Q^^^wyfi^iM:4j .fci^.v*i2tli^ 't(Mh GREAT TEACHERS OF FOUR CENTURIES. AN OUTLINE HISTORY OF THE GREAT MOVEMENTS AND MASTERS OF THE PAST FOUR HUNDRED YEARS, THAT HAVE SHAPED THE THEORY AND PRACTICE OF THE EDUCATION OF THE PRESENT. ^Illustrated with Portraits from Authentic Sources.) V By OSSIAN H. LANG, Author of "■ Comenius," " Basedow," *' Rousseau," " Horace Mann," Etc. NEW YORK AND CHICAGO. E. L. KELLOGG & CO, 1893. Copyright 1893. CELLOGG & NEW YORK AND CHICAGO. E. L. KELLOGG & CO, GREAT TEACHERS OF FOUR CENTURIES.' CONTENTS. ^be Slsteentb Century* CONDITION OF THE SCHOOLS AT THE CLOSE OF THE MEDIEVAL AGE, 7 REVIVAL OF LEARNING g Luther, .,.„...,.. lo Melanchthon, ........ u Trotzendorf, ........ n Sturm, .......... 12 Ascham, • , "».--... 13 Mulcaster, >.■..... ^ 14 A NEW MOVEMENT 16 Rabela's, ••....... 16 Schools of the Jesuits, ....... jg Bacon 20 Zbc Seventecntb Century. BEGINNING OF REFORM IN PEDAGOGICS. Comenius, ......... 22 Condition of the Elementary Schools, . . „ .25 XLhc Blgbtecntb Centurij. EDUCATION BUILT ON A PSYCHOLOGIC BASIS. . . 28 Locke, .......... 30 Basedow, ......... 31 Rousseau, •••...... 34 Zbc Bineteentb Qentm^, Pestalozzi, ......... 36 FrcEbel, ......... 39 Herbart, ......... 41 ii. CONTENTS. Bmcrfcan ;e&ucators. COLONIAL TIMES 45 First American Book on Pedagogics, ..... 45 A Teacher of the Last Century, ...... 46 German Teachers, . . . . . , . , 47 The Era of Revolution, ....... 47 PESTALOZZIAN ERA. French Influence and Jefferson, ..... 47 First News of Pestalozzi, ...... 48 Maclure and Neef, ........ 48 Cabell 49 Educational Awakening, . . . . . . .50 Origin of Institutes, ....... 51 Prof. HalPs Lectures, . . . . . . .51 Pedagogical Journals, ....... 52 Wadsworth, ......... 52 Lancaster, ......... 53 Mann, .......... 54 The Horace Mann Era, ....... 57 Froebelian Workers in America, . . . . , .57 Pedagogic Writings, .«.,»,. 58 PREFACE, The object of this volume is to present as clear an account of the historical development of educational thought as is possible within the limits of fifty pages. The aim has been to adapt it to the needs of the great body of busy teachers who have neither the time nor the means to make a comprehensive study, but are earn- estly striving to be informed regarding the facts that are indispensable for an understanding of the theory and practice of modern education. The material here offered originally appeared in Educational Foundations, a monthly magazine planned to aid young teachers who want to advance in professional studies. The text has been carefully revised. Among the additions that have been deemed desirable are outlines of the lives and educational ideas of Ascham, Mulcaster, and Herbart, and a sketch of Froebel's kindergarten plan. The portraits that adorn the pages have been selected from authentic sources. The sketch of the development of American pedagogics thatjs added to this volume contains sev- eral interesting facts that are not to be found in any other work on the general history of education. O. H. L. WHAT DO YOU KNOW ABOUT THE HISTORY OF EDUCATION? Allen's Historic Outlines of Education, - 15c. Browning's Aspects of Education, 25c. Educational Theories. 45c. Kellogg's Life of Pestalozzi, 15c. Lang's Comenius, .... 15c. Basedow, . - . - 15c. " Rousseau and his " Emile," - 15c. " Horace Mann, 15c. Great Teachers of Four Centuries, - 25c. " Herbart and his Principles of Edu- cation,- .... 25c. Phelps' Life of David P. Page, - 15c. Quick's Educational Reformers, 1. 00 Reinhart's History of Education, 25c. Net prices postpaid are given. Send for full descriptive catalogue. E. L. KELLOGG & CO., New York. GREAT TEACHERS OF FOUR CENTURIES. Zbc Siyteentb Century* CONDITION OF THE SCHOOLS AT THE CLOSE OF THE MEDIEVAL AGE. Four hundred years ago there were no public schools in Europe. The schools that existed were ecclesiastical institutions whose sole object was to make the pupils obedient servants of the church. Education was re- garded as a mere preparation for trades, professions, and clerical duties. There were no schools for girls anywhere ; if parents desired to have their daughters instructed, they let them learn Latin. The great mass of the people was kept in a state of ignorance and bar- barism. The school teachers of that time were a decidedly dis- reputable lot of men. Employees of the church who were not fit to perform any higher (?) duties were put into the school-room. These were the aristocrats, as it were, of the trade. The majority of the schoolkeepers were disabled soldiers, tradesmen who could not earn enough money at their work to provide for their families, vagabonds looking for shelter during the inclement winter months, 8 GREAT TEACHERS etc. All were more or less addicted to brandy (gener- ally more). As a rule they were not required to know more than the names of the Saints, the '* Salve reginam " and other hymns, the responsoria, order of ceremonies, etc.; for instruction was mainly for the purpose of pre- paring the boys for the church choir. The school buildings harmonized well with the ap- pearance and character of the keepers that infested them. A writer of that timef says that the " future teachers and rulers" were instructed '*in nasty, filthy houses among cats and mice, flees, house-bugs, and lice, and whatever else there was of bursalia." "The jails, slaughter houses, and hangman houses," he writes, were "castles and palaces " in comparison with the schools. The course of instruction was the same as that of the early part of the medieval age. The method of teach- ing was worse. Nicholas Hermann writes: "In the com- mon schools the barbarism and ignorance in instruction was such that many a one reached the age of twenty be- fore he learned his grammar and was able to understand and speak a little Latin. This Latin** sounded when compared with the Latin of to-day* like an old clatter- board or straw-fiddle compared with the best and clear- est organ." The discipline of the school was never more cruel. Erasmus Alberus (1500-1553) writes : " When I went to school I have often witnessed how horribly the poor children were treated : their heads were run against the walls and my own was also not spared. I was eight years old when I had a teacher who when he was full of wine, yea full of the devil, drew me sleeping from the straw on which I lay, took me by the feet and pulled me around, up and down, as though I were a plough, so that my head was dragged over the ground and was well bruised. . . . Then he began another game (!) : he took a pole and compelled me to climb up to the top and then let it fall so that I struck the ground ; that was to make good ingem'a, as he thought. Finally he took me and shoved me into a bag and hung me out of the window. +N. Hermann, died 1561, ** Medieval (church) Latin. *As restored by the humanists : the classical (Ciceronian) Latin. OF FOUR CENTURIES. 9 .... 1 was taught so well that I could not decline a noun when I was fourteen." During the whole of the medieval period instruction was wholly dependent upon rhe priesthood. The head of the church was the head of the school. Teaching was not regarded as a special study, but merely as a branch of theology, and the least important at that. Tradition was the only guide in educational affairs. %EyiVAL OF LEARNING. In the 14th century a movement had been set afoot that was destined to become a power and to scatter the darkness of medievalism. A small body of men began to emancipate themselves from the despotism of tradi- tion and to reflect upon the destiny of man and the purpose and means of education. They compared the degenerated human race with the ideals of true man- hood as described by the classics of Rome and Greece. Here man was degraded to a mere fraction in an un- yielding social organism — there the individual man counted for something; here intellectual pursuits were reserved for a few favored ones — there every man had access to the fountains of knowledge ; here cast-iron formalism and groping in the darkness of narrow, dreary, and monotonous scholasticism — there art, science, and literature flourished. To rejuvenate mankind after the model of classic antiquity became the end and aim of their work. By basing education on the study of the writers of old they hoped to stimulate the rising gener- ation to independent research and thereby to restore the sciences and to inculcate those ideas that to them meant human perfection. This movement, commonly called humanism^ began in Italy, and from there spread over the whole Europe. The poet Petrarca (1304-1374) and the two great Florentines, Dante Alighieri (1263-132 1) and Boccaccio (1313-1375), were^ among the first to make the masters of antiquity the guides of a new philosophy and a new education. This gave a fresh impulse to intel- lectual activity which had so long been dormant, wrapped up in preconceived notions and traditional abuses. 10 GREAT TEACHERS In Germany the tide of humanism resulted in the Reformation, to us a most important event in the history of education, as it led to the birth of the primary school and the system of modern state instruction, and introduced a new, subjective instruction and principle of individuality and reason. The greatest among the German humanists were Luther, Melanchthon, Trotzen- dorf, Sturm, and Neander. The most distinguished of the English humanists was Roger Ascham, the author of '* The Scholemaster." Richard Mulcaster, the famous educationist of the Elizabethan age, can hardly be called a humanist. His pedagogic writings form the connecting link between the humanistic school, with its one-sided devotion to the study of classic authors, and the new era in peda- gogics that had already begun with Rabelais. Martin Luther. (1483- 1546.) Luther, the father of the German public school, was born at Eisleben, 1483, and died in 1546. His " Address to the Councillors of all German cities" (1524) is the first important work in the history of modern peda- gogic literature. In this tractate he declared it to be the bounden duty of the government to improve and ex- tend education by the establishment of new schools for the whole juvenile population, both boys and girls, and by enforcing attendance at these institutions. Instruc- tion should not be o. private matter and not left to indi- vidual judgment ; but it should be the concern of the people of the state. If the state, Luther argued, can force its able-bodied subjects to become soldiers, much more can and ought it to compel its subjects to keep their children at school. The immediate result of the forcible *' Address " was that Luther's plans for the or- ganization of public instruction and views concerning compulsory education were adopted throughout the whole of Protestant Germany. The governing bodies of states and cities began to establish new schools and to re-organize and improve the old ones. The education of girls, which before the Reformation had been entirely neglected, owes its origin in Germany OF FOUR CENTURIES. n to the effect of Luther's masterly tractate. The idea of a universal education was forever established, as was also the principle that the state is responsible for the instruction of its subjects. A number of great educa- tionists were greatly influenced by Luther, among them Melanchthon, Trotzendorf, Sturm, also Rabelais, Ratich, Comenius, and the majority of the later German school reformers. Philip Melanchthon. (1497- 1560.) Melanchthon, called by his contemporaries " Precep- tor of Germany," was born 1497, and died in 1560, He was Luther's faithful assistant in the reformation of the schools. His most important pedagogic master-work was the/' Book of Visitation," which contained also the celebrated ''Saxon School Plan," a full and complete scheme for the inner organization and supervision of the schools. Wherever in the Protestant countries schools were to be re-organized, Melanchthon was asked for advice. The schools were to him more than mere in- stitutions of learning. "The teachers," he said, "should never forget before what an assembly they are, not among Cyclopes and Centauri, not in Plato's academy, but in a temple of God. To desecrate and defile this sanctuary is a crime. School life has less splendor than the life at court, but it is more valuable for the human race ; for what could be nobler than to lead tender souls to a knowledge of God, nature, and good rfiorals.'' Melanchthon and Luther worked hand in hand. Among the multitude of pupils that flocked to Witten- berg to be taught by them, were the great school men, Camerarius (Leipzig), Micyllus (Frankfort and Heidel- burg), Sturm (Strasburg), Trotzendorf (Goldberg, in Silesia), and many others of equal renown in their age. Valentine Trotzendorf. (1490- 1556.) Trotzendorf was for 25 years head-master of a school at Goldberg, and with Sturm the most prominent teacher of his age. As disciplinarian he ranks high above the school men of his time. School Government. — His school was organized on 12 GREAT TEACHERS a republican basis, the pupils participating in the gov- ernment. A ??iagistracy of pupils was instituted, composed of a consul, 12 senators, and 2 censors. Trotzendorf had the title dictator perpetuus. If a pupil was accused of any wrong act, he had to defend himself before the senate. He was allowed a week to prepare his defense. The decision of the senate was final. Trotzendorf insisted strictly upon the execution of the senate's judgment. His principle was : ** Those will best govern (as men) according to laws who as boys have learned obedience to laws." The principles underlying this system of school gov- ernment were adopted by the schools of the Jesuits. Modifications of the plan have been commended from time to time and probably also put in practice. The Bell-Lancaster system was a new form of the plan. At the Goldberg school some of the older pupils were appointed to assist in teaching the lower classes, John Sturm. (1507- 1590.) Sturm, the renowned rector of the academy at Stras- burg (1537-81), was one of the greatest masters of school of organization in his time. 1. The aim of schooling was to him threefold: piety, knowledge, and eloquence. 2. Confining himself wholly to the teaching of Latin and Greek, he sacrificed everything else ; even the mother tongue was entirely ignored and banished from the school ; neither did history, geography, and the natural sciences appear in his curriculum. Arithmetic was not taken up till after the classics had been mas- tered, and geometry and astronomy were taught only in the highest class of the academy. 3. Methodical Principles. — '' Select always the ne- cessary and leave out the superficial ; strive everywhere for perspicuity, and aim at multum, non multa — (much, not many things) : proceed everywhere methodically in questions and answers ; make learning neither too difficult, nor too easy; in this allow yourself to be guided by the individuality of your pupils and their OF FOUR CENTURIES. 13 powers of apprehension." Proceed from perception to the notion ; from the thing (fact) to the word, aiming at gradual organic development. The teachers at Sturm's school (9 and 10 classes) were required to be thoroughly familiar with the scope and limits of the work prescribed for their particular class as well as with that of the class preceding and following theirs (continuity and inner connection). Sturm was celebrated in his time as the greatest school organizer and methodician. His counsel was often solicited abroad. The English schools at Eton, Winchester, and Westminster framed their courses of study after the Strasburg model. The secondary schools of Germany, England, and our own country continued Sturm's plan in a modifiea form till late in our century. Rabelais corresponded with Sturm and commended his efforts to restore the classic languages and to teach only the purest and most elegant (Ciceronian) Latin. (The Latin of the middle ages was a clumsy corruption that probably no Roman would have recognized as his language.) Roger Ascham. (1515-1568.) Ascham was for a time the Greek tutor of the prin- cess Elizabeth, afterwards queen, and subsequently be- came Latin secretary to Edward VI., continuing in this office under Mary and Elizabeth, until his death in 1568. His celebrated pedagogic work, "The Schole- master, or a Plain and Perfite Way of teaching children to understand, read, and write the Latin Tonge," was published three years after his death. The first part of this book treats of education in general, the second of the method of teaching Latin. The methodical rules indicated in the latter part belong to the best that were ever given for the teaching of dead languages. Ascham adopted Sturm's maxim, '' Multum^ non 7niilta^'' which he expresses tersely in the words, " a small area well cultivated." He insisted that the child should be taught to understand, not merely to memorize, and to be filled with **a love of learning, a desire to labor, a will to take pains." 14 . GREAT TEACHERS His masterly treatment of the method of teaching Latin is shown in the following: ^'Let the master read unto him the Epistles of Cicero. First let him teach the child cheerfully and plainly the cause and matter of the letter ; then let him construe it into Eng- lish so oft as the child may easily carry away the under- standing of it ; lastly, parse it oyer perfectly. This done thus, let the child by and by both construe and parse it over again, so that it may appear that the child doubteth in nothing that his master taught him before. After this the child must take a paper book, and sit- ting in some place where no man shall prompt him, by himself, let him translate into English his former lesson. Then, showing it to his master, let the master take from him his Latin book, and pausing an hour at least, then let the child translate his own English into Latin again in another paper book. The master must compare it with Tully's book, and lay them both together." ^ It is difficult to trace the effect of Ascham's work on later educationists, but doubtless Mulcaster was greatly influenced by it and the improvement of teaching in the English grammar schools in Shakespeare's time seems to indicate that *' The Scholemaster " had borne fruit. Richard Mulcaster. (1530- 1611.) Mulcaster, the celebrated English teacher, was for twenty-five years the headmaster of the Merchant Tay- lor's school at London. Many of his pupils became eminent scholars, among them the greatest of the Eliza- bethean poets, Edmund Spenser, also Sir James White- locke and the Bishop of Winchester, the renowned Dr. Lancelot Andrewes, on whom Milton wrote an elegy. Muleaster's most noted works are the Positions (1581) and the Elementarie. The former book has been made available to the teachers of to- day by R. H. Quick's re- print. The latter work will in all probability be repub- lished soon. An excellent paper on Mulcaster and His ^^ EIementa?'ie,'' by Foster Watson, read before the Col- lege of Preceptors, was published in the London Edu- cational Times and appeared in a condensed form in Educational Foundations, Mulcaster was a fine classic scholar, but his peda- OF FOUR CENTURIES. 15 gogic treatises were written in English, a significant step forward in an age that thought only of Latin as a literary language. He was an enthusiastic advocate of the teaching of the mother tongue and for this reason alone is entitled to a prominent place among the great educationists of the sixteenth century. In the " Ele- mentarie " he wrote : " Our own language bears the joyful title of our liberty and freedom, the Latin remembers us of our thraldom and bondage ? I love Rome, but London better ; I favor Italy, but England more. I honor the Latin, but I worship the English. ... I honor foreign tongues, but wish my own to be partaker of their honor. Knowing them, I wish my own tongue to resemble their grace. I confess their furniture, and wish it were ours. Why should not all of us write in English? . . . I do not think that any language, be it whatsoever, is better able to utter all arguments either with more pith or greater plainness than our English tongue. . . . not any whit behind either the subtile Greek for crouching close or the stately Latin for spreading fair." His main educational contentions, according to Fos- ter Watson, were : " 1. Culture and learning for those who have the wit to profit by it, whether rich or poor. Adequate knowl- edge for those who go into trade. 2. Education for girls and women, as well as boys and men. Higher education for girls who have good abili- ties. 3. Training colleges for teachers. 4. Physical training for all — boys and girls, teachers and pupils, and this to be continued in after-life. ; 5. Liberal education, with disinterested aims for the elementary schools. 6. The best masters to take the lowest classes. 7. Drawing and music to be taught in every school, not as 'extras,' but as essentials." " May it not fall out that such a thing as this may be called for hereafter, though presently not cared for, through some other occasion which hath the rudder in hand?" i6 GREAT TEACHERS A NEM^ MO^EiMENT. The learning of dead languages and religious dogmas was given undue prominence in the schools of the human- ists. The practical side of life was ignored. The main interest of the age centered in the advancement of the higher institutions of learning ; the elementary school was neglected. The opposition that naturally arose against this one- sided turning away from the requirements of actual life, found its first forcible expression in the writings of Rabelais, He was followed by Montaigne and Bacon. The movement started by these men has been called realism because it aimed at practical life-efficiency above everything else, and was most closely connected with reality. In opposition to the verbalism of the humanists, the realists advocated the acquisition of practical knowledge that would meet the needs of actual life, and urged the teaching of things rather than words. Through realism the natural sciences and physical training were added to the school curriculum, and the method of teaching underwent a complete change. Four distinctive steps will be noticed in the growth of the movement : 1. The necessity of instruction in sciences and arts was shown and the method outlined. — Rabelais. 2. Introduced in school-room practice, the lack of a logical organization of the sciences became apparent. The method was incomplete, having no firm basis of principles. — Schools of the Jesuits. 3. The sciences were reconstructed, a universal and concrete method worked out, and a systematic and complete application of the method to the facts of nature determined. — Bacon. 4. The principles of Bacon were transplanted into the theory of teaching. — Ratich and Comenius. Francis Rabelais. (i4B3-i553«) Rabelais, the satirist of the Renaissance, was Dorn at Chinon, France, about 1483 (1490, according to others). He joined a religious order, and spent many years in a monastery. He was greatly interested in the efforts of OF FOUR CENTURIES. 17 the humanists and the Reformation. He was well versed in literature, both ancient and modern, and the sciences. His love for the classics and connection with leading humanists subjected him to violent persecutions by monks and theologians. His books and writings were confiscated, and he was imprisoned for a time, but managed to escape. At Lyons, 1532-34, he practiced as physician at a hospital, and lectured on anatomy. Here he wrote a number of books that exposed him to new persecutions. Later he published his works in Greek, Latin, and Italian. He is said to have died at Meudon F. RABELAIS. i , r • i ^ 1553, where he was for eight years the cure of a small parish. His pedagogic masterwork is a romance of three giant kings, which appeared under the title ^' The Inestimable Life of the Great Gargantua, the Father of Pantagruel* This contained his thoughts on education. OUTLINES OF EDUCATIONAL IDEAS. 1. The aim of education is a complete man, who fears, loves, and serves God and loves his neighbor as himself, who is strong and healthy of body and skilled in art and industry, who possesses the greatest possible amount of knowledge, and loves it and constantly strives for greater perfection in it. 2. Corporal punishment and severe discipline is to be banished. Kindness and forbearance are to be the guides of government. Example and a well regulated course of procedure lead to the formation of good habits. 3. Acquisition of Knowledge : Language. — The mother-tongue is to be taught ; also Greek, Latin, He- brew, Chaldean, and Arabic. *lt is said that more copies of " Gargantua " were sold in two months than of Bibles in nine years, most likely because it had been condemned by the clergy. i8 GREAT TEACHERS J\/'afure and Man.— Va.rticula.r attention is to be de- voted to the natural sciences. (The schools of R's time knew nothing of these studies.) The pupil is to be taught also the structure of the bodyf and the principal rules of hygiene. All this is to be studied not merely for the sake of gaining knowledge, but to fill the pupil with a love of nature and mankind, and to show him the greatness and wisdom of his Creator. Glimpses of Method: Gargantua and his teacher con- template the stars of the heavens. At table they con- verse about the food before them, about its nature, quality, and properties. On their walks across fields and meadows they study botany. Every object that presents itself to the senses is carefully observed. Workshops, spiceries, anti laboratories are visited. Once each month teacher and pupil go into the country and pass the whole day in playing, singing, dancing, frolick- ing in some fine meadow, hunting for sparrows, collect- ing pebbles, fishing for frogs and crabs." On rainy days the pupil employs his time in manual labor, " in splitting and sawing wood, in threshing grain in the barn," etc. He is also taught to draw and construct various objects and design. To keep alive the interest of his pupil the teacher constantly provides opportunties for practical application of the acquired knowledge. Physical Culture : Rabelais declares himself in favor of a regular course of gymnastics which tends to strengthen the body and to develop health, skill, and brisk movement. Gargantua is to play ball, to toss it with the feet and throw it with the hands ; he is exer- cised in marching and running, in jumpingover trenches and hedges, in swimming in all possible positions, in managing a boat under most difficult conditions, in climbing trees and ropes, etc. Play and manual train- ing are also comprised in this scheme. Result. — The ideas of Rabelais have exerted a power- ful influence in shaping the theory of modern education. Their effect was not immediate. The terrible religious wars of the age made all attempts at reform in educa- tional practice impossible. But, though suppressed for t" By frequent dissections acquire a knowledge of the other world — which is man." — Rabelais. OF FOUR CENTURIES. 19 more than two centuries, the pedagogic discoveries of the Sage of Chinon lived on. Montaigne, the author of the famous Essays (1533-1592), handed them down to posterity. Through him Locke received them and made them the basis of his Thoughts concern- ing education. In the i8th century they broke forth with tremendous force. The Emile of Rousseau was the Gargantua of a new era. In it the pedagogy of Rabelais was further developed, adapted to the conditions of the age and founded on a new philosophic basis. Its in- fluence appears also in the v/orks of Ratich and Come- nius, strange as it may seem. In all probability Ratich became acquainted with the ideas of Rabelais through John Fischart (-1589) who introduced them in Germany through his elaboration of Gai-gantua and Pantagruel. Comenius received them from Ratich. Later we meet with them again in the writings of Basedow. Thus their effect has been an important factor in the building up of the modern science of education. Schools of the Jesuits. In order to stem the torrent of free thought that be- gan with the birth of Protestantism, Loyola (1491-1556) organized the order of Jesuits. This association was to assume control over church, state, and family, and to educate mankind in accordance with the doctrines of the Catholic church. The schools established by this order were for almost two centuries the foremost insti- tutions of learning. Francis Bacon pointed them out as models to his time. "As regards pedagogics," he wrote (DeAug. Sclent., vol. 6, ch. 4), "consult the schools of the Jesuits; they are the best that have ever existed in this direction." The Jesuits adopted a carefully planned educational theory ; in their school organization they followed Melanchthon ; in methods Sturm was their model ; in discipline the- principles and scheme of Trotzendorf were their guide ; the ideas of Rabelais respecting the teaching of arts and sciences, physical training, and play were put in practice. They were the first teachers who organized their educational system on a psychological basis. They studied the special gifts of their pupils and 20 GREAT TEACHERS afforded them full and free development. The founder of their plan of school organization and teaching was Claudius Aquaviva. While there exists wide divergence of opinion regard- ing the order itself, it is conceded that it made great con- tributions to the advancement of educational practice. Francis Bacon. (1561-1626.) Bacon (Lord Verulam), the founder of empirical phil- osophy, was born in London, 1561, and died at Highgate, 1626. His principal works are the well known ^'Essays," the "Advancement of Learn- ing," and the '' Novum Orga- num." He was the first to make the method of induc- tion the object of comprehen- sive reflection and investi- gation. He devoted his life to the inauguration of a reform of the existing sciences and the reconstruction of all knowledge. THOUGHTS ON EDUCATION.* 1. The teacher must know clearly the individuality of his pupil and determine his future manner of living" (character). 2. "In that to which the mind is most inclined by reas- on of special gifts, or native propensities, progress will be greatest ; though with art much may be mended and supplied that by nature is lacking, for instance, for the flighty (superficial and wandering) mind the study of mathematics is an excellent cure ; assuming that it be inattentive also in this instruction, mathematical dem- onstration must be begun anew." (Knowledge of mathematics is to be gained step by step through well- directed self -activity,) FRANCIS BACON. *We follow mainly Bacon's " De Auj^mentis Scientiarum " (vol. vi., ch 4). ''rhe "Novum Organum " and "Advancement of Learning " have also been quoted. OF FOUR CENTURIES. 21 3. ** The end of knowledge is the glory of the Creator and the relief of man's estate." 4. '' The earliest education is as important for the whole life, as good care for plants in the time of ger- mination." 5. '' Instruction in public schools has great advantages over private instruction ; for there is more of emulation, attention, and example." 6. Great care is to be exercised in the selection of subjects of study. 7. There should not be too much restraint. After the tasks are learned the children should have sufficient liberty to play and v/ork for themselves at that which interests them individually. 8. There are two chief methods : one proceeds from the easy to the difficult, the other exercises power by beginnmg with the difficult. Both methods should be connected. 9. It is necessary to provide plenty of exercises. But there must be change and variety, lest mistakes be ex- ercised along with the rest. This is particularly the case where something is "drilled" that has not been fully and rightly compre- hended by the pupils. 10. All notions that are not derived from the observa- tion of the nature of the things,, are idols that obscure human understanding and hide nature behind a dark veil ; they give knowledge of words, but not of things. Hence nature must be contemplated with the eyes in- stead of studying it from books. " Man, the servant and interpreter of nature, can do and understand so much, and so much only, as he has observed in fact or in thought in the course of nature ; beyond that he neither knows anything nor can do anything." To penetrate into the recesses of nature, the mind must be led to particulars and their series and order, and must lay aside its preconceived, false notions and become familiar with facts. "All depends on keeping the eye steadfastly fixed upon the facts, and so receiving their images simply as they are ; for God forbid that we should give out a dream of our own imagination for a pattern of the world." 22 GREAT TEACHERS ^be Scventeentb Centura* BEGINNING OF REFORM IN PEDAGOGICS. Ratich* (1571-1634) made an attempt to introduce principles of Bacon's philosophy in pedagogics. But as he aimed at notoriety and self-aggrandisement rather than the good of education, his work lost much of its force. By his agitations for school reform he prepared the way for the later masters in the educational field ; that is perhaps his greatest merit, Comenius accom- plished infinitely more : he worked with disinterested 2eal for the elevation of the people and framed a system of education that up to this day has not been excelled in harmonious completeness. He built on Bacon and adopted what appeared sound from Ratich's system. Latin, which up to that time was considered the one and all in education, was forced into the background and instruction in the mother-tongue pushed to the front. Comenius demanded that teaching should begin with an actual observation of things and not with a verbal de- scription of them, and should follow the natural develop- ment of the mind. He elevated education to the rank of an art, regulated by a distinctive theory. John Amos Comenius. (1593-1671.) Comenius (Komensky), the most influential educationist of the seventeenth century, was born at Hungarian- Brod, Moravia, March 28, 1592, and died at Amsterdam, Holland, Nov. 15, 1671. His early education was neglected. It was not till the age of six- teen that he entered a Latin school. He attended the aca- demy at Herborn and studied theology and philosophy at Heidelberg. As teacher of a school at J. A. COMENIUS. *0r Ratke. OF FOUR CENTURIES. 23 Prerau, he attempted a reform of teaching after the plan of Ratke's "Improvement of Instruction." In 1618, he became pastor of the Moravian church at Fulnek, at the same time directing and supervising the work of a school. Believing that the want of good and methodi- cally arranged school-books was mainly responsible for the wretched state of instruction, he set out to write such books. But the Thirty Years' war had broken out, and when, in 1621, Fulnek was ransacked by the Spani- ards, Comenius lost all his manuscripts, together with his library and the greater part of his property. In 1628, he left for Leszna, Poland. Here a number of the exiled Moravian Brethren had settled. Comenius was appointed principal of their academy. He published his first great work, the "Janua Linguarum Reserata" (Door of Languages Unlocked),* in 1631. The master work of Comenius, the " Didactica Magna," written originally in Bohemian, appeared in a Latin translation about 1638. An abstract of this book was published in England. The "Didactica" was the first complete systematic treatise on education ever written. The best known of the works of Comenius is the "Orbis Pictus " (The World in Pictures), the first picture book for the sytematic instruction of children. It ap- peared at Nuremberg, in 1657, and was for almost two centuries the most popular text-took for the instruction of children. Goethe writes that in his childhood there was no other book of the kind used. Basedow's " Ele- mentary" was modeled after the plan of the " Orbis Pictus." Pestalozzi made use in his school of either the book of Comenius or that of Basedow. Froebel was well acquainted with it. In New England, New York, and Pennsylvania, probably also in other colonies, it was to be found in many households at the beginning of the i8th century. To-day, quite a number of teach- ers are using it as a guide for language lessons. Comenius .received flattering offers from Sweden, England, Holland, and Transylvania, to reform the sys- tems of public instruction there, after his plan. In 1639, according to Cotton Mather, he was invited to the * It was, shortly after its publication, translated into 12 European and 4 Oriental languages. 24 GREAT TEACHERS United States to accept the presidency of Harvard college, but declined. PRINCIPLES OF TEACHING. The Aim. — Man is by his Creator endowed with cer- tain powers, ** the seeds of intelligence, virtue, and god- liness." It is his appointed life-duty to strive for that perfection which best prepares him for his future eternal state of being in and with God. This perfection con- sists in the acquisition of intelligence, virtue, and piety and is attained by education. Hence, it is the object of education so to direct and control the development of man's innate powers that he may fulfill his destiny wisely and conscientiously. Universal Education. — ''We cannot cut a Mercury out of every piece of wood," writes Comenius, quoting a Greek author, and adds : ''but we can make a man of every human being." Hence, " all must be educated — the feeble-minded to overcome dullness, the gifted that their mind might not turn to the useless and harm- ful." Rules for Teaching. — Standing on the maxim, " We learn to do a thing by doing it,'' Comenius makes self-act- ivity the basis of development. All that is required of education is to stimulate and direct it and to remove obstacles that block the way of healthy growth. This is accomplished by following the principle, " Teach in accordance with the laws of nature'' The following rules are deductions from this principle : 1. Follow the natural development of the mind. 2. "Instruction must begin with a real observation of things, and not with a verbal description of them." (First the idea, then the word.) 3. Be progressive as well as thorough. 4. Proceed from the near to the remote ; from the easy to the difficult ; from the simple to the complex ; from the known to the unknown. 5. Not many things, but much ! i^Non multa, sed multu?n.) 6. Adapt the studies to the capacity of the pupil. 7. Assign no task until the method of doing it has been taught. OF FOUR CENTURIES. 25 8. Things naturally connected in themselves should be joined together in teaching. 9. Skill and self-reliance is attained by practice. 10. ''Teach the practical use of knowledge." " By doing, and not till then, does man reach the state of true being." Condition of the Elementary Schools. The elementary schools after the Reformation were wretchedly poor, and continued in this state till late into the i8th century. They were state institutions, it is true, but the churches had full administrative powers, the governments simply holding them responsible for the instruction of the young and supplying the required funds. The general belief was that the safety and wel- fare of society depended on the Church, which ac- cordingly had been placed under the direct control of the State. If the government desired any changes in the policy of the schools it directed the Church to make them, thus recognizing it as the responsible agent in all matters educational. The duties of minister and school- master were frequently combined. Where this was not the case the teacher was appointed by an ecclesiastical body, and had to give a pledge " to submit to the dis- cipline of the Church and to teach the children the cat- echism and such other knowledge which is useful to them." This made him an officer in the Church. The progress that had been made in education since the close of the medieval age was, briefly told : (i) ele- mentary schools were established and maintained by the government; (2) some instruction was given in the mother-tongue ; (3) the aim was to benefit the individ- ual child, and not merely to advance the interests of the Church. In some countries, notably Holland and Swe- den, great improvement was made also in the discipline and methods of the schools. But, taking it all in all, the educational practice differed but little from that in vogue before the Reformation. The Thirty Years' War followed and interrupted the reforms that were at- tempted. Elementary education continued in a low state until late into the i8th century ; in fact, until Base- 26 GREAT TEACHERS dow began his agitations and effected a complete change in school-room practice. At the beginning of the i8th century there were to be found villages that had no schools whatever. In others the worst building of the whole place served as school- house and dwelling of the teacher, and often also of his domestic animals. The average village school-room was a most miserable, low, and dirty place. Ventilation was not at all provided for. Dust, filth, and a foul at- mosphere characterized the room where children were expected to remain for hours, forced into low and nar- row seats without any backpiece. The health, comfort, and happiness of the little ones was entirely disre- garded. It often happened that during the cold and stormy winter days the school-room could not be warmed, either for lack of fuel, or because the stove was in need of repairs. The school-houses of the large cities were in some- what better condition, and were at least supplied with the necessaries. But their appearance was not at all inviting in the light of to-day ; they looked like gloomy prisons. Windows were scarce, and the school-rooms low, dismal, and ill-ventilated. The children were taught the four R's, to wit, readin', 'ritin, 'rithmetic, and religion. In some schools they did not teach arithmetic, and we read that in Prussia, for instance, " nearly every community was set in an uproar when it became known that the daughters of the peas- ants were to learn not only the catechism, but also writ- ing." In those days good common school-teachers were scarce. Anybody was considered good enough for the office who could be hired cheap. The people turned the school over to adventurers, discharged soldiers, artisans who, for lack of skill could find no other em- ployment, migrating students of theology, day-laborers, and others equally unqualified. These knights of the whistling rod were accordingly held in contempt. If a man of good repute became a schoolmaster he was re- garded with suspicion ; some would think that he was a rogue in saint's garb who had low objects in view, and the more charitable people would decide that he was OF FOUR CENTURIES. 27 doing penance for some secret crime. In Prussia, ac- cording to Buesching, " the council of education," of wliich he was himself a member, " used every possible means to abolish the continued use of the cane, and to prevent non-commissioned officers addicted to brandy^ from being appointed to the office of teachers of the higher and lower schools. The king {^Frederick the Great), however, insisted that his invalids should be provided for, and they were, therefore, found almost universally fill- ing the offices of village schoolmasters." The work of the school-keepers is soon told ; they were to give tasks, hear lessons, and enforce quiet and order. The greatest part of their time in school was taken up by what passed under the name of religious instruction. The pupils were to stuff their memories with just so many prayers, a large number of passages from the Bible, an equal number of misrhymed hymns, several pages of dogmas and polemics, an array of manufactured theological terms, Luther's Smaller Cate- chism, with all imaginable notes, explanations, etc.; in short, enough of nearly all religious material to start a faith-hope-and-charity consuming fire in the children's hearts. Next in order of importance was reading, a sort of continuous oral spelling. Writing, some count- ing, and perhaps also Latin, took up the rest of the time. The dull monotony of instruction was diversified only by the different modes of punishment, from the holding out a Bible for an hour, or learning by heart the 119th Psalm, down to the whistling of the ever ready bacu- lum. Half of the time the children were unemployed. This was perhaps the greatest misfortune, a greater one at least than the drudgery of the tasks. Goehring, a German educationist, writes of the school-books: "The few sexton-schools had to be satis- fied with the Bible and the catechism, the colleges with a conglomeration of classic anecdotes, moral sentences, and devotional- tirades botched up after ancient patterns. If any one dared to introduce a sheet of geographical or natural historic generalities, he got the reputation of being more than original, and of entertaining revolu- tionary ideas. Very often instruction in the native lan- guage was not at all provided for." 28 GREAT TEACHERS Z\)z leigbteentb Century. Education Built on a Psychological Basis. Comenius lived in a stormy age. His whole manhood was coincident with the Thirty Years' War and the in- surrections that followed in its train. It is not sur- prising, therefore, that the plans of education that he proposed did not immediately go into effect. A period of complete exhaustion of the people followed. Com- merce, manufacture, agriculture, the trades and profes- sions had suffered greatly. The struggle for material existence absorbed all interests. An ideal plan of edu- cation could not satisfy the people ; it wanted tangible results— something that would make the children practi- cal wage-earners. This desire asserted itself in peda- gogics. Locke came forward with a scheme for the bringing up of practical "gentlemen;" Basedow con- tinued and extended it so as to embrace the bourgeoisie and to supply the world with wise rulers, good profes- sional men, practical business men, skilled mechanics etc. ^ Pestalozzi started out to help the farmers and to furnish the children of the poor in general with the knowledge and skill necessary to lighten the burden of their lot. Material happiness was for a while the end for which the educationists labored. But although these men started out with so low an aim in view, their conception of education broadened gradually,' and when they finally gave to the world the result of their investigations, they presented schemes more perfect than there had ever been shown before. More perfect, we say because they placed education on a firm basi?— the laws of the inner life of man. This progress gave a new turn to pedagogic investigation ; it led to the final es- tabhshment of principles and onward to the construc- tion of a science of education. I. Discovering a close resemblance between the laws governing the conditions and growth of the outer world and those of the inner life of man, Comenius made the former the guides of education. Hence, although aim- ing at mind culture, he built mainly on a logical founda- tion. OF FOUR CENTURIES. 29 2. Locke devoted himself to the study of the human mind and what he gained thereby he introduced into his plan of education, thus substituting psychological principles for those derived from the organization of the outer world. He also gave a deeper meaning to the oft-repeated demand for adaptation of educational effort to the individuality of the pupil, '' Each man's mind," he wrote, ^' has some peculiarity, as well as his face, that distinguishes him from all others ; and there are scarcely two children who can be conducted by exactly the same method." Locke pointed out a psy- chological basis for the method of teaching. His aim was merely utilitarian in character ; the pupil was to be prepared to become an intelligent, active, and useful member of society. Whatever the usage of the world or the standard of fitness, would then be the aim of edu- cation. This narrow view, which cuts off all strife for an ideal humanity, was upheld also by Basedow. 3. Basedow undertook to revolutionize the practice of education, following in this mainly the theory of Locke. His plan was based on psychological laws, as he understood them. He was a practical teacher all his life and could give more definite and applicable rules for education than Locke and later Rousseau, who never had any experience in actual school work. Hence he accomplished more thantheyand other theorists before him. He came to the conclusion that in order to teach in accordance with psychological laws, mere knowledge of the things to be taught was of least importance, un- derstanding of the nature of the children and how to teach the principal qualification of the teacher. His one mis- take was that he aimed only at usefulness and ignored too much the higher purpose o-f life. 4. Rousseau chose a higher standard than either Locke or Basedow ; he aimed at the most complete de- velopment of the individual man. His plan was that of Locke, so modified as to be in conformity with his idea of the end to be reached. He gave a new and powerful impulse to the study of the child and exploded the purely utilitarian idea of education. Pestalozzi caught the spirit of this educational message and was inspired with the thought to help advance the education of the people. 30 GREAT TEACHERS 5. Through the influence of Pestalozzi the truth that all education must proceed in accordance with psychol- ogical laws was established for all times. The end he aimed at was '' harmonious development of ^//powers." John Locke. (1632- 1704.) Locke, the illustrious English philosopher, was born at Wrighton, in Somerset- shire, August 29, 1632, and died at Oates, in Essex, Oc- tober 28, 1704. His greatest work, the Essay Conco'ning Hu- man Understanding^ was pub- lished in 1690, about fifty years after the appearance of Com- enius' Didactica Magna^ and soon became famous all over Europe. This was followed in 1693 by his pedagogic treat- ise, the Thoughts on Education. His well-known book on The Conduct of the Understanding JOHN LOCKE. appeared after his death. OUTLINE OF EDUCATIONAL IDEAS, 1. The keynote of education is contained in the ancient diY>^or\sm, A Soimd Mifid in a Sound Body. Edu- cation must begin at the earliest possible period in life. The body must be hardened to become a healthy and hardy servant of the mind. The mind must be trained to virtue, subjecting passion and mental appetites to reason and conscience. More clearly defined, the ob- ject of education is to give a human being wisdom, or power to manage his business ably and with foresight in this world, good breeding, knowledge of the world, vir- tue, industry, and a love of reputation. 2. Discipline. — Children, when little, should look upon their parents as their absolute governors, and as such stand in awe of them ; when they come to riper years, they should look on them as their best frie^ids, and as such love and respect them. Children who have been most chastised, seldom make the best men ; cor- OF FOUR CENTURIES. 31 poral punishment is, hence, to be reserved for cases of obstinacy. Appeals to the child's sense of honor and shame are to be employed. To flatter children by re- wards of things that are pleasant to them is carefully to be avoided. Make but few laws, but see that they will be well observed when once made. " He that has found a way how to keep up a child's spirit, easy, active, and free, and yet at the same time to restrain him from many things he has a mind to, and to draw him to things that are uneasy to him ; he, I say, that knows how to reconcile these seeming contradictions, has, in my opin- ion, got the true secret of education." 3. Individuality of the Child. — "God has stamped certain characters upon men's minds, which like their shapes, may perhaps be a little mended, but can hardly be totally altered and transformed into the contrary." 4. General Remarks. — {a) Locke's state of health was very precarious ; he was a physician : Emphasizes the importance of physical training, care of health, an^ hardening of the body. {b) Was the tutor of the son of a nobleman : (i) pre- fers private education to the public school, (2) aims at educating a " gentleman," (3) demands that the indi- vidual nature and aptitude of the pupil be consid- ered. John Bernard Basedow. (1723-1790.) Basedow was born at Hamburg, September 12, 1723. He attended the Johanneum, a renowned classic high school of his native city, and continued his education at Leipzig, where he studied theology and philosophy. From 1749 to 1753 he was the tutor of a little boy at Borghorst, Holstein. This marked the beginning of J. B. BASEDOW. his educational reform work. His original method of teaching created quite a sensa- 32 GREAT TEACHERS tion in his time. His success encouraged him to pub- lish a Latin dissertation, " On the best and hitherto un- known Method of Teaching the Children of Noblemen," which he presented to the University of Kiel, in 1752. He attacked in this pamphlet the faulty, unnatural methods then in vogue, and proposed a shorter and more pleasant way, which he called " the natural way of teaching children." This was followed in the same year by an " Account of how said Method was actually put into Practice and what it has effected." In 1753, he became professor of a Danish academy. There he wrote the '' Practical Philosophy " which appeared in 1758. Two chapters, ^' On Education " and "On the Instruction of Children," gave an outline of his plan of a system of education. Afterwards he was a teacher in Altona. He continued his agitations for reform by writing a great number of books, the most valuable of which were the ''Appeal to Philanthropists and Wealthy Men, Respecting Schools and Studies and their Influ- ence on the General Good, "and the "Book of Methods," his famous manual of instruction. In 1774, he estab- lished the Philanthropin at Dessau, a model school in which his plans were put in operation. This institu- tion continued for twenty years. Its influence has done more to banish abuses from the school-rooms than all that had been said and written up to that time. Base- dow died at Magdeburg, July 24, 1790. OUTLINE OF EDUCATIONAL IDEAS. Some General Principles. — i. " The aim of educa- tion shall be to prepare children to lead a generally useful, patriotic, and happy life." 2. Education is development and exercise of the child's mental and physical powers. 3. The formation of character is of greater worth than the acquisition of knowledge. 4. Everything according to the laws of Nature. 5. Sense-perception is the basis of all knowing. Principles of Instruction. — i. The primary object of education should never be forgotten. 2. "Instruction as pleasant as its nature permits." OF FOUR CENTURIES. 33 3. ** Proceed from the easy to the difficult in 'elemen- ary ' order." 4. Facts are worth more than words. 5. " Not much, but downright useful knowledge, which can never be forgotten without proving a great loss to the individual." Physical and Manual Training. — It is the duty of the educator to look to the preservation of health, and to strengthen and exercise the physical powers of the child. " Wrestling and the other parts of gymnastics or exercises of the body should be restored." Manual training, drawing, and painting are necessary parts in a complete education. Family, School, and State. — Parents are naturally the first rightful and most responsible educators. They should consult with experienced and successful edu- cators on the best means and methods. " It is neces- sary for a good education that children have much in- tercourse with children." Parents must co-operate with the school. Public school education is of greater worth than that by private tutors. All schools should be under state control. Special attention is to be given to the sanitary condition and equipment of school-houses. A council composed of competent educators is to examine and appoint teach- ers, and to be held responsible to the nation for those to whom they entrust the education of children. Competent teachers should be given a certificate of good character and professional' capacity by the coun- cil of education. After a few years of successful work in the school-room they should be appointed for life, without an exa77iination^ and if they discharge their duties faithfully, they ought to receive a reward from the state. result. Basedow has written about one hundred books, some of them very voluminous, and through them has con- tributed much to the advancement of education. But the greatest and most effective of his works was the establishment of the Philanthropin. It revolutionized educational practice and prepared the way for the doc- 34 GREAT TEACHERS trines of Pestalozzi and Froebel. The introduction of gymnastics and manual training into the schools we owe directly to the influence of that institution, Schlosser, a German historian, who, by the way, was not at all an admirer of Basedow, sums up its effects as follows : "The whole nature of the school system has undergone a thorough change among us in our century, in some places earlier and in some later. The authorities awoke from their long slumber as a new generation took their seats. German institutions were established, in which an education was given calculated to qualify men for the practical business life ; the middle classes were trained and taught as their circumstances of life re- quired them to be ; and the female sex, whose educa- tion had previously been completely neglected, was rescued from the servile condition to which it had been condemned." Jean Jacques Rousseau. (171 2-1 778.) Rousseau was born in Geneva, June 28, 17 12, and died at Ermenonville, near Paris, July 2, 1778. Some one has summed up his life and work in this laconic criticism : " Jean Jacques Rousseau was bor?i at Geneva, thought at Paris, wrote at Montmorency, //^^/<;^^ and /Tational Question Book, - - - 1.75 pa. Southwick's Handy Helps, ----- cl. 1.00 .80 .08 Southwick's Quiz Manual of Teaching. Best edition, cl. .75 .60 .05 PHYSICAL EDUCATION and SCHOOL HYGIENE Groff's School Hygiene, _ _ _ - _ paper .15 pd. MISCELLANEOUS ♦Blaikie On Self Culture, ----- cl. .25 .30 .03 Fitch's Improvement in Education, - - • paper .15 pd. Gardner's Town and Country School Buildings, cl. 2.50 3.00 .12 Lubbock's Best 100 Books, ----- paper .«0 pd. Pooler's N. Y. School Law, ----- cl. .30 .34 .03 *Walsh's Great Rulers of the World, - - - cl. .50 .40 .05 Wilheim's Student's Calendar, - . - _ paper .30 .34 .03 SINGING AND DIALOGUE BOOKS Reception Day Series, 6 Nos. (Set iS1.40 postpaid. > Each. .30 .34 .03 Song Treasures. --__--_ paper .15 pd. ♦Best Primary Songs, new ------- .15 pd. SCHOOL APPARATUS Smith's Rapid Practice Arithmetic Cards, (32 sets). Each, .50 pd. " Standard " Manikin. (Sold by subscription.) Price on application. " Man Wonderful " Manikin, _ - - - 5.00 pd. Standard Blackboard Stencils, 500 different nos., from 5 to 50 cents each. Send for special catalogue. " Unique " Pencil Sharpener, - - - - 1.50 .10 Standard Physician's Manikin. (Sold by subscription.) j^° 100 page classified, illustrated, descriptive Catalogue of the above and many other Method Books, Teachers' Helps, sent free. 100 pageCat- lourue of books tor teachers, of all publishers, light school apparatus, etc. also free. Each of these contain our special teachers' prices. E. L. KELLOGG & CO., New York & Chicago. SEND ALL ORDERS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. 29 Reception T)qy. 6 ih[os, A collection of fresh and original dialogues, recitations, declamations, and short pieces for practical use in Pubhc and Private Schools. Bound in handsome, new paper cover, 160 pages each, printed on laid paper. Price 30 cents each ; to teachers, 24 cents ; by mail, 3 cents extra. The exercises in these books bear upon education ; have a relation to the school-room. 1. The dialogues, recitations, ^Jll and declamations, gathered ii. this volume being fresh, short, -^-,,, easy to be comprehended and ;.J^^j are well fitted for the average ""^ ' scholars of om* schools. 2. They have mainly been used by teachers for actual school exercises. 3. They cover a different gTound from the speeches of Demosthenes and Cicero — which are unfitted for boys of twelve to sixteen years of age. 4. They have some practical interest for those who use them. 5. There is not a vicious sentence uttered. In some dialogue books j)rofanity is found, or disobedience to parents encouraged, or lying NEW COVER. laughed at. Let teachers look out for this. 6. There is something for the youngest pupils. 7. *' Memorial Day Exercises " for Bryant, Garfield, Lincoln, etc. , will be found. 8. Several Tree Planting exercises are included. 9. The exercises have relation to the school-room and bear upon education. 10. An important point is the freshness of these pieces. Most of them were written expressly for this collection, and can be found nowhere else. Eostou Journal of Education.— " Is of practical value." Detroit Free Press.—" Suitable for public and private schools.'* Western Ed. Journal.—" A s erie s of very good selections." 34 SEND ALL ORDERS TO E. L. KELLOOO & CO., NEW TORK & CHICAGO. WHAT EACH NUMBER CONTAINS. No. 1 Is a specially fine number. One dia- logue in it, called " Work Conquers," for 11 girls and 6 boys, has been given hundreds of times, and is alone worth the price of the book. Then there are 21 other dialogues. 29 Recitations. 14 Declamations. 17 Pieces for the Primary Class. No. 2 Contains S9 Recitations. 12 Declamations. 17 Dialogues. 24 Pieces for the Primaiy Class. And for Class Exercise as follows: The Bird's Party. Indian Names. Valedictory. Washington's Birthday. Garfield Memorial Day. Grant " " Whittier " " Sigourney " " No. 3 Contains Fewer of the longer pieces and more of the shorter, as follows : 18 Declamations. 21 Recitations. 22 Dialogues. 24 Pieces for the Primary Class. A Christmas Ex:ercise, Opening Piece, and An Historical Celebration. No. 4 Contains Campbell Memorial Day. Longfellow " " Michael Angelo " " Shakespeare " " Washington " " Christmas Exercise. Arbor Day " New Planting " Thanksgiving '* Value of Knowledge Exercise. Also 8 other Dialogues. 21 Recitations. 23 Declamations. No. 5 Contains Browning Memorial Day. Autumn Exercise. Bryant Memorial Day. New Planting Exercise. Christmas Exercise. A Concert Exercise. 24 Other Dialogues. 16 Declamations, and 36 Recitations. No. 6 Contains Spring; a flower exercise for very young pupils. Emerson Memorial Day. New Year's Day Exercise. Holmes' Memorial Day. Fourth of July Exercise. Shakespeare Memorial Day. Washington's Birthday Exercise. Also 6 other Dialogues. 6 Declamations. 41 Recitations. 15 Recitations for the Primary Class. And 4 Songs. Our Reception Day Series is not sold largely by booksellers, who, if they do not keep it, try to have you huy something else similar, but not so good. Therefore send direct to the publishers, by mail, the price as above, in stamps or postal notes, and your order will be filled at once. Discount for quantities. SPECIAL OFFER. If ordered at one time, we will send postpaid the entire 6 Nos. for $1.40. Note the reduction.