.\n\nThe necessity and meaning of light and cleanliness, the indifference of\nthe human body to all natural changes of temperature, when strengthened\nand maintained in health by wholesome food and efficient bathing, might\nlead to the taking of effective measures to restore the old Roman bath to\ngeneral use.\n\nAs regards shelter, why a building on the ground is generally to be\npreferred to a cave or shelter in the ground--what materials are best\nadapted for roofs, what for walls, floors, windows, why we use stone or\nbrick in one part of the country and wood in another; what sizes, shapes,\nmeans of warmth and ventilation, for privacy and social enjoyment, should\nbe adopted, and as regards furniture and utensils, what are most suitable\nfor the several parts of a dwelling; what should guide our selection of\nmaterial, fabrics, shape, size and pattern; how to establish a\ncommunication from one part of a building to another; how water and light\nare to be had most readily. All these things should form the subject of\nschool study and inquiry.\n\nThe means of locomotion, how streets, roads and paths should be laid out\nand maintained; the construction and use of carriages, cars, wagons,\ntramways, railroads, ships, steamers, propelling power; where bridges\nshould be built, and how; viaducts and embankments to cross valleys,\ncuttings and tunnels to penetrate hills and mountains; these, too, simply\nat first, and afterwards in more elaborate detail, should form subjects of\nschool instruction, the rules determining the selection of each and the\nmethods of their construction not being preached in lectures, _ex\nCathedra_, but evolved by a patient questioning of nature, by experiment\nand the Socratic method of inquiry. Exercise of the limbs under the\ndirection of a skilled instructor, so that all the muscles of the body may\nbe duly trained, and a healthy body built up to support a healthy mind.\nThe kinds of recreation to be selected, whether bull-baiting,\ncock-fighting, rat-catching or prize-fighting, should be preferred to\ngames of skill and strength, to the drama, literature, works of art,\npublic walks, gardens, and museums; the comparative influence of all these\nupon the health, strength, courage, activity, humanity, refinement and\nhappiness of society; how people may be led to prefer such as tend to\ngeneral well-being to those which have a tendency to brutalize and debase.\nAll these also should be dwelt upon in the school.\n\nHow stores of food, of clothing, of fuel and of the materials for building\nmay be collected and preserved; how present labor may be made to supply\nfuture wants, and the thought of future enjoyment be made to sweeten the\npresent toil. How the means of instruction and of amusement may be\nsecured. How all engaged in supplying one need of society co-operate with\nall who are engaged in supplying its other needs. What form of government\nis best, and how it may be best administered. How upright judges may be\nsecured, justice administered, and society protected against internal and\nexternal foes. These and all the other subjects enumerated would, if\nhandled by a true teacher, be found most attractive to children.\n\nThe names given to the subjects at which we have glanced are: Natural\nHistory, the Mathematical and Physical Sciences in all their branches,\nVegetable and Animal Physiology, the Political and Social Sciences; which\nshould be presented in the order in which the attention and desire to\nlearn could be aroused.\n\nIt will hardly fail to strike the mind of the reader that nothing has yet\nbeen said about giving instruction in the use of those tools for acquiring\nknowledge, reading, writing, ciphering and drawing. The true teacher will\nunderstand the omission. The commencement of the instruction in reading,\nwriting, ciphering, drawing, and in spelling, would take place as part of\nthe object lesson which should be adopted as the first step to knowledge,\nand should be retained in the most advanced classes as the most perfect\nmethod of applying the knowledge which has been acquired. It would soon be\nunderstood by the pupils that the power of reading, of writing, of\ndesigning and of calculating is essential to the acquirement of knowledge,\nand to any thing like extent and variety of information on subjects\nrelating to individual and social well-being. The desire of acquiring this\nknowledge would quicken the faculties of the children, augment their\nindustry, and lighten the labors of the teacher to an indefinable extent.\nThe teacher who should fail to impart a moderate degree of skill in these\narts to most, and of excellence to many, at the same time that adequate\nprogress was made in the study of the sciences we have named, should be\ndeemed unfit for his profession, and not be allowed to relieve himself\nfrom disgrace by magnifying the difficulties of his task or by complaints\nof the idleness or want of capacity of his pupils. As children will take\ninterest in what they learn in proportion to their understanding of its\nbearing upon their own happiness, and upon their actual life and\nsurroundings, the knowledge of themselves as beings acted upon by\nsurrounding objects and by their own kind, should be carefully imparted to\nthem simultaneously with the knowledge of the qualities of the surrounding\nobjects destined to act upon them.\n\nChildren thus worked upon by skilled and earnest instructors; led to find\nout and observe the properties of that Nature of which they form a part;\ntheir minds nourished by the enjoyment which follows the mastering of\nevery difficulty, and the addition of every fresh item of knowledge to\ntheir previous store; trained also in habits of healthfulness and of\namiability; will not only cheerfully give themselves to study, but will\nalso seek to dignify by their conduct and to improve by practice the\nknowledge they progressively acquire, soon understanding, among other\nthings, why they are sent to school and the importance of that education,\npart of which they are to acquire at school.\n\nAs the object of the school-teaching should be to prepare the pupils for\nactual life, they should be made familiar with the idea that all their\nmeans of subsistence and enjoyment can only be obtained by labor; not only\nshould their attention be called to the fact, but they should be made\nsensible how much skill, knowledge and labor and economy were needed for\nthe creation of existing stores, and are needed for their maintenance in\nundiminished quantity; nor can this be done in any way more fitly or\ncompletely than by performing under their eyes, and causing them to take\npart in, the actual business of production. The well-ordered school is an\nindustrial school, in which every industrial occupation, manufacturing or\nagricultural, for the carrying on of which convenience can be made, should\nbe successively practised by the children, under the direction of skilled\nworkers.\n\nThe farm, the factory, the shop, the counting-house and the kitchen,\nshould each have its type in the school, and present to the minds of the\nchildren a picture of real life; while their practice would impart a skill\nand adaptability to the pupils which would insure their preparedness for\nall the vicissitudes of the most eventful life.\n\nCan any reason be suggested for adopting a different system of instruction\nfor girls than that which shall be determined on as best fitted for boys?\nWe confess to our inability to perceive any--both are organisms of the\nsame all-pervading nature--to both the most intimate knowledge of that\nwhich skill and perseverance secure, seems to be desirable for their\nhappiness, and that of all mankind. Of the two, perhaps, the greatest\nknowledge is needed for the woman, FOR HERS IS THE MORE IMPORTANT AND MORE\nPERFECTED ORGANISM; to her is committed the performance of the chief\nfunctions of the highest act of organized beings, viz., reproduction;\ntherefore, upon her knowledge and conduct, far more than upon that of the\nman, depends the future of the beings in whom she is to live again.\n\nAnother great object with the true teacher, will be so to train the\njudgment of his pupils as to avoid that forming of unconsidered opinion\nwhich is the parent of prejudice and a chief obstacle to progress. Trained\nto investigate the foundations of every fact in nature and in science, to\nweigh the evidences on which they are asked to receive assertions, whether\nof a physical, moral or social nature, they will ever have a reason for\nthe faith that is in them; and will know how to SUSPEND JUDGMENT when the\nmeans of knowledge are insufficient.\n\nSuch pupils will not be apt to form opinions either in physical science,\npolitics, or industrial life, without having first thoroughly examined the\nbases of the opinions they form and express, while the prejudices imbibed\nfrom nurses or parents, will be subjected to vigorous investigation, and\neither received as sound doctrine, or discarded as ill-founded and\nsuperstitious. Of how many prejudices are we not the victims, without\nbeing ourselves in the least conscious of the fact! Our political\nopinions, our social customs, are taken up like the fashion of a coat,\nwithout reason or reflection; and habit and association, but too often\nhold us captive long after reason has pronounced her condemnation; our\nminds have been warped from truth, and we fail to perceive our own\ndeficiency, to recognize the mental dishonesty with which we are\nafflicted. All this will be averted in the case of those who in their\nyouth are trained to a rigorous investigation of every fact presented to\ntheir minds, until the habit of truth, not merely of speaking and telling\nthe truth, but that mental truthfulness which shrinks from accepting a\nfalsehood for truth, and acknowledges ignorance rather than utter what is\nnot assured--will become as much a part of the pupil's nature as is his\ndesire for food. In short, he would be so trained as to feel as great a\nrepugnance to plunge his mind into moral, as his body into material filth.\n\nAgain, while ever merciful and pitying to the criminal, he would be\nintolerant of falsehood wherever it might be found; and he would deem\nhimself derelict in his duty, as a man and as a citizen, did he leave\ncorruption to rot and fester in the Commonwealth, because he and others\nlike him would not take the trouble to raise their voices against\nwrongdoers!\n\nWhat a different aspect would not this great city of New York offer to our\ninspection to what it now presents, had a generation been trained in the\nknowledge, and practised in the observance of their duties as citizens!\n\nDid those merchants and traders, who, in their private dealings would\nscorn a lie, but recognize the duty they owe as citizens and as men of\ntruth, they would, by uniting, soon sweep away the serious discredit to\nour country and to Republican Institutions, the festering corruption of\nthis city and of the State; yet it is to their supine, nay wicked\ntolerance of the evil that we owe the specimens of judicial corruption by\nwhich we are robbed and dishonored. Can it be said that any system of\neducation can be sound, which shall fail to demonstrate, at least to the\nolder pupils, their duties as citizens, to take an active, intelligent and\nupright interest in public affairs; that shall fail to instruct them in\nthe principles by which their judgments should be guided, and lead them to\ndiscard every action in public affairs, which they would not approve in\nprivate life?\n\nWe must cease to live in books, in past mystifications, in useless\ntheories, in foolish and unprofitable discussions, in ancient ideas and\ncustoms, and grasp the living present with all the richness, fullness and\nbeauty of its life. The chemistry of nature, the work of her great\nlaboratory, should be the study of youth as of age, instead of dead\nlanguages and the vain and foolish mythology of Greeks and Romans\nwherewith at present we poison the minds of the young.\n\n\"Can we take burning coals into our bosom and not be burned?\" Can we\nsuffer the impressionable minds of youth to be impregnated with the filth\nof the heathen poets in their imaginings of gods as disgusting as\nthemselves, without staining the pure tablet of the mind with spots and\ngrossness, while the children acquire a distaste for that glorious nature\nwhose volume should be their constant study?\n\nWe have to deal with the great present, with life, not with death--to\npromote health, physical and moral, not to propagate infectious sickness.\nThe present, wisely improved, leads to a happy future, and is the only\nroad to that goal. We can not jump the present and its duties and reach\nthe future so as to enjoy it, neither can the dead past lighten the labors\nof the living present. There is a past which still lives and vivifies the\npresent, but the quaint and filthy imagery in which the ancient priests\ndisguised from the profane--from all but the initiated--the mysteries of\ntheir lore, can be of small account to a people whose great duty is the\ndissemination of light and truth.\n\nEvery thing that has any relation to man's comfort and well-being, or to\nhis happiness as a social being, that it is, and not the dead past that we\nshould learn, and of the things that affect us most nearly we should learn\nfirst. What did the ancients know of steam, of electricity, of the\nmaterial elements of nature, of her forces? And little as we know, how\nmuch of that little could be learned from a lifelong study of ancient\nlore? If there be aught of value in the laws of ancient Rome which has not\nbeen translated into our native tongue, let it be translated; but let not\nour youth waste precious years in learning to play upon an instrument\n(Greek or Latin) which when learned can give forth no sound. But if we\nturn to Nature and to her grand volume, we there find all the knowledge\nman can acquire. From her study, too, we can learn a lesson, not perhaps\namong the least important, as to the limits fixed by nature to human\nknowledge. To know of a surety what those things are which never can be\nknown to mortal man, is a knowledge, the want of which has driven many to\npuerile and superstitious practices, and many more to madness and despair.\n\nFrom the great book of Nature, God's book, is to be learned the principle\nof justice, of love, of wisdom, of truth; and as the germ of justice is\ndeveloped in the mind, the mind is brought in contact with the Great\nFountain, absorbs a portion of its light, enlarges, develops, becomes\nstronger, assimilates to itself the essence of the great Godhead, and\nrenders man godlike.\n\nSo with each of the other faculties of man; each draws its nourishment\nfrom its special FOUNTAIN. Wisdom, love, justice, and truth should\npreside; and if judgment, sympathy and conscientiousness be judiciously\ntrained and developed, they will help to develop harmoniously all the\nother faculties. But to this end they, and each and all of man's\nfaculties, must be brought into a wholesome, natural contact, each with\nits proper food; and by natural we mean not that contact which might\nperadventure happen if left uncared for, but such as the nature of the\nfaculty demands for its development in due harmony, to produce the\ngreatest amount of happiness to its possessor. To supply this food, to\nbring to each faculty its proper aliment, is the business of the true\nteacher. If we desire a child to be truthful, we must bring it in contact\nwith truth, and bring it to love truth by causing its practice to inure to\nthe child's enjoyment. If we wish it to be wise, we must bring its mind in\ncontact with wisdom, exercise its analytical powers, and train its\njudgment; let it see sound judgment producing happiness; let it see how\nbeautiful and desirable is the possession of wisdom, and the child will\nsoon learn to seek it for its own sake.\n\nTo chastise a child for speaking that which is untrue may fill it with\nfear, but does not make it love truth. The love of truth and of wisdom\nmust be cultivated as we cultivate the love of music. \"Seek me early, and\nye shall find me.\" \"Knock, and it shall be opened unto you.\" That which\nthe mind seeks it will find. The natural relationships are established,\nand it is only for us to work in harmony with, and not obstruct or\ninterfere with them. It is the \"true relationship of things\" we need to\nlearn. There is nothing in us that is not in nature. All the forces\ndeveloped in man are but developments of nature; and all the forces\nrequired for his nourishment and strength exist in the bosom of Nature.\nMatter, light, heat, electricity are not produced by him. In nature they\nexist; remove any one of them and he perishes. To Nature then must we ever\nturn as the reservoir of nourishment and as the teacher, by the study of\nwhose volume we learn all of wisdom that can be known of mortal man, or\nthat can tend to his well-being; and her true relationships must be the\nconstant object of our search. Before the knowledge of her true\nrelationships disappear superstition and fear and mystery. The lightning's\nflash, the thunder's roar, the falling meteor and the sun's eclipse cease\nto terrify and alarm. Witches, hobgoblins and demons come no longer to\ntrouble us; the most unusual phenomena awaken only philosophical research\nand curiosity. And what is true of the full-grown man is not less true of\nthe child.\n\nThat school wherein children above the age of infancy fail to assist the\nteacher in his instruction, is an ill-ordered school. It is not the\nsubject, but the teacher who is uninteresting; he scolds, worries and\npunishes his pupils, when he himself is the fitter subject for the lash.\nHe awakens the sense of fear which should lie dormant, while the other\nfaculties of his pupils slumber in spiritless inactivity.\n\nAs the object of education is to prepare children to enter successfully\nand happily into life, and wisely to discharge all the duties devolving\nupon them as they unfold into men and women, and occupy the sphere\nassigned to them, the simple rule for the course of instruction seems to\nbe, that they should learn those things in the order in which they can be\nreceived by the child's mind, which most vitally affect their well-being\nand happiness.\n\nAs only a healthy, well-developed body can afford a home to a healthy,\nwell-developed mind, physical culture claims early and constant attention,\nand should receive that careful regard to which the truth contained in\nthe well-known aphorism: \"We are fearfully and wonderfully made,\" entitles\nit. The teachings of the sciences of Pathology and of sanitary science\nshould be judiciously and carefully elucidated, practically and\ntheoretically; presented step by step to the mind of the child; and the\nchild's body and mind should be carefully trained, so as to develop all\nits physical and mental powers in harmony. Gymnasiums for the body,\nconducted by men who have made themselves masters of anatomy and\nphysiology, should be an essential feature in every school, so that\nignorance and the desire to excel may not lead to putting a strain upon\nthe system calculated materially to injure organs which need careful and\njudicious development. Plays, games, dancing, marching and the gymnasium\nall require the careful supervision of a teacher well versed in a\npractical knowledge of the human system, and thoroughly appreciative of\nthe great truth, \"We are fearfully and wonderfully made.\" But the\nfoundation for the school as for the life career must be laid at home, and\nmuch as the teacher can do, he can never supply deficiencies resulting\nfrom the want of a well-ordered home or of a healthy home training. Never,\nsave under necessity, should the parent yield up his sacred duty to\nanother, at least during the tender years of childhood.\n\nThe education of the heart and of the affections, is as essential as the\nschool education, and these can never be so well cultivated as under the\ninfluence of home. All must be developed in order to maintain the true\nequilibrium. The boarding-school is not the place for children to attain a\nsound moral development, and the sooner parents generally understand this\ntruth, the better for their children, for themselves and for society. As\nwell uproot the flower, or shrub or tree, and expect it to flourish, as to\ncut the child off from the influence of home, and the care of a loving\nmother, father, brother and sister, and hope that the sympathetic\nfaculties of its mind can attain their just development.\n\nPhysical culture, heretofore neglected among us--the body being left to\ngrow up as it may happen or chance--will form a prominent feature of\ntraining in every well-ordered school. All the muscles of the body will be\nin turn exercised, developed. The ancient Greeks afforded us here also a\nwise example, which we have signally failed to imitate.\n\nLet us secure for our children all the advantages we can from an\nenlightened and natural system of education, and do all we can to perfect\nboth mind and body. How often is the cry repeated, \"Mamma, tell me a\nstory,\" and mamma, tired and weary, says she is too busy, or, for the want\nof a better, tells over again for the hundredth time, \"Little Red Riding\nHood,\" or some other equally foolish or more injurious tale, such as\nBluebeard or Cinderella. Anecdotes of great men, suitably arranged, events\nin history and biography, carrying with them valuable and important\nmorals, will afford all the amusement the child desires, without\ndeveloping a love for the marvellous and false, which leads it away in\ninfancy from the simple, truthful, and natural. If children are to be\ntaught to think naturally and truthfully, we can not begin too young, and\nit is the duty of parents to remember that Valentine and Orson,\nCinderella, Bluebeard, and such stories, are a web of false and\nexaggerated statements that will, and do produce injurious effects upon\nthe child's mind. The story of Aladdin's Lamp has made many a child desire\nto enjoy wealth without labor, and has exerted a most pernicious, though\nunsuspected, influence upon his future. Children, not less than men, seek\nan easy road to the objects of their desires; and while works of\nimagination are to be by no means discarded in mental training, such\nshould not be selected as give false notions of the busy and industrial\nlife into which the child is to be introduced. Even in the choice and use\nof the finest works of fiction, the greatest caution is necessary. The\nlittle one can hardly distinguish between a fable that amuses it, and a\nlie told to shield it from punishment. If it hear nothing but truth, it\nwill know nothing but truth; and a truthful mind is a glorious thing to\nbehold in children as in men. \"An idle brain is the devil's workshop;\"\ntherefore let there be no idle brains, but let all work usefully and\npleasantly. Usefully we say, for even amusement is useful. We live in a\nworld of use, in a world of beauty, a world that can be greatly improved,\nand human happiness largely increased, according as we avail ourselves of\nthe knowledge already acquired for the right teaching and training of the\nyoung, so that they may grow up and develop into happy, self-supporting\nmen and women, diffusing happiness to all around, themselves happy in\nproportion to the happiness they cause.\n\n\n\n\n_THE SCHOOL._\n\n\nUpon the organization and arrangement of the school largely depends the\nsuccess of the educator. Two things must be borne constantly in mind.\nFirst, to create truthful and intellectual atmosphere, where wisdom,\nhonor, and knowledge can be inhaled as with the breath, and second, to\nmake the school cheerful and attractive in every way possible. We must get\nrid of the idea now generally prevailing among children, that the school\nis to be resorted to with regret and escaped from with pleasure.\n\nSo soon as the child will look at and become interested in pictures and\ntoys, and will listen to tales and little stories, it can profitably be\nintroduced in the school, the first department of which should be the\nInfant-school, or, as the Germans so aptly term it, the children's garden,\nor Kinder Garten.\n\nHere plaiting, modelling, and building, with simple object lessons for the\nolder infants, develop their powers of observation, and give employment\nand impart skill to little fingers which might else be engaged in\ndestroying furniture or clothes, or in pilfering from the sugar-bowl.\nPractical familiarity with the properties of lines, angles, circles,\nspheres, cylinders, cubes, cones, and the conic sections will be acquired,\nwhich will give a life and reality to the geometrical studies which will\noccupy them in their school career. Dancing and singing will relieve the\ntedium of sitting, shake off the surplus energy, give rest to the body,\nand power, time, and tune to the voice. Models of houses, stores,\nworkshops, kitchens, farms, and factories, which later on they will assist\nin making, will be a source alike of amusement and instruction.\n\nIn the children's garden no teacher should have charge of more than about\ntwelve children, who should regard her as their mother-teacher, while she\nshould seek to win the love and confidence of the little ones as the\nbeginning of her work.\n\nEach class of twelve should have their own special room, while for general\npurposes, such as music, drilling, gymnastic exercises, games, tableaux,\nand exhibitions of the magic lantern, the oxyhydrogen microscope, the\nstereopticon, and the like, they should assemble in a large hall. The\ndetails of arrangements will readily suggest themselves. The main feature\nis to have all things natural, free, pleasant, cheerful, bright, refined,\nand unrestrained by external forms or rigid rules, at the same time that\norder is secured by an easy discipline.\n\nSo deeply are we impressed with the importance and utility of the kinder\ngarten, and with the high qualities required by the teacher of the very\nyoung, that we are more and more disposed to believe that the true order\nin rank and promotion among teachers should be, to speak in paradox,\ndownwards; that is to say, the younger the children to be taught, the\nhigher the rank and remuneration of the teacher; for not only is an\nextensive range of knowledge necessary to enable the teacher truthfully\nto answer the innumerable questions of inquisitive infancy, and to avoid\ngiving false notions, to be afterwards with greater or less difficulty\nremoved--always with a shock to the moral sentiment when the child\ndiscovers it has been deceived--but also a knowledge of the infant mind, a\nperception of the thoughts and fancies which chase one another through the\ninfant brain, a knowledge and perceptive power which only a watchful and\nloving experience can acquire. An industry and a patience far beyond any\nneeded by the teacher of more advanced pupils are also required by the\nhighly-cultivated men and women, to whom alone the training of infant\nminds should be intrusted. Advanced pupils go more than half-way to meet\ntheir teacher--the infant can render no assistance to his, all has to be\nborne, suffered and done for him--his future habits depend mainly on those\ngiven to him in his earliest years. Yet the care of him in these important\ndays is generally confided to ignorant nurses and to the less-skilled\nclass of teachers.\n\nIn building the school, a pleasing style of architecture should be\nadopted, and the walls of the main hall should be hung with diagrams of\nall kinds, illustrative of natural history in its largest sense, of the\nsciences and of the mechanical arts, and with portraits or busts of\ndistinguished men. The walls of the class-rooms should be decorated with\ndiagrams and maps and figures referring to the special branches taught\ntherein.\n\nA large and commodious laboratory should be fitted up in the building, to\nenable every pupil to acquire experimentally that knowledge of chemical\nforces and action which books alone can never impart. A convenient\nobservatory should afford facility for astronomical study and observation.\n\nOn the top floors or around the building should be arranged workshops,\nwhere the use of tools and machinery could be taught. The classes should\nassemble in the large hall, in the morning, where they might join in\nsinging or light gymnastic exercises, or listen to some short appropriate\naddress before betaking themselves to their class-rooms.\n\nThe teaching in these latter should be conducted, wherever practicable,\nupon the Socratic method, and every branch of science and of art could be\nthus explained. The mother unconsciously uses this method in educating or\ndrawing out the first perceptions of infancy and early youth; and the\nimpressions derived from this method of acquiring knowledge are the most\nlasting, being such as become most absolutely assimilated with the pupil's\nmind. The teacher would also, at frequent intervals, conduct his class\ninto the fields and woods for the study of botany, entomology, and\ngeology, where Nature would supply in abundance the materials, and the\nteacher would be the only book. Instruction in the various trades which\ncould be conveniently practised should receive attention, the taste of the\npupils being made a guide to selection.\n\nSome portion of the teaching which goes on in school should be performed\nby the pupils, under the supervision of the teacher. No adult can so\nthoroughly enter into a child's mind as can another child; nor is this the\nonly reason.\n\nThat is not fully known which can not be thoroughly used and applied, and\nknowledge can not be applied which its possessor can not himself impart.\nA perfect illustration of this truth is furnished us in the training of\nthe soldier.\n\nUpon nothing, perhaps, have the knowledge and skill of the most powerful\nintellects been more concentrated than upon the science and art of mutual\nslaughter; and in establishing the soldiers' drill, an exhaustive analysis\nof the means by which the desired object was to be attained has been\npursued. The men whose intellects have developed that drill, have not been\ncontent to treat the soldier as a pupil only. Each recruit has in turn to\nteach, as well as to learn to practise what he has learned, by drilling\nothers whom he is made temporarily to command, as well as to practise his\ndrill under the command of his officer; for only by such means could the\nhighest degree of efficiency be secured. The reasons which led to the\nadoption of this principle in the barrack apply equally to the school.\n\nThis principle of giving and receiving we also see exemplified in Nature.\nAnimals inhale oxygen from the air and return carbonic acid, which serves\nto build up the structure of the plant, and the latter in its turn gives\nout oxygen to supply the consumption of animals.\n\nEvery day--in the middle of the day, in winter, in the summer, early in\nthe morning, or in the evening--gymnastic training on the system of the\nSwedish anatomist Ling or of the German Turners would form a portion of\nthe curriculum, for which convenient apparatus would be provided.\n\nBiography should form an important feature in the course of reading, its\nsubjects being arranged in groups; and the true glory of a Washington, a\nBentham, a Stevenson, a Morse, and a Cobden distinguished from the false\nglare and tinsel of a Louis XIV. and a Marlborough.\n\nMusic, both vocal and instrumental, would be taught to all, but only those\nmore gifted by nature would be educated to perform solo. Nearly all\npersons can be trained to sing part-music pleasantly and intelligently,\nand to perform moderately on some instrument. The cultivation of the\nmusical faculties harmonizes the mind, and affords a never-failing source\nof solace and recreation. The attempt to convert all persons into solo\nperformers, and the hypocritical applause with which their discordant\nnotes are indiscriminately greeted, deprives society of the pleasures\nwhich part-music well performed would afford, by encouraging all to\nattempt what they are pretty sure to do badly, to the exclusion of what\nthey would be equally likely to do well.\n\nWe have reserved for the last, to enumerate what is, perhaps, the most\nimportant of all the subjects of instruction.\n\nTO ALL children, so soon as they can be promoted from the _kinder\ngarten_--perhaps even to the higher grades therein--instruction in the\nconditions of human well-being, and in the phenomena and arrangements of\nsocial life should be given, and should be continued throughout their\nschool career.\n\nWhat! teach political economy to children? Even so. It will be conceded,\nthat to teach the future laborers the laws by which the wages of their\nlabor will be regulated, how high wages may be secured and low wages\nprevented--to teach the future capitalists the laws by which their profits\nwill be determined, how large profits may be secured, and loss, failure,\ncrises, and panics avoided--must be a desirable, if it be a practicable\nthing. Is it practicable? The experience of twenty years has proved that\nit is. The experiment has been tried by Mr. Wm. Ellis, the wise and noble\nfounder of the Birkbeck schools of London, England, who not only devoted\nhis surplus means to the endowment of true schools, but gave also his time\nto instruct in the principles of the science of human well-being--alike\nthe poor children by whom his schools were attended and the children of\nthe Queen of England. He also instructed and trained a corps of teachers,\nprofessional and volunteer, and by one of the latter a class was conducted\nin the winter of 1867, '68 at the Normal School of this city of some 35 to\n40 teachers engaged in the practical work of teaching in our common\nschools, who, under his guidance, became, after a short course of some\ntwenty or more lessons, enthusiastic advocates for the introduction of\nthis study into the schools; for not only does it teach the conditions of\nindustrial success, but it is also a science of morals and of ethics far\nmore worthy of the attention it has never yet received in this or, indeed,\nin any country, than that which is given to what goes under the name of\nmoral teaching and training. It is by gradual steps--by the employment of\nthe Socratic method of instruction--with a rare use of text-books, that\nthe most intricate problems of this science can be unfolded to pupils with\nsuch effect that a child of fourteen or fifteen years of age, who shall\nhave passed through a course of four or five years' instruction, would put\nto the blush, with few exceptions, alike the members of both houses of\nthe United States Congress and of the British Parliament.\n\nA museum and a library would be necessary adjuncts to such a school as we\nhave described. It would need but a few seasons to get together in the\nvarious excursions taken by pupils and teachers, quite a collection of\nbotanical, entomological, and geological specimens. These would serve as\nobjects for illustrating the teacher's lessons, and for examination by the\npupils. The drying, preservation, and arrangement of plants, animals, and\nminerals, in which the pupils would assist, would serve to impart to them\na skill and dexterity, which they would know how to value, and would be\neager to acquire, and, together with their frequent visits to the museum,\nwould serve to cultivate a love of nature and devotion to the study of her\nworks.\n\nThe library, besides containing treatises on science and for reference,\nwould be filled with books of travels, and the nobler English and foreign\nclassics; the books would be loaned to the pupils as in ordinary\ncirculating libraries, and a pleasant reading-room would be furnished with\nthe better class of periodicals and newspapers.\n\nTo be deprived for a time of the right to visit the museum or\nreading-room, or to borrow books from the library, would be one of the\nseverest punishments known in the school.\n\nIt is hardly necessary to say that the selection of the principal of such\na school as we have indicated is among the most difficult problems of its\nestablishment. His qualifications should be as near the perfection of\nmanhood as can possibly be found. Invited by a large and generous salary\n(to be dependent, beyond a stated sum, on the number of the pupils), it is\nto be hoped such a teacher could be found.\n\nSuch a principal, after a fixed period of probation, should not be\nremovable except on a very large vote of the proprietors of the school to\nthat effect, but his office should be vacated on his attaining the age of\n60 or 65 years. The selection of teachers to assist him in his duties\nshould be left to himself. The remuneration of the assistant teachers\nshould also be large, and should be such as not only to enable them to\nlive in comfort, but to make ample provision for their future when the age\nof labor shall have passed.\n\nThe chief position in society should be assured to the principal and his\nassistants by the proprietors of the school.\n\nThe visits of the former to the houses of the latter should be regarded as\nan honor, the greatest respect and deference should be paid to them, and\nthe pupils should be taught to look upon them with love and respect next\nonly to that they pay their parents.\n\nThe best investment a parent can make of his wealth is in the proper\neducation of his children. Life is not merely to be born, to grow, to eat,\nto drink, and breathe. Noise is not music. Life is such as we take it and\nmake it, or rather as it is taken hold of and made for us by those to whom\nthe care of our youthful days is intrusted.\n\nLet us endeavor to picture to ourselves the being likely to be produced by\na system of teaching and training, continued for successive generations,\nsuch as we have indicated above. Let us imagine the full development of\nthe most complex of nature's organisms--a part of the one living organism\nof the Universe, the latest product of her laboratory; considered, as a\npart of the great Cosmos, the most perfect, yet but an integer in the\nwhole; the ultimate development of nature's chemistry, yet forming an atom\nof her living unity; combining and possessing the widest relationships,\neven embracing therein the entire volume of that nature whose true\nrelationships comprise all knowledge, truly \"the noblest study of\nmankind.\" Let us try and draw the picture of the developed man!\n\nRobust and supple of limb, symmetrical of shape, his muscles swelling\nbeneath their healthy development; with head erect, conscious of his\nstrength and skill, which he puts forth for the protection of the weak,\nand for the purpose of drawing from nature her bounteous stores; free from\nsickness or disease, in harmony with nature, at peace with his fellow-men,\npossessing a competent knowledge of nature's laws, and guiding his conduct\nto be in accord therewith, \"sitting beneath his own vine and fig-tree,\"\n\"blessed in all the works of his hands,\" and diffusing blessings and\nhappiness around. Such is the picture of THE HEALTHY MIND IN A HEALTHY\nFRAME, which it is in man's power to procreate and rear!\n\n\n\n\n_APPENDIX._\n\n\n  DEPARTMENT OF PUBLIC INSTRUCTION,}\n  CORNER OF GRAND AND ELM STREETS, }\n  NEW YORK, June 5th, 1869.        }\n\n  TO MAGNUS GROSS, Esq.,\n\n_Chairman of the \"Executive Committee for the Care, Government and\nManagement of the College of the City of New York:\"_\n\nDEAR SIR,--I have observed with surprise, and with a sense of deep regret,\nthat the proposition is entertained by a large number of the Trustees of\nfilling the chair of Latin and Greek, now vacant, and even of establishing\nseparate chairs for each, at the College of the City of New York;\ninvolving, with the necessary tutors, an outlay of not less than $20,000\nper annum. The subject in all its bearings is one of too vast importance\nto be treated in the ordinary method of discussion by the Committee, and I\ntherefore beg leave to place my views in writing, to insure their\nreceiving more matured consideration than oral observations could secure.\n\nI pass over the question (on which considerable difference of opinion\nexists) as to the propriety of sustaining at all, at the enforced expense\nof the public, an educational institution to supply the needs which the\nCollege of the City of New York is intended to meet. The College exists by\nlaw; we are its guardians, and the only question we have to consider is,\nhow most efficiently and most economically to secure the attainment of the\nends desired by the Legislature.\n\nThese ends we shall no doubt all agree to be--first: that any of the youth\nof this city possessed of special talents, but lacking means for their\ncultivation, may have placed within their reach an education the best\npossible for the development of their powers for the benefit of\nthemselves and of the community; and, second, to provide for the\ncomparatively well-to-do the means of pursuing useful studies in\ncompensation for compelling them to provide for the instruction of their\nless fortunate citizens.\n\nAs it is self-evident that whatever course of studies will tend to secure\nthe first of these ends will tend also to secure the second and less\nimportant, we are spared the necessity of a two-fold investigation.\n\nA very few statistics suffice to show that neither of these ends has been\nhitherto attained by the College of the City of New York.\n\nIt is immaterial what year we select for examination, the numbers which\nfollow will be found to bear about the same relative proportions in every\nyear. I quote from the Trustees' Report for 1866 merely because it is the\nlatest document at hand which furnishes the numbers in the different\nclasses and of the graduates; from this report I find, that while there\nwere three hundred and eighty-one students in the introductory class, only\ntwenty-five graduated in that year. The number of graduates in 1867 was\nthirty, and twenty-nine in July, 1868. Of the three hundred and eighty-one\nwho composed the introductory class in 1866, one hundred and fifty-one\nleft the College during the year, and doubtless the two hundred and thirty\nwho remained will have dwindled to about twenty-five or thirty by the year\n1871.\n\nWithout doubt some proportion of the three hundred and eighty-one leave\nthe College because of the necessity they are under of obtaining, by their\nlabor, the means of subsistence; but when it is remembered that these\nthree hundred and eighty-one are the _picked youth from the many thousands\nattending the public schools_, and when the sacrifices and privations\nwhich men and youth imbued with a love of learning will make and undergo\nfor the acquirement of knowledge are borne in mind, we must look to\nsomething in the constitution of the College itself to account for this\nresult. In short, we can but come to the conclusion that the main cause\nof this falling off is to be found in the feeling which grows upon the\npupils and their guardians, of the comparative uselessness of the studies\nto which they are consigned.\n\nLet us examine the course of studies, as given from pages 8 to 14 of the\nReport of the Board of Trustees for the year 1866, or from pages 24 to 28\nof the Manual of the College.\n\nThe first observation which must strike the mind of every thinker is the\nfact that the primary analysis--the main classification which has been\nadopted of studies which ought to be framed to fit the students for\n\"complete living\"--is one of \"words,\" _i. e._, the tools of knowledge,\ninstead of knowledge itself. Or in the words of the Report: \"There are two\ncourses of studies--ancient and modern--differing only in the languages\nstudied.\"\n\nOn examining the course for the introductory and freshman classes, a\nfeeling of astonishment must fill the mind at the marked want of wisdom by\nwhich it was dictated, but which at the same time affords a sufficient\nexplanation for the abandonment of the College by its students.\n\nEven if \"_words_\" ought to be the real object of education, it would be\nsupposed that English words would be more useful to a people whose\nmother-tongue is English, than the words of any other language; yet the\nstudents of the introductory and freshman classes of the ancient course\nreceive instruction _five hours a week through both terms in Latin and\nGreek_, and _one lesson per week during one term in the English language_.\nThe students of the modern course substitute for Latin and Greek the\nFrench and Spanish languages.\n\nI purposely abstain from saying any thing as to the method of instruction,\nwhich is the converse of that adopted by nature, and as a consequence\nsignally fails. This has been so forcibly put by President Barnard, of\nColumbia College, that I need only refer the members of our Committee to\nhis essay on \"Early Mental Training, and the Studies best fitted for it.\"\n\nWhat steps are taken to familiarize the students of, say the freshman\nclass, with that great nature of which they form a part? What, for\ninstance, do they learn of the structure of their own bodies, and of the\nmeans of preserving health? _One lesson a week_ is given on Physiology and\nHygiene, and that is all! The fear of making this letter too long compels\nme merely to refer the Committee to pages 40 to 42 of Mr. Herbert\nSpencer's chapter on \"What Knowledge is of Most Worth,\" in his work on\nEducation, in farther illustration of this subject, instead of making\nextracts from it as I would otherwise like to do.\n\nAttention, it is true, is paid throughout the college course to\nmathematical studies, yet very little to their practical application;\nwhile to Chemistry, the parent of modern physics, the manual (which is our\nguide) prescribes two lessons per week to the introductory class, and to\nthe freshman, sophomore, and junior classes absolutely _none at all_!\nMining, Mechanical Engineering, Architecture, Theoretical Agriculture,\nBiology, and Botany are utterly ignored; and no branch of Zoology is even\nmentioned in the curriculum. We next come to a science more important,\nbecause universal in its application and in its need than any other, viz.:\nThe Science of Human Well-being, commonly called Political or Social\nEconomy. Here, too, like exclusion! except that in the sophomore class,\nfor one term, one hour per week is given to it. That is to say, a people\nwho are to live by labor are left by the guardians of their education in\nignorance of the laws by which the reward for that labor must be\nregulated; they who are to administer capital are to be left to blind\nchance whether to act in accordance with those laws of nature which\ndetermine its increase, or ignorantly to violate them!\n\nRestrained again from quotation by the fear of wearying the Committee,\npermit me to refer them to the lecture of Dr. Hodgson, delivered at the\nRoyal Institution of Great Britain, on \"The Importance of the Study of\nEconomic Science,\" which will be found in the work of Professor Youmans,\non \"The Culture demanded by Modern Life.\"\n\nI confess to a feeling of deep discouragement at the perusal of such a\nrecord as that presented by the course of studies at the College of the\nCity of New York, especially when I find that this is the state of things\na large number of the Trustees seem desirous of perpetuating. My views on\nthis subject are confirmed by the following remarks found in President\nBarnard's Essay on \"Early Mental Training, and the Studies best fitted for\nit.\"\n\n     \"Whatever may be the value of the study of the classics in a\n     subjective point of view, _nothing could possibly more thoroughly\n     unfit a man for any immediate usefulness_ in this matter-of-fact\n     world, or make him _more completely a stranger in his own home_, than\n     the purely classical education which used recently to be given, and\n     which, with some slight improvement, is believed to be still given by\n     the universities of England. This proposition is very happily\n     enforced by a British writer, whose strictures on the system appeared\n     in the London _Times_ some twelve or thirteen years ago.\n\n     \"Common things are quite as much neglected and despised in the\n     education of the rich as in that of the poor. It is wonderful _how\n     little_ a young gentleman may know when he has taken his university\n     degrees, _especially if he has been industrious, and has stuck to his\n     studies_. He may really _spend a long time in looking for somebody\n     more ignorant than himself_. If he talks with the driver of the\n     stage-coach that lands him at his father's door, he finds he knows\n     nothing of horses. If he falls into conversation with a gardener, he\n     knows nothing of plants or flowers. If he walks into the fields, he\n     does not know the difference between barley, rye, and wheat; between\n     rape and turnips; between natural and artificial grass. If he goes\n     into a carpenter's yard, he does not know one wood from another. If\n     he comes across an attorney, he has no idea of the difference between\n     common and statute law, and is wholly in the dark as to those\n     securities of personal and political liberty on which we pride\n     ourselves. If he talks with a country magistrate, he finds his only\n     idea of the office is that the gentleman is a sort of English Sheik,\n     as the Mayor of the neighboring borough is a sort of Cadi. If he\n     strolls into any workshop or place of manufacture, it is always to\n     find his level, and that a level far below the present company. If he\n     dines out, and as a youth of proved talents and perhaps university\n     honors is expected to be literary, his literature is confined to a\n     few popular novels--the novels of the last century, or even of the\n     last generation--history and poetry having been almost studiously\n     omitted in his education. _The girl who has never stirred from home,\n     and whose education has been economized, not to say neglected, in\n     order to send her own brother to college_, knows vastly more of those\n     things than he does. The same exposure awaits him wherever he goes,\n     and whenever he has the audacity to open his mouth. _At sea he is a\n     landlubber; in the country a cockney; in town a greenhorn; in science\n     an ignoramus; in business a simpleton; in pleasure a\n     milksop_--everywhere out of his element, everywhere at sea, in the\n     clouds, adrift, or by whatever word _utter ignorance_ and\n     _incapacity_ are to be described. In society and in the work of life,\n     he finds himself beaten by the youth whom at college he despised as\n     frivolous or abhorred as profligate.\"\n\n\nTake the preparation of our youth for their duties as citizens. Here,\nagain, a knowledge of political and social economy is indispensable. We\nhave seen the attention it receives; and while two lessons a week for one\nhour, and that only to the senior class in its last term, are given to\nAmerican citizens on the Constitution of the United States and on\nInternational Law, _none whatever is given on the science of Government\nthroughout the entire course of five years_!\n\nI might go through the whole course of studies with similar results. Here\nand there, in this or that class, a small amount of attention is given to\nsome of the sciences omitted in the other classes; but the entire record\nis one of the most disheartening character.\n\n_Words! words!_ engross almost exclusively the attention of the students\nfrom the hour they enter the College until they leave it; and it is not to\nthe five-and-twenty graduates the palm of useful industry should be\nawarded, but to the many who, in discouragement, abandon a course which\ntends to _unfit_ them for the great battle of life!\n\nWhat, then, are the reasons generally assigned for this perverse\nconventionalism of devoting the time of youth to the acquirement of dead\nwords, to the unavoidable exclusion of nearly every thing that is of\nvalue? First, we are told that we can not understand the English language\nwithout a knowledge of Latin, from which it is derived. The inaccuracy of\nthis pretension is at once made manifest by reference to Webster, where he\nstates:\n\n     \"That English is composed of--\n\n     \"_First._ Saxon and Danish words of Teutonic and Gothic origin.\n\n     \"_Second._ British or Welsh, Cornish and Amoric, which may be\n     considered as of Celtic origin.\n\n     \"_Third._ Norman, a mixture of French and Gothic.\n\n     \"_Fourth._ Latin, a language formed on the Celtic and Teutonic.\n\n     \"_Fifth._ French, chiefly Latin corrupted, but with a mixture of\n     Celtic.\n\n     \"_Sixth._ Greek formed on the Celtic and Teutonic, with some Coptic.\n\n     \"_Seventh._ A few words directly from the Italian, Spanish, German,\n     and other languages of the Continent.\n\n     \"_Eighth._ A few foreign words, introduced by commerce, or by\n     political and literary intercourse.\n\n     \"Of these, _the Saxon words constitute our mother-tongue_, being\n     words which our ancestors brought with them from Asia.\n\n     \"The Danish and Welsh also are primitive words, and may be considered\n     as a part of our vernacular language. They are of equal antiquity\n     with the Chaldee and Syriac.\"\n\n\nBut even were it true that our language was derived from the Latin,\nwherein lies the difficulty in the way of the teacher explaining to his\npupils the meanings of the parts of English words which are of Latin\norigin, without the necessity of the pupil's acquiring the same knowledge\nby the roundabout process of learning one thousand words he will never\nneed, for one that may at some time be to him of some service as a\nmnemonic?\n\nDriven from this position, the advocates of \"_classical_\" studies tell us\nthat the study of Latin and Greek serves as a training for the intellect.\nUnquestionably the exercise of the faculties of the mind serves to develop\nthe faculties so exercised; yet if this were the object to be attained,\nHebrew, nay, Chinese, would be preferable to Latin; but SCIENCE develops\nthe same faculties, and far more efficiently. The facts of science to be\nstored up in the mind are so infinite in number and magnitude that no man,\nhowever gifted, could ever hope to master them all, though he were to live\na thousand years. But their arrangement in scientific order not only\ndevelops the analytical powers of the mind, but exercises the memory in a\nmethod infinitely more useful and powerful than the study of any language.\nFinally we are told classical studies develop the taste. If then to this\nthe advocates of such studies are driven, its mere announcement must\nsuffice to banish Latin and Greek from all schools supported by taxation;\nfor however essential it may be to provide the means of the best possible\ninstruction, it is as absolutely out of the sphere of the Trustees of\nPublic Moneys to provide, at the public expense, so _mere a luxury_ as on\nthis hypothesis Latin and Greek must be, as it would be to provide the\npublic with costly jewels! But even for the cultivation and development of\nart and taste, SCIENCE is the true curriculum!\n\nHe who is ignorant of anatomy can not appreciate either sculpture or\npainting! A knowledge of optics, of botany and of natural history, are\nnecessary, equally to the artist or to the connoisseur; a knowledge of\nacoustics to the musician and musical critic. \"No artist,\" says Mr.\nSpencer, \"can produce a healthful work of whatever kind without he\nunderstands the laws of the phenomena he represents; he must also\nunderstand how the minds of the spectator or listener will be affected by\nhis work--a question of psychology.\" The spectator or listener must\nequally be acquainted with the laws of such phenomena, or he fails to\nattain to the highest appreciation.\n\nI now come to the last and most serious aspect of this question, and I\nfearlessly assert that classical studies have a most pernicious influence\nupon the morals and character of their votaries.\n\nIt should not be forgotten that Greeks and Romans alike lived by slavery\n(which is robbery), by rapine, and by plunder; yet we, born into a\nChristian community which lives by honest labor, propose to impregnate the\nimpressionable minds of youth with the morals and literature of nations of\nrobbers!\n\nThis letter has already extended to so great a length that I am compelled\nto abstain from making extracts from the works of the greatest thinkers,\nwhich I had desired: and I can now but cite them in support, more or less\npronounced, of the views above put forward, viz.: President Barnard, of\nColumbia College, who with rare honesty and boldness has spoken loudly\nagainst the conventional folly of classical studies; Professor Newman,\nhimself Professor of Latin at the University of London, England;\nProfessors Tindall, Henfry, Huxley, Forbes, Pajet, Whewell, Faraday,\nLiebig, Draper, De Morgan, Lindley, Youmans, Drs. Hodgson, Carpenter,\nHooker, Acland, Sir John Herschell, Sir Charles Lyell, Dr. Seguin, and,\nrising above them all in _educational science_, _Bastiat_ and _Herbert\nSpencer_. To a modified extent, the name of Mr. John Stuart Mill may be\nquoted--for he loudly advocates science for all--science, which is\nunavoidably excluded by the introduction of, or at least the prominence\ngiven to, Latin and Greek in our College. Mr. Mill, it is true also,\nadvocates classical studies, but for certain special classes which exist\nin England who have no regular occupations in life.\n\nNeither is it without importance as a guide to ourselves to observe that\nin the very best school in this country--a school perhaps not surpassed by\nany in the world, viz., the Military Academy at West Point--neither Latin\nnor Greek studies are permitted.\n\nIf now, in any career whatever, any use could be found for Latin, it must\nbe in that of the professional soldier, to whom, if to any one, the\nlanguage and literature of the most military people the world has ever\nseen, should be of some service. But no! the wise men who framed the\ncurriculum of West Point, though they knew that the study of the campaigns\nof the Romans would be serviceable to their students, provided for their\nstudy, _not_ by the roundabout method of first learning a language which\ncould never be of any other use, but by the direct method of the study of\nthose campaigns! Are the pupils of West Point generally found deficient in\nintellect? Is not, on the contrary, the fact of having graduated at that\nschool a passport to the _highest scientific_ and _practical_ employment?\n\nOur duty to the people is clear; let us neither waste the precious time of\nour youth on worse than useless studies, nor the money of the citizens on\nworse than useless expenditure.\n\nI do earnestly hope that our Committee will give to my observations their\nmost serious deliberation. Let us come to no hasty conclusion on this\nsubject: accustomed as we have been to hear constantly repeated such\nconventional phrases as that \"Latin and Greek are essential to the\neducation of a gentleman;\" that \"classical studies are indispensable to a\nliberal education;\" to hear applauded to the echo orators who have\nintroduced into their speeches quotations of bad Latin or worse Greek by\naudiences of whom not one in one thousand understand what was said. We\nhave been apt to receive such phrases as embodying truths, without ever\nexamining their foundations. I respectfully urge the Committee to consider\nwell before they act, to study the reasons assigned by the great thinkers\nI have named for condemning, as, humbly following in their wake, I venture\nto condemn, as worse than mere waste of time, the years devoted to Latin\nand Greek studies.\n\nLet us endeavor to make the College of this city worthy of the city and of\nthe state; let us cast aside the trammels of medi\u00e6val ignorance, and\nsupply to the pupils of the College \"the culture demanded by modern life.\"\nLet us in this, the first important matter which has come before our\nCommittee, act in harmony and without prejudice, for the welfare of the\nCollege and \"for the advancement of learning,\" and so prove ourselves\nworthy of the sacred trust we have assumed.\n\n  I am, dear sir, very truly yours,\n\n      NATHANIEL SANDS,\n\n  _Member of \"The Executive Committee for the Care,\n  Government, and Management of the College of the\n  City of New York.\"_\n\n\n\n\n_The Philosophy of Teaching._\n\nTHE TEACHER, THE PUPIL, THE SCHOOL.\n\nBY NATHANIEL SANDS.\n\n8vo, Cloth, $1 00.\n\n\nAn interesting and valuable work, in which the science of teaching is\ntreated in a philosophical and practical manner, and a sketch is given of\na school to be established on the principles developed in his pages. Mr.\nSands takes the view that education, mental and physical, is but the\nabsorption of surrounding elements into the mind and body--an arrangement\nand assimilation of materials so as to incorporate them into the being to\nwhose nourishment they are applied, just as the tree or plant assimilates\nto its growth and subsistence the materials which it draws from the air\nand the soil; and his theory of teaching is based on these truths.--_N. Y.\nTimes._\n\nHe advocates a radical change in the system of teaching youth. He proposes\na school where pupils shall be taught by illustrations from nature as well\nas from books; where the museum, chemical laboratory, and workshop shall\nfind a place; where, in short, the mind of the learner shall not be\nforced, but shall have just the kind of food suitable for its age and\ndevelopment.--_N. Y. World._\n\nMuch has been written upon education--much that is both wise and\nthoughtful, and much that has been but sound. Among the most thoughtful\nand suggestive recent writings is an unpretentious work bearing the title\nof \"The Teacher, the Pupil, the School,\" by Mr. Nathaniel Sands. Small as\nit is, it contains more ideas than many bulky volumes.--_N. Y. Tribune._\n\nThe question with which he mainly concerns himself is whether Latin and\nGreek, and certain other branches, shall be taught to the exclusion of\nmore practical studies. He thinks that what is commonly known as the\n\"culture demanded by modern life\"--chemistry, mining, anatomy, natural\nhistory, political and social economy, the science of government,\netc.--should take the place now usurped by classical studies. Mr. Sands\nbelieves in making no compromise between the useful sciences and the\nclassics. He condemns \"as worse than mere waste of time the years devoted\nto Greek and Latin,\" and would bar them out altogether.--_Journal of\nCommerce._\n\nMr. Sands, who has just been appointed one of the new Board of Education,\nhas long been known as an advanced thinker on the subject he is now called\nupon to deal with. He has published a pamphlet on the Philosophy of\nEducation.--_N. Y. Sun._\n\nWe have in this compact and unpretentious treatise a great deal of pith\nand acumen, brought to bear upon a most important subject--that of\neducational first principles. Mr. Sands has gone to the base of human\nteaching, discarding pretentious themes, in order to illustrate the\nsimpler beauty of that eductive and inductive co-relationship which,\nbeginning at the mother's breast, proceeds through all the quiet processes\nof mental development in infancy, childhood, and maturity.--_N. Y.\nDispatch._\n\nHis hints may well arrest the attention of thoughtful men.--_N. Y.\nTribune._\n\nWe commend it to the thoughtful consideration of all, but especially of\nour public men. * * * Commissioners of Schools and others charged with\nyouthful training may advantageously consider the reflections.--_N. Y.\nEvening Post._\n\n\nHARPER & BROTHERS, PUBLISHERS,\n\nFRANKLIN SQUARE, NEW YORK.\n\nHARPER & BROTHERS _will send the above work by mail, postage prepaid, to\nany part of the United States, on receipt of $1 00_.\n\n\n\n\nWORKS ON EDUCATION\n\nPUBLISHED BY\n\nHARPER & BROTHERS, NEW YORK.\n\n\nHARPER & BROTHERS _will send any of the following books by mail, postage\nprepaid, to any part of the United States, on receipt of the price_.\n\nHARPER'S CATALOGUE _and_ TRADE-LIST _will be sent by mail on receipt of\nFive Cents, or they may be obtained gratuitously on application to the\nPublishers personally_.\n\n\nRANDALL'S POPULAR EDUCATION. First Principles of Popular Education and\nPublic Instruction. By S. S. RANDALL, Superintendent of Public Schools of\nthe City of New York. 12mo, Cloth, $1 50.\n\nSANDS'S PHILOSOPHY OF TEACHING. The Teacher, the Pupil, the School. By\nNATHANIEL SANDS. 8vo, Cloth.\n\nBURTON'S OBSERVING FACULTIES. The Culture of the Observing Faculties in\nthe Family and the School; or, Things about Home, and how to make them\nInstructive to the Young. By WARREN BURTON, Author of \"The District School\nas it was,\" \"Helps to Education,\" &c. 16mo, Cloth, 75 cents.\n\nCALKINS'S PRIMARY OBJECT LESSONS. Primary Object Lessons for a Graduated\nCourse of Development. A Manual for Teachers and Parents, with Lessons for\nthe Proper Training of the Faculties of the Children. By N. A. CALKINS.\nIllustrations. 12mo, Cloth, $1 50.\n\nWILLSON'S OBJECT LESSONS A Manual of Information and Suggestions for\nObject Lessons, in a Course of Elementary Instruction. Adapted to the Use\nof the School and Family Charts, and other Aids in Teaching. By MARCIUS\nWILLSON. 12mo, Cloth, $1 50.\n\nABBOTT'S TEACHER. Moral Influences Employed in the Instruction and\nGovernment of the Young. By JACOB ABBOTT. With Engravings.\n12mo, Cloth, $1 75.\n\nBOES\u00c9'S EDUCATION IN NEW YORK CITY. Public Education in the City of New\nYork: its History, Condition, and Statistics. An Official Report to the\nBoard of Education. By THOMAS BOES\u00c9, Clerk of the Board. With\nIllustrations. 8vo, Cloth, $1 50.\n\nBEECHER'S TRAINING OF CHILDREN. The Religious Training of Children in the\nFamily, the School, and the Church. By CATHARINE E. BEECHER.\n12mo, Cloth, $1 75.\n\nEDGEWORTH'S PRACTICAL EDUCATION. A Treatise on Practical Education. By\nRICHARD LOVELL EDGEWORTH and MARIA EDGEWORTH. Engravings.\n12mo, Cloth, $1 50.\n\nSIR WILLIAM HAMILTON'S ESSAYS. Discussions on Philosophy and Literature,\nEducation and University Reform. Chiefly from the Edinburgh Review.\nCorrected, Vindicated, and Enlarged, in Notes and Appendices. By Sir\nWILLIAM HAMILTON, Bart. With an Introductory Essay, by Rev. ROBERT\nTURNBULL, D.D. 8vo, Cloth, $3 00.\n\nDR. OLIN'S COLLEGE ADDRESSES. College Life: its Theory and Practice. By\nRev. STEPHEN OLIN, D.D., L.L.D., late President of the Wesleyan\nUniversity. 12mo, Cloth, $1 50.\n\nPOTTER & EMERSON'S MANUAL. The School and the Schoolmaster. A Manual for\nthe Use of Teachers, Employers, Trustees, Inspectors, &c., &c. In Two\nParts. Part I. By Rt. Rev. ALONZO POTTER, D.D. Part II. By GEORGE B.\nEMERSON, A.M., of Massachusetts. Part I. The School; its Objects,\nRelations, and Uses. With a Sketch of the Education most needed in the\nUnited States, the present State of Common Schools, the best Means of\nImproving them, and the consequent Duties of Parents, Trustees,\nInspectors, &c. Part II. The proper Character, Studies, and Duties of the\nTeacher, with the best Methods for the Government and Instruction for the\nCommon Schools, and the Principles on which School-Houses should be Built,\nArranged, Warmed, and Ventilated. Engravings. 12mo, Cloth, $1 50.\n\nEVERETT ON PRACTICAL EDUCATION. Importance of Practical Education and\nUseful Knowledge: being a Selection from the Orations and Discourses of\nEDWARD EVERETT, President of Harvard University. 12mo, Cloth, $1 50.\n\n\n\n\nTranscriber's Notes:\n\nPassages in italics are indicated by _underscore_.\n\nAdditional spacing after block quotes is intentional to indicate both the\nend of a quotation and the beginning of a new paragraph as presented in\nthe original text.","title":"The Philosophy of Teaching: The Teacher, The Pupil, The School","tradition":"philosophy-ethics","translated_text":null,"word_count":15301}