MONOGRAPHS ON EDUCATION L^ MORAL TRAINING IN PUBLIC SCHOOLS AN ESSAY WRITTEN IN COMPETITION FOR A PRIZE BY MARY H. LEONARD SOMETIME INSTRUCTOR IN THE STATE NORMAL SCHOOL AT BRIDGEWATER, MASS. BOSTON, U.S.A., D. C. HEATH & CO., PUBLISHERS 1908 iVlONOGRAPHS ON EDUCATION MORAL TRAINING IN PUBLIC SCHOOLS AN ESSAY WRITTEN IN COMPETITION FOR A PRIZE BY MARY H. LEONARD SOMETIME INSTRUCTOR IN THE STATE NORMAL SCHOOL AT BRIDGEWATER, MASS. BOSTON, U.S.A., D. C. HEATH & CO., PUBLISHERS 1908 Ld fJBRARY of CONiiElsl Two Copies Heceivusa lAR a 1908 i)oyyr!giu fcntrif 7 /^<> 5 IOLASS/4 XXC. Wo. aopY a. ^La-i Copyright, 1908, By D. C. Heath & Co. MORAL TRAINING IN PUBLIC SCHOOLS " Among national manufactures the making of souls of a good quality," to use a phrase borrowed from Rus- kin, stands preeminent. _ Whether the ultimate end of education be the harmonious development and perfec- tion of the individual, as declared by Kant, or the preparation of the individual for social efficiency, as maintained by many modern philosophers, it is equally true that the securing of moral results is the highest and most complete function of the school. On this point there is no dissent among intelligent and right- minded people. The school is not the only, nor indeed the primary, agency for this end. To parents first of all, and to the church as well, is intrusted the great task of teaching children to understand and perform their moral obliga- tions. Yet while neither the family nor the church has a right to neglect this task, the action of these agencies will always be incomplete. Multitudes of American children have no pure home environment, and are also outside the influence of church training. The school, moreover, has opportunities which are not given to the church. The poor, the immigrant population, as well as the great middle class of working people, though often holding aloof from the churches, almost always believe in education, and desire its advantages for their children. For the sake of its own stabiUty and safety as well as 3 4 MORAL TRAINING IN PUBLIC SCHOOLS for the good of its citizens at large, the government must secure to every child that moral training which is abso- lutely essential to the preparation for good citizenship. Every argument that can be adduced for the establish- ment of public schools at all, requires that these schools should seek to furnish an ethical training of the highest type as their most legitimate and crowning end. But while the general aim is so plain, the method to be used in this vital process of enduing future citizens with " souls of a good quality " is not so clear. American civic principles, which forbid the introduction into gov- ernment schools of certain forms of moral and religious instruction sometimes used in the home and the Sunday school, seem to confuse the problem. There are also psychological elements that must be taken full account of in determining the methods to be employed. Yet among the contradictions of argument there is one point of agreement among all the educators who have addressed themselves to the subject. The moral teaching of tJie public schools, especially in the lower grades, mnst be very largely indirect and suggestive rather than formal or didactic. The reasons for this lie principally in the nature of the child. To human nature generally, but especially to child nature, example is better than precept, inspiration is more than instruction. A good school will surround a child with a moral atmosphere which he breathes uncon- sciously, and in which his moral faculties expand and blossom and finally ripen into noble fruitage. The resources of the school which conduce to this end are of three general classes. First, there is the personal- ity and personal influence of the teacher. A teacher of good breeding, good temper, and moral earnestness, MORAL TRAINING IN PUBLIC SCHOOLS 5 who .understands and sympathizes with the pupil, becomes an ideal toward which the child unconsciously molds his own character. Multitudes of men and women have testified in later life to the influence of an inspiring teacher who first aroused in them a love of goodness and truth. Among all the means which a school can use to produce moral results, the personal influence of a noble teacher stands highest, and its value cannot be overestimated. The orderly arrangement and general discipline of the school is also one of the chief sources of dependence for moral results. That the child gains his moral power through experience is a sound principle of educational philosophy. \ A well-ordered school cultivates in the pupil habits of obedience, cleanliness, order, punctual- ity, perseverance, self-reliance, self-respect, justice, and good will in dealing with one's fellows. The regular activities of the school ought to bring into play various right motives of action, and success in achieving school results will stir the soul to larger desires for right effort in the future. The habit of orderly thinking, which is developed by right methods of study, is also an aid to moral devel- opment. The ablHty to think right is a vital element in learning to act right. Learning the facts of nature and of one's own being and the relations of these facts to one another is therefore a part of the great process of moral growth. ; Each of the several studies has its own special possi- ■bilities in this direction. Mathematics may contribute to habits of exactness and so to truthfulness. Grammar stimulates the logical faculty and emphasizes the need of conformity of speech to thought. Manual arts 6 MORAL TRAINING IN PUBLIC SCHOOLS awaken thoughts of practical service. The study of animals should incline the heart to kindness. The various natural sciences not only lead the pupil to con- form his life to natural laws, but if taught in the best way they will carry his thoughts beyond the mere facts of external nature to recognize a moral order pervading the universe, by which all forms of being are linked together, so that the soul finds itself in the presence of that Higher Power which is known by the name of God. There is such a thing as natural religion which the reverent study of nature awakens in the soul, and which is a powerful influence to moral action. But even larger moral possibilities are to be found in the studies known as the humanities. History is full of examples and of warnings. Music, painting, and the study of all the fine arts, cultivate the sense of the beautiful which is closely akin to the sense of the good and true.! Through literature, especially, truth is revealed in multiplied forms of beauty, inspiring the heart to right thoughts, deep feelings, and noble impulses. It is true that all of these subjects may be, and often are, taught in such ways that they fail to add strength to the moral nature. They may even lend themselves to the stultifying of the moral impulses. Knowledge is a two-edged weapon. If the desires and purposes of the soul are evil or selfish, intellectual attainments will but intensify the moral perversity. Yet this does not alter the fact that the regular studies of the school cur- riculum afford an immense field for uplifting influences, and that through the channels of regular school work love of truth and goodness may be substituted for the sophisms of the undisciplined heart. How far the regular school exercises will conduce to MORAL TRAINING IN PUBLIC SCHOOLS 7 moral growth, however, depends very much on the m- centives that govern the schoolroom work. There are various incentives that may lead to correct conduct. All of these are proper to certain occasions, but they are not of equal moral value. Each of them, too, has both higher and lower phases of its exercise. ^ Lowest among the incentives which the school may employ is the fear of punishment. In a good school this will be used but sparingly, yet to take from a teacher the power to use this, when other means have failed, is to weaken the school authority and influence. Of a little higher grade among motives is the hope of reward, in the form of prizes, marks, grading, school honors, and the like. Both punishments and rewards are morally most effective if they are not arbitrarily decreed, but bear some relation to the action. Thus the natural penalty for carelessness is to remedy the damage which carelessness has caused. The best reward of fidelity is the conferring of some office of honor and trust for which fidelity gives preparation. One of the best rewards of school work is the approval of the teacher, the parents, and the fellow-students. In the words of another, *' The making glad through deserved approval is the fine art of training." The mere joy of active successful effort may be made an incentive to right action. To this may be added the approval of one's own conscience, the joy of duty done. But this, in turn, is closely allied to the love of right for its own sake, loyalty to an ideal of goodness, which is also akin to what theologians might call " love of God." Other motives to right action spring from right feel- ings towards others, feelings of justice, generosity, pity, affection, and general good will. Love of the teacher, 8 MORAL TRAINING IN PUBLIC SCHOOLS of the parents, of the school itself, all of these may be appealed to as schoolroom incentives, leading to right conduct and moral growth. Schoolroom conditions, like those in general life, being more or less complex, more than one of these incentives will often be active in a given case. It should be the teacher's effort to see to it that the highest and best of the natural motives to which the child can respond is not omitted in the mak- ing of a moral choice. In this whole matter of school incentives it is vitally necessary that the teacher's own conduct should be governed by the same high incentives that she would impress on the child as the controlling motives of action. If her chief motive in teaching is to draw a salary, if she is governed by caprice or partiality in her dealings with the pupils, if she sets aside the good of others to secure selfish ends, then it would be hopeless for her to expect to lead the children under her care to respond to higher motives than those which govern her own relation to them. In such a steady pursuit of regular schoolroom work under right incentives as has here been outlined, the child should not only be led to perform right actions and acquire right habits of action ; he should also gain a set of right ideals as to his own personal relations to the world, his duties and obligations to the school, his family, the town, the state, the nation, and to humanity as a whole. Through his school experience he should gain that sense of human brotherhood that will make him realize that all of us side by side are marching together down the way of life, and are bound to help one another as we go. The sense of his own private rights should not be lost sight of, but the recognition MORAL TRAINING IN PUBLIC SCHOOLS 9 that all others have similar rights that we must hold as sacred as our own should also be gained. But the fact that indirect means are chiefly to be depended on for moral training in the public schools does not imply that no direct words are to be spoken on these vital matters, or that there is to be no con- scious effort on the part of the teacher to bring these subjects to the pupil's attention. On the contrary, the earnest teacher will seek for opportunities to give definite impressions regarding the moral life. Occa- sions of discipline and other schoolroom happenings will be freely drawn upon for this end. A word in sea- son, at the right psychological moment, must often be spoken. The thoughtful question, that brings the child's own reason to bear upon a point that his conscience can respond to, will often be needed in shaping ideals of moral conduct. On the question of formal attempts at ethical instruc- tion in the school course many high authorities may be quoted, who seem to take opposing sides. Thus Dr. G. Stanley Hall has written : — ^/^iDuring the first years of school life a point of prime importance is the education of the conscience. A sys- tem of carefully arranged talks, with copious illustrations from history and literature, about such topics as fair play, slang, cronies, dress, teasing, getting mad, prompt- ing in class, white lies, affectation, cleanliness, order, honor, taste, self-respect, treatment of animals, reading, vacation pursuits, etc., can be brought within the range of boy and girl interests by a sympathetic and practical teacher, and be made immediately and practically use- ful. All this is nothing more or less than conscience building." 10 MORAL TRAINING IN PUBLIC SCHOOLS Other thoughtful educators, however, have inveighed against giving formal moral instruction to young chil- dren, declaring it to be the part of wisdom to " trust to instinct alone, and when this goes astray recall it." But the difference is more verbal than real If by formal instruction is meant abstract perfunctory teach- ing, it is indeed to be avoided. Didactic attempts to teach morals in school are worse than useless, as chil- dren of all ages resent being " preached to." Unwise attempts to force abstract moral truth into children's minds are responsible for much of the defiance of moral restraint that is often manifested among young people. The difficulty and danger are not confined to the day school, but are often more conspicuously shown in the home and in Sunday school, where well-meaning parents and teachers who do not understand child nature feel it upon their consciences to administer advice and moral precepts in season and out of season, under the impres- sion that they are giving moral training by this means. It is little wonder that, under the methods sometimes employed in Sunday schools, many boys leave these schools at the age when they are most in need of wholesome moral influence. Yet it is a mistake to think that children are not in- terested in moral questions. On the contrary, there is scarcely anything that they are so much interested in. The moral lesson, however, must come to them in con- crete rather than abstract form. Children delight in fables, in fairy stories having a moral significance, in stories of real life in which the good are rewarded and the bad fitly punished. The moral of the story need not be stated in Words ; the child is quick to seize upon the thought, and is seldom loth to express his own MORAL TRAINING IN PUBLIC SCHOOLS il moral conclusions on the subject. To the child's mind the characters of a story are usually distinctly good or distinctly bad. Thus in the Bible story of Sarah and Hagar, the latter would probably be thought of as the heroine and Sarah as the villain of the story. It re- quires a later stage of thinking and experience to realize that good and bad are mingled in complex action, and that the effects do not always bear immediate relation to the moral elements that lie beneath. - As children grow older, the age of adolescence brings new problems that lead to deeper thinking, and give greater need and opportunity for wise and direct moral teaching, which must still be carefully guarded, lest it become too prominent and insistent. Boys and girls have practical questions to meet re- garding control of temper, temperance, dress, etiquette and social customs, superstitions, fear and cowardice, courage, honor in school life, independence, courtesy, benevolence, the use of money, friendships, purity, health, the life of feeling, and work. On all of these subjects right moral standards must be formed, and this cannot be wholly left to chance or incidental opportunity. Public holidays in honor of great men or great events give occasion for instruction in civic duties. The incul- cation of patriotism is a distinct aid to morality. The economic and business relations of the world must have attention. The utilitarian element is not to be ignored. Young people must learn the real meaning of work ; that the labor which is so often dreaded or avoided is but the natural and necessary exchange of service among members of the community, and that every honorable person will in some form or other contribute his share. 12 MORAL TRAINING IN PUBLIC SCHOOLS The ethical principles underlying business must be looked at in a practical way. It is related of Abraham Lincoln as a young man that once when traveling in the West he applied to a friend for a loan to enable him to reach a certain destination. The friend reminded him that at that moment he had upon his person various sums of money tied in handkerchiefs or other homely receptacles. "Yes," said Lincoln, "but these are trust sums and not to be borrowed from." A story like this may serve as the text for a discussion by which a boy gains an impression of the sacredness of a trust, which in an hour of later temptation may save him from the crime of embezzlement. By some definiteness of plan in such work a school avoids the danger of inadvertent omission. The super- intendent of a large reformatory, Dr. James A. Leonard, of Mansfield, Ohio, in a recent address before a body of teachers, referred to some of the omissions in practical moral training that make it easy for boys to enter the criminal classes through ignorance of the real nature of certain legal crimes. He cited the case of a boy who, finding himself penniless and hungry, entered a freight car and helped himself from a store of biscuit, not knowing that the breaking of the insecure seal on the door of the car changed what seemed to him a petty theft into the crime of burglary. He told of another who, more in thoughtlessness than with criminal intent, copied a man's signature and was afterwards embittered that an act which had not finally defrauded any one should cause a commitment for forgery. The boy had never fully understood the reasons why a man's signature must be held most sacred before the law. One of the best ways to make moral teaching both MORAL TRAINING IN PUBLIC SCHOOLS 13 direct and concrete is by the study of biography. The Hartford Seminary iox November, 1905, has an article on *' Lincoln — A Study in Ethics," and it is well pointed out that such a discriminating study of this typical American has a high pedagogical value as a suggestion of methods. After the study of an interesting life the question, *' Why do you admire, or not admire, this man or woman ? " brings to the front the pupil's own life ideals. Much more can be done in this way than has usually been attempted in schools. Another way of consciously aiding moral development is by the cultivation of a good reading habit. It was the testimony of the superintendent of the reformatory above quoted, that while most of the boys sent to his care as criminals could read, and many of them were voracious readers, not one could be said to have developed a taste for good reading. Scarcely one would of his own accord read a book of history, travel, or legitimate adventure. Their taste for books had been fed on less wholesome mental food. It is the privilege of the school through its own library and by friendly cooperation with the public library to arouse the interest of boys and girls in books that will touch the right springs of moral action. The trend of recent educational thinking is strongly toward increasing the emphasis in schools upon the spiritual or moral side of life. One evidence of this is seen in the large number of new books intended to aid teachers in bringing moral truths before the minds of young people. Many series of outline lessons have also been prepared suggesting the material for moral instruc- tion adapted to different grades. At the Paris Expo- sition of 1900, the French Government received an 14 MORAL TRAINING IN PUBLIC SCHOOLS important prize for such a " System of Moral Instruc- tion " prepared for French schools. On the other hand, some educators oppose such out- lines as tending to mar the moral nature of children through perfunctory teaching. The dangers of text- book ethics for young children can scarcely be overesti- mated; yet that such books and outlines are sometimes helpful to teachers of skill and experience is beyond question. The fault is not with the book or outline but with the way it is used. It may be said that a teacher who can use such a book or outhne skillfully would probably do something effective in this line without such aid. But this is not an argument for suppressing the helpful book. The danger should be guarded against in some other way, and teachers who know how to use them should be provided with all the aids that can be furnished in their difficult and important work. It seems desirable that the relation of a school board toward the methods of moral instruction in the schools should be advisory rather than mandatory. It is the part of the board to secure teachers who are fitted to give moral training, to make the teachers understand that this is expected of them, to supply them with such aids as they can skillfully use in this work, but to leave them for the most part free to work out the problem according to their own best judgment. Good work in this line should be recognized, and cautions given ,to those teachers whose lack of discernment regarding delicate questions may lead them astray in such mat- ters. But for the most part the question of method should rest with the teachers, and it is largely a ques- tion of the teacher's own temperament how far formal MORAL TRAINING IN PUBLIC SCHOOLS 15 instruction can be added to the informal to produce effective results. At the meeting of the Religious Education Associa- tion in Boston, in 1905, Mr. George H. Martin, Secretary of the Massachusetts Board of Education, read an inter- esting series of papers written by children in the Boston grammar schools on children's duties toward parents, brothers and sisters, old people, etc. Some of these papers, written by children of foreign parents at the North End of Boston, seemed to show conclusively that American public schools, in spite of their alleged de- fects, are creating ideals of moral conduct in the minds of these young ''Americans in the making" which argue well for the nation's future. The ethical results of school work shown by these papers were mostly achieved by indirect means ; yet the very act of writing the papers was in itself a formal school exercise in moral training. There are very many ways in which a tactful teacher may mingle with indirect training some instruction of a more formal character so as to violate neither good psychological principles nor the civic principles of the American school ; and the view of the best modern educators is that while indirect moral influence is to be chiefly depended on, it is desirable that it should be supplemented by some moral teaching of a more defi- nite and conscious character. But the chief interest in this subject does not relate to the teaching of mere ethics by either indirect or direct methods. The real animus of the public discussion concerns the relations of moral and religious education in the training of children. l6 MORAL TRAINING IN PUBLIC SCHOOLS Is there a distinct line between secular and religious truth ? Can morality be separated from religion ? Even if this may be done in abstract thought, is it possible in effective moral instruction? Have not the moral in- stincts a deep religious basis ? And can we afford to have the morality taught in American schools less strong and deep than the very best ? Even if some elements of moral conduct can be taught without enter- ing the domain of religion, do not faith, hope, and charity, the things that abide, have a deeper foundation ? And can these be omitted from the training given in American schools ? Turning to the subjective side of the question, can any part of the child's nature be omitted in a course of training ? Will not his religious nature of necessity be profoundly influenced by the school course either for good or evil ? These are some of the many questions that need definite answer. On the other hand, is it possible to introduce any religious elements into the public school without violat- ing a fundamental American principle ? The doctrine of the complete separation of Church from State has been one of the ruling ideas of the nation for several generations. The belief has gained large acceptance that since we have no state religion, nothing of religion has any place in the national policy. Certainly to the American mind there can be no partnership between politics and any particular form of religion. Unless there are some elements of religion that are wholly dis- tinct from sectarianism, and that are also needed to give the highest sanction to morality, religion can have no place in the public-school curriculum. The range of thought suggested by these questions is MORAL TRAINING IN PUBLIC SCHOOLS 17 very wide. In the discussions that have been aroused it has sometimes seemed as if the moral training of the schools would be crushed between the upper and nether millstones of secularization and ecclesiasticism. Teachershave sometimes felt a modesty — afalse modesty, it might be said — in ever uttering a religious sentiment in the school unless in the form of a quotation ; and under the pressure of public opinion to prevent any proselyting tendency of the schools, it is to be feared that many teachers have found positions in the public- school service who by reason of lack of moral and reli- gious earnestness are utterly unfitted to be intrusted with the training of children. The questions at issue are not confined to the public schools, however, but belong in some degree to the college as well. Most of the important colleges profess to be unsectarian in their courses of instruction. There is no difference in the American principle as related to the public schools arid the state colleges, except as dis- similarity between child nature and that of the adult may make some difference in the manner of its appli- cation. It is also true that no hard and fast line can be drawn between schools and other governmental institutions which cannot, and do not, ignore the fact that religion is natural to the life of man in the world. A government that issues proclamations for days of public Thanksgiv- ing, and appoints chaplains for army and navy and halls of Congress, need not administer its public schools on any plan that would seem to imply atheism as the general religious attitude of the community. Nor are the difficulties in the application of the American principle found in the teaching of morals 1 8 MORAL TRAINING IN PUBLIC SCHOOLS alone. In the teaching of history it is hard to be im- partial in the treatment of the Reformation and many other eras and events. In the field of politics there are similar dangers. The teaching of American history, especially the era of the Civil War, calls for a broad and fair-minded treatment, in which simple facts cannot be evaded but may be left to make their own impres- sion without the attitude of partisanship on the part of the teacher. Nor are the difficulties that relate to religion in the schools confined to America. The controversies in England regarding recent Education Acts show that the subject has momentous and peculiar difficulties where there is an established church, \, In the German school system religious instruction is a part of every school programme, the form of religion taught being Lutheran or Catholic, or some other, ac- cording to that of the plurality of the population. But the Jewess who advertised in Berlin that she could teach any religion that might be desired is not exactly the type of teacher that is needed for American schools. A system in which pupils *' take religion " as any other study suggests to a rehgious mind the remark of the theologian who said that "the German people must have a great deal of religion since religious instruc- tion in the schools has not succeeded in rooting it all out." The Irish or " compound " system of religious instruc- tion in schools sets apart a certain time each week in which all the children are taught religion by religious teachers of their respective faiths. Some have advo- cated this plan for American schools. Froift various quarters recently has been heard the plea, " Give us MORAL TRAINING IN PUBLIC SCHOOLS 19 Wednesday afternoon that we may teach religion to the children." There can be no objection to reducing the school periods if the public desire this, and parents and churches are not hindered from using out-of-school time for such religious teaching as they wish. Yet according to our national principles it is only as a basis of moral character that religious instruction has any place in public schools, and so far as it is needed to secure the moral character which is essential to good citizenship, it is needed by all alike. The problem in America is a different one from that of any European country and must be judged on our own national basis. Some knowledge of the history of American schools is needed to understand fully the problem to be met. It will be seen that in this history the specific question of the use of the Bible in schools has figured conspicuously. This is by no means the main element in the problem, but it is the one that has aroused most controversy, and it must be taken account of in any conclusions that are reached regarding proper methods of moral instruction in public schools. A leading motive of the New England colonists in founding their early schools was that the children might be able to read the Word of God, and that their churches might have an educated ministry. Church and State were not at that time separate, and the Bible was the chief text-book of the schools. After the exile of Roger Williams from Massachusetts, the colony of Rhode Island was founded on the principle of separation of Church and State ; but the idea had not yet dawned that the use of the Bible in schools could be considered sectarian. 20 MORAL TRAINING IN PUBLIC SCHOOLS About 1836 a wave of public-school interest swept over America. The school system of Germany was closely studied, schools were graded, school attendance was made compulsory, and normal schools were estab- lished. But in one respect the Prussian system had to be modified to suit American needs. The plan for re- ligious instruction could not be followed. Yet in Massa- chusetts and in other states, legal requirement was made for the daily reading of the Bible "without note or comment." Later came the tide of immigration, and religious sects were rapidly multiplied. Catholics soon began to protest against the religious exercises held in the schools. The difference in the versions of the Bible used by Protestants and Catholics added a new ele- ment to the controversy. Then came the cry, " No Bible in the schools." In some states and cities the reading of the Bible was forbidden by law, and in various localities legal proceedings were instituted to test the legality of such prohibition. In 1870, at the close of the celebrated case of Citizens of Cincinnati against the School Board of the city, a large book was published containing the arguments on both sides that had been presented to the court. Everywhere the effort was made to rid the schools of all observances that could by any possibility be considered sectarian, and re- ligious exercises, if still continued, were reduced in most instances to a brief formality. Later came the criticism that the secularized schools were ineffective agents for the vital work of moral in- struction. It was declared that religion is a funda- mental part of the education of any child ; and Catholics began to ask first for a division of the school funds, and, MORAL TRAINING IN PUBLIC SCHOOLS 21 failing in this, to establish parochial schools, and to urge all loyal Catholics to withdraw their children from the ''godless" public schools and send them to schools where they would be duly instructed in the Catholic faith. Within a very few years the point of discussion has again shifted. Many Protestants as well as Catholics have been urging that the work of secularizing the schools has gone too far, and that recent glaring cor- ruptions in the social and business world show that the public schools are failing to give adequate moral instruction. From some quarters the demand is heard that the Bible be reinstated in the schools as a needful means to public morality. Other voices are also heard in this discussion. Edu- cators and psychologists are declaring that " the whole boy goes to school," and that it is impossible to separate his religious nature from his other powers in matters of school training. Teachers of ethics and religion also are saying that the two departments of thought are closely interwoven, and that they cannot be divided from each other in instruction or in life if the best ideals of either are to be preserved. The Golden Rule belongs to religion and to ethics as well. It is not sec- tarian, and the teaching of it violates no American principle. In 1903 there was organized at Chicago, under the leadership of the late lamented President William R. Harper, a National Religious Education Association, which announced as its purpose ''to inspire all educa- tional agencies with the religious ideal, and all religious agencies with the educational ideal." The trend of public thought is distinctly toward a more ethical conception 22 MORAL TRAINING IN PUBLIC SCHOOLS ^ of religion, as well as a more religious conception of ethics as a vital power in human life. The idea is growing that the line between secular and religious interests is not so distinct as some would have us believe. Philosophers and theologians are trying to formulate anew the definition of religion. Religion is not theology, they tell us. It is a life to be lived. Its seat is in the heart rather than in the intellect. If the religious life is lived in the schools, the religious nature of the children will be developed. This need not tend toward proselytism. On the contrary, children of all sects should, under this influence, become more earnest and more loyal to their particular faiths, while at the same time more tolerant toward persons of other faiths. The school should be a unifying influence in the com- munity in politics and social customs, and in religion also. But while all would agree that the religious spirit is more important than religious belief, some would ask, '* Must not the religious life be nourished by having the truths of religion presented to the mind.?" Otherwise, where were the good of preaching, of Sunday schools, of religious reading, or any other agencies for religious instruction ? Are any truths of religion admissible to the schools in order that the spirit of reHgion may be nourished and the highest morality secured ? Students of comparative religion ask, " Are there any common elements which enter all religions.?" And men and women who wish to strengthen the schools on the spir- itual side are seeking to find those universal elements of religion that can be admitted into school life without danger of sectarianism. Thus far in American school history much of the con- MORAL TRAINING IN PUBLIC SCHOOLS 23 troversy in regard to religion in schools has been be- tween Catholics and Protestants. At the meeting of the Religious Education Association in Boston, in 1905, the Very Rev. Thomas J. Shahan, D.D., of the Cathohc University at Washington, gave an address on " How far Catholics and Protestants are able to cooperate in Religious Teaching," in which he said, '' We can teach . . . the common traditional doctrines concerning God, the soul, the moral law, sin, moral responsibihty, prayer, divine providence, the divinity of Jesus Christ, the tra- ditional character of the Scriptures." To this many social duties were also added. Professor Shahan did not by any means intend to imply that all these things can be taught in the public schools, and it is at once evident that this list of religious tenets given by a distinguished Catholic prelate as com- mon to the two great classes of Christian religionists in America, includes far more than is legitimate to public- school instruction. The teacher in a New York school who a short time ago prefaced a Bible quotation with the words " As Jesus said " was criticised by Jewish citizens on the ground that she had tried to lend authority to a moral truth, itself undeniable, by reason of peculiar or divine authority vested in Jesus. Mistakes on the part of teachers will sometimes occur ; but teachers of the present generation are pretty thoroughly grounded in the American principle which forbids sectarianism in the schools. It would certainly be hard to prove that such mistakes on the part of teachers are either more frequent or more harmful than the various mistakes that are made by other government officials in all the branches of public service. But while there are limitations to the introduction of 24 MORAL TRAINING IN PUBLIC SCHOOLS religious ideas into public schools, a cursory glance at Professor Shahan's list will reveal some ideas that are common not only to Catholics and Protestants, but to the Jewish religion and Oriental faiths as well ; nay, that are so ingrained in the thoughts of universal hu- manity as to find recognition wherever earnest minds deal seriously with the facts of human existence. It is impossible, for instance, that the idea of God should be banished from human thought either within or without the schoolroom. The idea of God is easy to the child. Literature is filled with it. The whole com- munity is pervaded by it. It is in the air we breathe. If free-thinkers and atheists would prevent their chil- dren from hearing the name of God, they must withdraw them from civilization to live a hermit life. But there is no reason to believe that intelligent people, however agnostic in their own beliefs, do wish such an impossible condition. Disbelief is not claiming this as one of the '* rights of conscience." Agnostics as a class mean to be reasonable beings, and even to the avowed atheist the general idea that men call God is the highest symbol of moral goodness. It is not the province of the public school to try to define God, a task which neither philosophers nor theo- logians have ever really accomplished. But new con- ceptions of God in modern thought are making it increasingly difficult to exclude the God-idea from the natural life of a well-ordered school ; and to ask teachers to evade or to bar out from the schoolroom the name or the thought of God would be laying a restriction upon the school that is not felt in any other department of the national life. Perhaps no formulated list of the religious ideas that MORAL TRAINING IN PUBLIC SCHOOLS 25 are admissible in the public schools could ever be agreed upon. Nor does this seem to be necessary for the correct application of the principle. The religious conditions of schools and localities differ greatly. In any given community it is not usually difficult to see what religious elements are universal to the time and place. The teacher of a small school in an intelligent community of homogeneous faith may properly act with more freedom than is permissible in some other situa- tions. On the other hand, the conditions of a large city school may exclude some observances that are theoreti- cally desirable, lest the religious prejudices of ignorant people be needlessly aroused. Even weak consciences have their rights. But some liberty of interpretation of the American principle should be allowed so long as no rights of conscience are thereby invaded. The largest amount of religious teaching that would be morally helpful to the schools and at the same time entirely compatible with American principles is surely to be desired. Anything more than this ought as surely to be condemned. The element of the problem that is most of all the sub- ject of controversy is the relation of the Bible to Ameri- can schools. Recent critical and historical study of the Bible has changed the field of discussion and introduced new elements into the question. Yet this very Bible study, aided by experience, will help to clear away the fogs of the educational atmosphere. The Biblical World for January, 1906, contains an interesting sym- posium from college professors regarding the Bible in schools. Other writings on this subject have been 26 MORAL TRAINING IN PUBLIC SCHOOLS recently published, and some of the views that are wide-spread in the community may be summarized as follows : — 1. The Bible must be studied in the schools, but only in an academic way. It contains many of the most important writings in existence relating to history, literature, and good morals. These cannot properly be excluded from a course in education. There is no rea- son except prejudice why any one would seek to exclude them. A study of the Bible that is purely objective and scientific is a necessary part of a school course, but its introduction for any other ends would be sectarian and improper. 2. The Bible must not be studied at all in American schools. It is primarily a book of religion. To teach it academically and not religiously would weaken its influence for its own truest ends. Since its rehgious use is forbidden by civic principles, its study from a literary standpoint must also be excluded, lest it should lose its power as a book of religious doctrine and faith. 3. Although the Bible cannot be used in the public schools as a book of instruction for either religious or academic purposes, certain parts of the Bible can be used with a purely devotional intent. The cultivation of the religious emotions and impulses by means of devotional writings will have an elevating effect on children ; and wherever these can be introduced in an unsectarian spirit and without arousing prejudice or suspicion in the community, it is a very desirable school practice, and entirely unobjectionable from a national standpoint. MORAL TRAINING IN PUBLIC SCHOOLS 2/ 4. It is conceivable that under ideal conditions there might be some use of the Bible in schools, both for instruction and devotion, that would be unobjectionable and also very helpful as an aid to moral training. But conditions are not ideal, and schools cannot be trusted to do this work. Teachers are not equipped for it, nor is the public ready to trust the schools in a matter so deHcate and important. Almost any use of the Bible for either instruction or devotion would awaken suspicion and do injury to the school. The only practical thing under present conditions is to leave the Bible out. The entire separation of Church and State is a fundamental principle, and requires that the schools shall be kept secular and that religion in all its bearings shall be left to the home and the church. 5. A distinction must be made between different parts of the Bible. It is a collection of books written at dif- ferent times and for different ends. While some parts of the Bible are of the greatest interest and value to children, there are other parts that are wholly unsuitable to bring before their minds. Many of the Old Testa- ment stories are rich in historical and moral value, but the long genealogies, the accounts of ceremonial obser- vances, marital secrets, and sexual sins with which these are intermingled should be omitted. It is not needful to send children to the original sources of history, and the parts of the Bible used in the instruction of children require to be edited for the purpose. The obscure pro- phetic writings of the Old Testament have little of school interest or value. In the New Testament there is much that cannot be used as school material. Theo- logical controversies regarding the relation of Jesus to 28 MORAL TRAINING IN PUBLIC SCHOOLS God make the life of Jesus at present unavailable as a biographical study in school, while the doctrinal charac- ter of most of the Epistles renders these also unsuitable. Certain passages in the New Testament, such as the Beatitudes, the 13th chapter of ist Corinthians, and some of the Parables treated simply as stories may perhaps be used. But there should be careful discrimination not only in the ways of using Scripture in schools but in the parts which are to be used or omitted. The rich poetry that is in the Bible should be made familiar to children. The passages that have general historical, literary, and moral value should be carefully selected and freely used, and other parts of the Bible should be let alone. 6. While it is clear that the Bible must not be used in school in any sectarian spirit, yet if there is such a thing as an unsectarian use of the Bible, the public schools must not be deprived of this by any partisan form of legislation. Such action would itself violate the princi- ples of free government. In all these positions that have been summarized there is something of truth. The question is not a sim- ple one. There are pitfalls to be avoided, and there are intellectual, moral, and spiritual advantages that may be gained by the use of some parts of the Bible for instruc- tion, and under favorable circumstances for devotion as well. Some light is thrown on the general problem by the conditions now confronting schools in the Philippine Islands. Shall the Bible be used in the training of these new wards of the nation } That there can be no indis- criminate or proselyting use of the Bible is obvious ; but MORAL TRAINING IN PUBLIC SCHOOLS 29 it is equally obvious that it would be both un-American and suicidal to educational interests to attempt rigidly to bar the Bible out, or to deny its due recognition as an inspiring and spiritualizing force in American civilization. Within a few years various books of Bible selections have been compiled on the basis of their adaptation to schools. Such books are of real value. Classified selections are also to be found, such as, Stories for Young CJiildreii, Stories for Older Children, Connected Hebrew History, Selections of Poetjy, Pi'overbs or Proph- ecy, as well as general selections embodying moral or religious truths. But there are other " World Bibles " from which noble passages may be selected for similar ends. The books of other religions, the literature of hymns, the writings of devout and inspired souls through all the centuries, may all furnish valuable contributions to the resources of the school for its vital work of moral and religious training. It is fairly certain that the formal daily reading of the Bible without note or comment will never again be prescribed by law as a public-school exercise. But it is equally evident that by the principles of our national government the world's best treasures of poetry, history, and moral truth are freely at the service of the Ameri- can nation in its public schools. Amid all the complexities of this subject one fact shines out with increasing clearness. The efficiency of moral training in the schools rests finally in the hands of the teacher. Given a teacher who is wise enough, and morally and religiously earnest enough, and she can teach morals, and in some true sense religion, too, in the public schools without violating any American principle. 30 MORAL TRAINING IN PUBLIC SCHOOLS Rules prescribing the use of definite religious exercises will not aid her particularly ; nor can rules forbidding the same prevent her from accomplishing the main im- portant end. It is the spirit and wisdom and skill of the teacher that will determine the result, and not any outside law. Teachers can do this work more easily, however, if the community has rational views on the subject, and if school supervisors have clear ideas as to what ought to be expected, and are willing to aid and encourage the teachers to work out the problem somewhat in accord- ance with their own ideas and temperaments. Some general plans of work that lend a degree of uniformity to the schools of a given city may be desirable. But within the general outline, the teacher needs large liberty of individual action. The teachers themselves, however, need to realize their obligations in this matter, and also the conditions under which the work must be done. Teachers' train- ing schools have a responsibility to disseminate among the teachers a knowledge of the right principles of action ; and in the selection of teachers school officers should take into account fitness for this important work. But what is the present status of American schools in this respect ? Are the teachers giving effective Moral Training in the pubHc schools ? The teachers of America as a rule are an intelligent and also a religious class. Hundreds of thousands of them are active workers in the church, the Sunday school, and in other lines of religious or philanthropic endeavor. The same spirit which they show in these other labors they take into their schoolrooms, and they are honestly trying to educate the children under their MORAL TRAINING IN PUBLIC SCHOOLS 31 care in body and in soul so that they may live right- eously, healthfully, happily, and usefully, as good citi- zens of this great republic. They are not teaching sec- tarianism, and they know better than to do so. They are not as a rule talking much about moral and religious teaching, and it is well that they should not talk much about it. Members of the pulpit and the press, who are doing most of the talking, are sometimes much ex- ercised over the moral lapses in the community which apparently should have been prevented by the moral training given in the schools. But they should not fail to consider that these moral failures, though frequent and conspicuous and deplorable, do not of themselves represent the results accomplished. It is the great number of generally upright, industrious, right-minded men and women, engaged in various trades and indus- tries, who are the chief product of the pubHc schools ; and in the words of President Roosevelt, *' The average American is a pretty decent sort of fellow." It may fairly be maintained that the public-school teachers of America in relation to their crowning work of Moral Training for American citizens are as a class as well equipped and faithful and successful as any other large body of public workers, whether in or outside of the government service, and that they may in the main be trusted for the future. That the public schools are imperfect in this and in all other departments of their work the teachers them- selves should be the first to acknowledge. The public has a right to hold the teachers to high standards of efficiency in this vital matter. Words of criticism that are sometimes heard should be of value to the schools and teachers. Some of the practical questions relating 32 MORAL TRAINING IN PUBLIC SCHOOLS to the subject are at present unsettled. There is still much to be learned. Discussion of these things should go on, in the pulpit, in the public press, and in gather- ings of teachers everywhere. Not only the school officers and teachers, but all leaders of thought, and public-spirited men and women everywhere, should read and listen and hold intelligent opinions on the subject. But to teachers themselves is given the supreme opportunity. There is set before them "an open door, and no man can shut it." Let them go forward cour- ageously, with open mind and earnest spirit, willing to learn from all sources, desirous to use, yet not misuse, all right means and methods, and so carry to its highest efficiency in full accordance with our national life the great work of Moral Training in Public Schools. ADVERTISEMENTS RE t^ IS ED AND ILLUSTRATED The Heart of Oak Books A Collection of Traditional Rhymes and Stories for Children, and of Masterpieces of Poetry and Prose for Use at Home and at School, chosen with special reference to the cultivation of the imagination and the development of a taste for good reading. EDITED BY CHARLES ELIOT NORTON Book I. Rhymes, Jingles and Fables. For first reader classes. Illustrated by Frank T. Merrill. 12S pages. 25 cents. Book II. Fables and Nursery Tales. For second reader classes. Illustrated by Frank T. Merrill. 176 pages. 35 cents. Sook III. Fairy Tales, Ballads and Poems. For third reader classes. With illustrations after George Cruikshank and Sir John Tenniel. 184 pages. 40 cents. Book IV. Fairy Stories and Classic Tales of Adventure. For fourth reader grades. With illustrations after J. M. W. Turner, Richard Doylej John Flaxman, and E. Burne-Jones. ■248 pages. 45 cents. Book V. Masterpieces of Literature. For fifth reader grades. With illustra- tions after G. F. Watts, Sir John Tenniel, Fred Barnard, W. C. Stanfield, Ernest Fosbery, and from photographs. 318 pages. 50 cents. Book VI. Masterpieces of Literature. With illustrations after Horace Vernet, A. Symington, J. Wells, Mrs. E. B. Thompson, and from photo- graphs, 376 pages. 55 cents. Book VII. Masterpieces of Literature. With illustrations after J. M. W. Tur- ner, E. Dayes, Sir George Beaumont, and from photographs. 382 pages. 60 cents. D. C. HEATH & CO., Publishers BOSTON NEW YORK CHICAGO LONDOM THE HEATH READERS A new series, that excels in its 1. Interesting and well graded lessons. 2. Masterpieces of English and American literature. 3. Beautiful and appropriate illustrations. 4. Clear and legible printing. 5. Durable and handsome binding. 6. Adaptation to the needs of modern schools. The Heath Readers enable teachers, whether they have much or little knowledge of the art, to teach children to read intelligently and to read aloud intelligibly. They do this without waste of time or effort, and at the same time that the books aid pupils in acquiring skill in reading, they present material which is in itself worth reading. The purpose of the Heath Readers is, first^ to enable beginners to master the mechanical difficulties of reading successfully and in the shortest time ; second, to develop the imagination and cultivate a taste for the best literature ; third, to appeal to those motives that lead to right conduct, industry, courage, patriotism, and loyalty to duty. The larger purpose is, briefly, to aid in developing an appreciation of that which is of most worth in life and literature. The series contains seven books, as follows : P.imer, 128 pages, 25 cents. First Reader, 130 pages, 25 cents. Second Reader, 176 pages, 35 cents. Third Reader, 256 pages, 40 cents. Fourth Reader, 320 pages, 45 cents. Fifth Reader, 352 pages, 50 cents. Sixth Reader, 352 pages, 50 cents. Descriptive circulars sent free on request. D. C. HEATH & CO., Publishers, Boston, NewYork Chicago AN ELEMENTARY HISTORY OF THE UNITED STATES By ALLEN C. THOMAS, A. M. Author of "^ History of the United States,'''' and Professor of History in Ha'verford College. THK Elementary History is for the use of younger classes, and serves as an introduction to the author's larger History of the United States. Effort has been made to present such important phases of national growth as the difficulties and dangers of ex- ploration, and how they were overcome by earnestness and perseverance ; the risks and hardships of settle- ment, and how they were met and conquered ; the inde- pendence and patriotism of the colonists, and how they triumphed ; the effect of environment upon character ; the development of the people in politics and govern- ment and in social life ; and the progress of invention and its effect upon national development. Realizing the fascination that the personalities of our national heroes have for the young, the author has chosen those men who best illustrate the important periods in the making of our nation, and in a series of interesting biographical sketches uses their lives as centers around which the history is written. Thus the book has all the freshness and vitality, all the rapidity of action, and all the interest, of tales of patriotism and courage and untiring endurance, and yet preserves ac- curacy of fact and due proportion of importance of events. Clotb. j'j'7 pages. Maps and illustrations. Introduction price^ 60 cents. D. C. HEATH & CO., Publishers, Boston New York Chicago The Literary Study of the Bible. . . . An account of the Leading Forms of Literature represented in the Sacred "Writings. Intended for English readers. By RICHARD Q. HOULTON, Ph.D., Professor of Literature in English in the University of Chicago. THIS book deals with the Bible as literature, without reference to theological or distinctively religious matters, or to the his- torical analysis which has come to be known as " the higher criti- cism." With a view to the general reader it endeavors to bring out the literary interest of Scripture, so often obscured by reading in verses or short fragments. For the professed student of literature it has the further purpose of discussing methodically such literary forms as epic, lyric, dramatic, etc., so far as they appear in one of the world's great literatures. It assumes that the English Bible is a supreme classic, the thorough study of which must form a part of all liberal education. CONTENTS, Introduction : The Boon: of Job, and the various kinds of lit- erary interest represented by it. Book I : Literary classification applied to the Sacred Literature. Book II : Lyric Poetry of the Bible. Book III : biblical History and Epic. Book IV : The Philosophy of the Bible, or Wisdom Literature. BookV: Biblical Literature of Prophecy. Book VI: Biblical Literature of Rhetoric. Appendices. — I : Literary Index to the Bible. II: Tables of Literary Form. Ill: On the Structural Printing of Scripture. IV : Use of the Digression in " Wisdom." William F. Warren, President of Bosto7t University {in Zion^s Herald): The book is everywhere fresh and suggestive. The author has an immense capa- city for making a subject clear and lending to it a fascination by his new way of presenting it. Under his teaching, the English Bible becomes our supreme clas- sic. The torch he kindles sheds a flood of light over the whole book. 545 pages. Large 12mo. Cloth. $2.00. D. C. HEATH & CO., Publishers BOSTON NEW YORK v-HICAGO THE BIBLE AND ENGLISH PROSE STYLE Edited with an introduction by ALBERT S. COOK, Ph.D., L.H.D., Professor of the English Language and Literature in Yale University. THE debt of English prose writers to the Bible clearly set forth, together with the testimony of authors representing the entire field of literature as to the influence of the Bible upon diction, followed by Biblical selections ranging from the Songs of Moses to the Apocalypse. The author shows that from Caedmon's time to the present the Bible has been one of the chief agencies in enriching and ennobling the language of English-speaking people — First — By quotation and allusion. The literature of the language, whether theological, dramatic, historical, forensic or romantic, abounds in Biblical quotations and in allusions, to Scripture themes. Second — By plastic influence. The qualities which especially character- ize the diction of the Bible show themselves in the work of all great English writers, indicating the more or less direct influence of the Bible, Cloth. J 30 pages. Pricet 40 cents. THE BIBLE ABRIDGED The Scripture storv in consecutive readings by Rev. DAVID GREENE HASKINS, S.T.D. The Critic, N. Y. : While there have been abridgements of *.he New Testament or consoUdations of the four Gospels into one story, by 'ihe score it is not often that the whole library of Scripture is condensed into one handy Volume. This, however, has now been done, and done well, by the Rev. David Greene Haskins, S.T.D., under the title of "The Bible Abridged.*' Cloth. 4J5 pages. Price, $J.OO. 'scribed above will be sent postpaid, to 'ipon receipt of price by the pid'iishen D. C. HEATH & CO., Publishers, Boston, New York, Chicago The books described above ivill be sent postpaid, to any address^ upon receipt of price by the piddishers. Seaside and Wayside Nature Readers By JULIA McNAIR WRIGHT No. I. Cloth. 1 20 pages. Illustrated. Price, 25 cents. II. " 192 " " " 35 " III. " 288 « " " 45 " IV. ' " 371 " " " 50 " A new edition, from new electrotype plates, handsomely bound in cloth, with many new illustrations, and colored frontispieces. THEIR HISTORY The Seaside and Wayside Nature Readers were pioneers in presenting Natural Science, pure and simple, in language attractive and comprehensible to the child mind. Many imitators have followed but none has rivaled them in merit or popularity. Published in America, they were at once republished in England. They have been translated into Chinese and published in China. They have been adopted by Japan, by Enghsh schools of Rhodes and Cyprus, and are in use in many schools of France, Belgium and other European nations. They are used in numerous schools for deaf mutes, and have been issued in a raised-letter edition for the blind. WHAT THEY ARE First of all they are Readers, not, however, modeled upon any pattern previously set, but full of useful knowledge so Seaside and Wayside Nature Readers presented that it is within the receptive and retentive powers of children. They tell of the homes with many rooms in them which hang in the branches of the trees; of the " Httle bugs " that hunt and fish, make paper, saw wood, are masons and weavers ; of flowers and trees and how they have gone into business with insects and birds as partners to feed the world ; of the '' Fin Family " in the brooks, ponds, rivers and seas; of the shells and curious treasures which the ocean waves bring to the shore; and of world life in its various aspects and periods. WHAT THEY DO The Nature Readers teach the child to read while teaching him something else of value. They develop thought, enlarge vocabulary, awaken fresh and healthy interests, direct the mind into new paths of study, gratify that curiosity about his surroundings which every child by scores of questions evinces. They create respect for life and love for animals, draw the child near to the heart of nature, absorb his hours of leisure and many of his hours of brain- work in the study of nature out of doors, and thereby do much to make him robust in body, sound in mind, cheerful of disposition and useful in the future. The publishers solicit correspondence from teachers, parents and all others interested in the best reading for children. D. C. H EATH & CO., Publishers BOSTON NEW YORK CHICAGO LONDON America's Story for America's Children A series of history readers by Mara L. Pratt. In five books. Book I. — The Beginner's Book. This is introductory to the series, and is adapted to third and fourth year classes. Its purpose is to develop centers of interest, and to present the picturesque and personal incidents connected with the greater events in our history. The book contains about sixty illustrations, four of which are in color. Cloth. 132 pages. 35 cents. Book II. — Exploration and Discovery: 1000-1609. The second book tells the story of the great discoverers and explorers from the time of Lief Ericson to Henry Hudson, It portrays the pomp and pride of the Spanish, the simple life and customs of the aborigines, and the sturdy temper of the early English and Dutch navigators. A large number of illustrations from authentic sourcfes adds to the interest and value of the stories. Cloth. 160 pages. 40 cents. Book III. — The Colonies. The story of the founding of the first settlements on this continent, and of the beginnings of the thirteen colonies. The style is animated and attractive ; the subject matter includes the results of the most recent research, and the most accurate data that are available. Cloth, 172 pages. 40 cents. Book IV. — The Later Colonial Period. Treats of the early settlements in the Mississippi valley, the French and Indian Wars, etc., and gives vivid and definite ideas of the heroes of this time. Cloth. 160 pages. 40 cents. Book v.— The Revolution and The RepubUc. Tells the story of the Revolution, the causes that led to it, and of the men who laid the foundations of the Republic. Cloth. 160 pages, 40 cents. D, C. H EATH & CO. Pubhshers BOSTON NEW YORK CHICAGO LONDON A SHORT HISTORY OF AMERICAN LITERATURE By WALTER C. BRONSON, A.M., Professor of English in Brown University This book is at once scholarly and attractive, adapted to the work of the class room, yet literary in spirit and execution. The literature of each period has been presented in its relation to the larger life of the nation, and to the Hteratures of England and Europe, for only so can American literature be completely understood and its significance fully perceived. The writers are treated with admirable critical judgment. The greater writers stand out strong and clean cut personalities. The minor are given brief, but clear, treatment. While the book lays its chief emphasis upon matters distinctly literary, it contains exact details about the life and writings of the greater authors, and is abundantly equipped with apparatus for reference and study. The Appendix contains nearly forty pages of extracts from the best but less accessible colonial writers, and valuable notes concerning our early newspapers and magazines, a bibliography of Colonial and Revolutionary literature, and an index. No other manual of American literature says so much so well in so little space. — Walter H. Page, editor of The World* s Work, recently editor of The Atlantic Monthly. Cloth. 474 pages. Price, 80 cents. D. C. HEATH & CO., Publishers BOSTON NEW YORK. CHICAGO Heath's Home and School Classics. FOR GRADES I AND II. Mother Goose : A Book of Nursery Rhymes, arranged by C. Welsh. In two parts. Illus- trated. Paper, each part, lo cents ; cloth, two parts bound in one, 30 cents. Perrault's Tales of Mother Goose. Introduction by M. V. O'Shea. Illustrated after Dore. Paper, 10 cents ; cloth, 20 cents. Old World Wonder Stories: Whittington and his Cat; Jack the Giant Killer; Jack and the Bean-Stalk; Tom Thumb. Edited by M. V. O'Shea. Illustrated. Paper, 10 cents; cloth, 20 cents. Craik's So-Fat and Mew-Mew. Introduction by Lucy Wheelock. Illustrated by C. M. Howard. Paper, 10 cents; cloth, 20 cents. Six Nursery Classics : The House That Jack Built ; Mother Hubbard ; Cock Robin ; The Old Woman and Her Pig ; Dame Wiggins of Lee, and the Three Bears. Edited by M. V. O'Shea. Illustrated by Ernest Fosbery. Paper, 10 cents ; cloth, 20 cents. FOR GRADES II AND III. Sophie: From the French of Madame de Segur by C. Welsh. Edited by Ada Van Stone Harris. Paper, 10 cents ; cloth, 20 cents. Crib and Fly : A Tale of Two Terriers. Edited by Charles F. Dole. Illustrated by Gwendoline Sandham. Paper, 10 cents ; cloth, 20 cents. Goody Two Shoes. Attributed to Oliver Goldsmith. Edited by Charles Welsh. With twenty-eight illustrations after the wood-cuts in the original edition of 1765. Paper, 10 cents ; cloth, 20 cents. ^egur'S The Story of a Donkey. Translated by C. Welsh. Edited by Charles F. Dole. Illustrated by E. H. Saunders. Paper, 10 cents ; cloth, 20 cents. FOR GRADES III AND IV. * Trimmer's The History of the Robins. Edited by Edward Everett Hale. Illustrated by C. M. Howard. Paper, 10 cents ; cloth, 20 cents. Aiken and Barbauld's Eyes and Wo Eyes, and Other Stories. Edited by M. V, O'Shea. Illustrated by H. P. Barnes and C. M. Howard. Paper, 10 cents ; cloth, 20 cents. Edgeworth'S Waste Not, Want Not, and Other Stories. Edited by M. V. O'Shea. Illustrated by W. P. Bod well. Paper, 10 cents ; cloth, 20 cents. Ruskin'S The King of the Golden River. Edited by M. V. O'Shea. Illustrated by Sears Gallagher. Paper, 10 cents ; cloth, 20 jents. Browne's The Wonderful Chair and The Tales It Told. Edited by M. V. O'Shea. Illustrated by Clara E. Atwood after Mrs. Seymour Lucas. In two parts. Paper, each part, 10 cents ; cloth, two parts bound in one, 30 cents. FOR GRADES IV AND V. Thackeray's The Rose and the Ring. A Fairy Tale. Edited by Edward Everett Hale. Illustrations by Thackeray. Paper, 15 cents ; cloth, 25 cents. Ingelow'S Three Fairy Stories. Edited by Charles F. Dole. Illustrated by E. Ripley. Paper, 10 cents ; cloth, 20 cents. Ayrton'S Child Life in Japan and Japanese Child Stories. Edited by William Elliot Grifi&s. Illustrated by Japanese Artists. Paper, 10 cents ; cloth, 20 cents. Ewing'S Jackanapes. Edited by W. P. Trent. Illustrated. Paper, 10 cents; cloth, 20 cents. Carove'S Story Without an End. Fourteen illustrations. Cloth, 25 cents. Heath's Home and School Classics — Continued. FOR GRADES V AND VI. LamJ)'S The Adventures of Ulysses. Edited by W. P. Trent Illustrations after Flax- man. Paper, 15 cents; cloth, 25 cents. Gulliver's Travels. I. A Voyage to Lilliput. II. A Voyage to Brobdingnag. Edited by T. M. Balliet. Fully illustrated. In two parts. Paper, each part, 15" cents; cloth, two parts bound in one, 30 cents. Ewing's The Story of a Short Life. Edited by T. M. Balliet. Illustrated by A. F. Schmitt. Paper, 10 cents ; cloth, 20 cents= Tales From the Travels of Baron Munchausen. Edited by Edward Everett Hale. Illus- trated by H. P. Barnes after Dore. Paper, 10 cents ; cloth, 20 cents. MulOCh'S The Little Lame Prince. Preface by Elizabeth Stuart Phelps Ward. Illus- trated by Miss E. B. Barry. In two parts. Paper, each part, 10 cents ; cloth, two parts Isound in one, 30 cents. FOR GRADES VI AND VII. Lamb's Tales From Shakespeare. Introduction by Elizabeth Stuart Phelps Ward. Illustrated by Homer W. Colby after PilM. In three parts. Paper, each part, 15 cents ; cloth, three parts bound in one, 40 cents. Martineau'S The Crofton Boys. Edited by William Elliot Griffis. Illustrated by A. F. Schmitt. Cloth, 30 cents. Motley's The Siege of Leyden. Edited by William Elliot Griffis. With nineteen illustra- tions from old prints and photographs, and a map. Paper, 10 cents; cloth, 20 cents. Brown's Rab and His Friends and Other Stories of Dogs. Edited by T. M. Balliet. Illustrated by David L. Munroe after Sir Noel Paton, Mrs. Blackburn, George Hardy, and Lumb Stocks. Paper, 10 cents ; cloth, 20 cents. FOR GRADES VII, VIII AND IX. Hamerton'S Chapters on Animals : Dogs, Cats and Horses. Edited by W. p. Trent. Illustrated after Sir E. Landseer, Sir John Millais, Rosa Bonheur, E. Van Muyden, Veyrassat, J. L. Gerome, K. Bodmer, etc. Paper, 15 cents ; cloth, 25 cents, living's Dolph Heyliger. Edited by G. H. Brovme. Illustrated by H. P. Barnes. Paper, 15 cents ; cloth, 25 cents. Shakespeare's The Tempest. Edited by Sarah W. Hiestand. Illustrations after Retzch and the Chandos portrait. Paper, 15 cents ; cloth, 25 cents. Shakespeare's A Midsummer Night's Dream. Edited by Sarah W. Hiestand. Illus- trations after Smirke and the Droeshout portrait. Paper, 15 cents ; cloth, 25 cents. Shakespeare's The Comedy of Errors. Edited by Sarah W. Hiestand. Illustrations after Smirke, Creswick and Leslie. Paper, 15 cents; cloth, 25 cents. Shakespeare's The Winter's Tale. Edited by Sarah W. Hiestand. Illustrations after Leslie, Wheatley, and Wright. Paper, 15 cents; cloth, 25 cents. Defoe's Robinson Crusoe. Edited by Edward Everett Hale. Illustrated. In four parts. Paper, each part, 15 cents; cloth, four parts bound in one, 60 cents. Jordan's True Tales of Birds and Beasts. By David Starr Jordan. Illustrated by Mary H. Wellman. Cloth, 40 cents. Fouqu^'S Undine. Introduction by Elizabeth Stuart Phelps Ward. Illustrations after Julius Hoppner. Cloth, 30 cents. Melville's Typee: Life in the South Seas. Introduction by W. P. Trent. Illustrated by H. W. Moore. Cloth, 45 cents. Higher English. Bray's History of English Critical Terms. A vocabulary of 1400 critical terms used in literature and art, with critical and historical data for their study. $1.00. Cook's Judith. With introduction, translation and glossary. Octavo. 170 pages. $1.00. Espenshade's Essentials of Composition and Rhetoric. A working text-book for higher schools and colleges. $1.00. Hall's Beowulf. A metrical translation of this ancient epic. Octavo. Cloth, 75 cents. Paper, 30 cents. Kluge and Lutz's English Etymology. A select glossary for use in the study of histor- ical grammar. 60 cents. Lewis's Inductive Rhetoric. For schools and colleges. 90 cents. MacEwan's The Essentials of Argumentation. A systematic discussion of principles, with illustrative extracts ; full analysis of several masterpieces, and a list of proposi- tions for debate. $1.12. MacEwan's The Essentials of the English Sentence. Presents a review of the essen- tials of grammar and bridges the transition to rhetoric. 75 cents. MeiklejOhn's The English Language. Part I— English Grammar; Part II — Compo- sition and Versification ; Part III — History of the English Language; Part IV — History of English Literature. ^1.20. MeiklejOhn's English Grammar. Contains Parts I and Il^of Meiklejohn's The English Language, with exercises. 80 cents. 0' Conor's Rhetoric and Oratory. A manual of precepts and principles, with masterpieces for analysis and study. $1.12. Pearson's The Principles of Composition. Begins with the composition as a whole. Paragraphs, sentences and words are treated later, and in this order. 50 cents. Smith's The Writing of the Short Story. An analytical study. 25 cents. Strang's Exercises in English. Examples in Syntax, Accidence, and Style, for criticism and correction. New edition, revised and enlarged. 45 cents. Whitcomb's The Study of a Novel. Analytic and synthetic work for college classes. William's Composition and Rhetoric. Concise, practical, and thorough, with little theory and much practice. 90 cents. Monographs on English. Bowen's Historical Study of the O-vowel. Cloth. 109 pp. • • • » = $1-25 Genung-s Study of Rhetoric in the College Course. Paper. 32 pp. ... .25 Hempl's Chaucer's Pronunciation. Stiff Paper. 39 pp . .50 Huffcut's English in the Preparatory School. Paper. 28 pp. .... .25 Woodward's Study of English. Paper. 25 pp. 00 .25 See also our list of books in Elementary English, English Literature and English Classics. D.C. HEATH & CO., Publishers, Boston, New York, Chicago English Literature The Arden Shakespeare. The plays in their literary aspect, each with introduction, inter- pretative notes, glossary, and essay on metre. 25 cts. Bronson's History of American Literature. 384 pages. 80 cents. Burke's American Orations. (A.J.George.) Five complete selections. 50 cts. Burns'S Select Poems. (A. J. George.) u8 poems chronologically arranged, with ihtro duction, notes, and glossary. Illustrated. 75 cts. Coleridge's Principles of Criticism. (A. J. George.) From the Biographia Literaria. With portrait. 60 cts. Cook's Judith. With introduction, translation, and glossary. Cloth. 170 pages. $1.00. Cook's The Bible and English Prose Style. 40 cts. Corson's Introduction to Browning. A guide to the study of Browning's poetry. Also has 33 poems with notes. With portrait of Browning. |i.oo. Corson's Introduction to the Study of Shakespeare. A critical study of Shakespeare'? art, with comments on nine plays. |i.oo. Crawshaw'S The Making of English Literature. An interpretative and historical guide for students. Map and illustrations. 484 pages. $1.7.^. Davidson's Prolegomena to Tennyson's In Memoriam. A critical analysis, with an index of the poem. 50 cts. De Quincey's Confessions of an Opium Eater. (G. A. Wauchope.) 50 cts. Hall's Beowulf. A metrical translation. 75 cts. Studenf s edition, 30 cts. Hawthorne and Lemmon's American Literature. Contains sketches, characterizations and selections. Illustrated with portraits. $1.12. Hodgkin'S Nineteenth Century Authors. Gives aids for library study of 26 authors. Price, 5 cts. each, or I3. 00 per hundred. Complete in cloth. 60 cts. Howes 's Primer of English Literature. Illustrated. 50 cents. Meiklejohn's History of English Language and Literature. Revised. 60 cts. Milton's Select Poems. (A. P. Walker.) Illustrated. 488 pages. 50 cts. Moulton's Four Years of Novel-Reading. A reader's guide. 50 cts. Moulton'S Literary Study of the Bible. An account of the leading forms of literature represented, without reference to theological matters. $2.00. Plumptre's Translation of Aeschylus. With biography and appendix. $1.00. Plumptre'S Translation of Dante. Five vols. Illustrated. Student's edit on, 50 cts. per vol. Library edition, $4.00 per set. Plumptre's Translation of Sophocles. With biography and appendix. $1.00. Shelley's Prometheus Unbound. (Vida D. Scudder.) 60 cts. Simonds's Introduction to the Study of English Fiction. With illustrative selections, 80 cts. Briefer edition, without illustrative selections. Boards. 30 cts. Simonds's Sir Thomas Wyatt and His Poems. With critical analysis. 50 cts. Webster's Speeches. (A.J.George.) Nine select speeches with notes. 75 cts. Whitcomb's The Study of a Novel. 251 pages. $1.25. Wordsworth's Prefaces and Essays on Poetry. (A. J. George.) 50 cts. Wordsworth's Prelude. (A. J. George.) Annotated. 75 cts. Selections from Wordsworth. (A. J George). 16S poems chosen with a view to illus- trate the growth of the poet's mind and art. 75 cts. See also oiir list of books in Higher English and English Classics. D. C. HEATH & CO., Publishers, Boston, New York, Chicago Civics, Economics, and Sociology. Boutwell's The Constitution of the United States at the End of the First Century* contains the organic laws of the United States, with references to the decisions of the Supreme Court from 1789 to 1889, which elucidate the text, and an his- torical chapter reviewing the steps which led to the adoption of these organic laws. 430 pages. Buckram, ^2.50. Full law sheep, ^3.50. .T)0le's The American Citizen, a text-book in civics and morals for the higher grades of grammar schools, and for high schools, also contains the Constitution of United States, with analysis. 336 pages. 80 cents. Special editions are made for Illinois, Indiana, Ohio, Missouri, Nebraska, North Dakota, South Dakota, Minnesota, Texas, West Virginia. Dole's The Young Citizen. The rights and duties of citizens presented in an attractive and helpful way. For grammar grades. 220 pages. Illustrated. 45 cents. Flickinger's Civil Government. As developed in the States and in the United States. An historical and analytic study of civil institutions, for schools and colleges. 374 pages. Ii.oo. Goodale's Questions to Accompany Dole's The American Citizen. Con^ tains questions on the text and questions for class debate. 87 pages. Paper, 10 cents. Gide'S Principles of Political Economy. Second American edition. Entirely re- translated from the latest French original and adapted to the use of American students by Dr. C. W. A. Veditz. Cloth, 719 pages. ^2.00. Henderson's Introduction to the Study of Dependent, Defective, and Delinquent Classes. Second edition enlarged and rewritten. Adapted for use as a text-book for personal study and for clubs of men and women engaged in considering some of the gravest problems of society. 404 pages. ^1.50. Hodgin's Indiana and the Nation. Contains the Civil Government of the State, as well as that of the United States, with questions. 198 pages. 60 cents. Lawrence's Principles of International Law. Embodies the latest results of dis- cussion and research, and traces the development of International Law in such a way as to show its relation to a few great ethical principles as well as its dependence upon the facts of history. The latest edition contains an Appendix that brings the discussion of principles and instances down to September, 1900. 6g6 pages. $3.00. Wenzel's Comparative View of Governments. Gives in parallel columns com- parisons of the governments of the United States, England, France, and Germany. 26 pages. Paper, 20 cents. Wilson's The State. Elements of Historical and Practical Politics. A text-book on the organization and functions of government. Revised edition, largely rewritten. 692 pages. Retail price, $2.00. Special price for classes. Wilson's United States Government. For high schools. 140 pages. 50 cents. Sefi^ by mail, postpaid, on receipt of price. D. C. HEATH & CO., Publishers,Boston,New York, Chicago LIBRARY OF CONGRESS Monographs on Ec^^lf: 775 623 L HRifi^On's Methods in Teaching Arithmetiyw An o'utime/of ffie'Kes' common school methods . . W \ >/^ ' - • "I Branson's Reading Methods, with a chaptejjwi Spelling. Suggest-/ ive methods for the first three years in scftool . \ . ^^ ' . . Clapp's Observation Lessons in Minerals. Directionsif^rihe obser- vation of thirty-six different specimens . ... Clapp and Huston's Conduct of Composition y^xH inlGfammar Schools. Practical directions and lists of e5ccelient siff!^ects Genung's Study of Rhetoric. Shows the most practical discipline of students for the making of literature ...... HalFs How To Teach Reading. Also discusses what children should and should not read Hanus's Geometry in the Grammar School. An essay with illustra- tive exercises and an outline of work Euffcutt's English in the Preparatory School. Presents advanced methods of teaching English grammar and composition Luce's Nature and Effects of Alcohol and Narcotics. The patho- logical effects of narcotics Milner's On Teaching Geometry. Suggests how the subject may be made most valuable in education . . . ... Morris's Study of Latin. Latin regarded not merely as a means of expression, but also as a subject of scientific study Phillips's History and Literature in Grammar Grades. Discusses better methods of teaching . Redway's Reproduction of Geographical Forms. Modelling, map drawing, and projection . . . . . ... Rice's Science Teaching in the Schools. A course of instruction for the lower grades Rupert's Famous Geometrical Theorems and Problems, with their history. Four parts. Each Safford's Mathematical Teaching. An essay upon methods for ele- mentary and advanced mathematics . ' Smith's The Writing of the Short Story. Helpful to those who write and those who read .?-; Welsh's Right Reading for Children. A plea for the best, with directions for finding it 2^ Williams's Modern Petrography. An account of the application of the microscope to the study of geology ^5 Woodward's Study of English. An exposition of the value of the study for discipline as well as for practical ends . . . • - 5 Sent postpaid on receipt ofprict by the publishers, D. C. HEATH k CO., Publishers, Boston, New York, Chicago 0.15 ,15 ,30 •25 ■^5 •25 ■25 •15 ,10 .25 •^5 •30 •25 .1.0 •25