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 s> 
 
 His Life and Principles of 
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 By OSSIAN H. LANG, 
 
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 COMENIUS: 
 
 His LIFE AND PRINCIPLES OF EDUCATION. 
 
 BY 
 
 OSSIAN H. LANG, 
 
 AUTHOR OP " BASEDOW I HIS LIFE AND EDUCATIOVAt WORK," 
 
 NEW YORK AND CHICAGO: 
 
 L. KELLOGG & CO. 
 1891.
 
 COPYRIGHT, 1891, 
 
 E, L, KELLOGG & CO., 
 
 NEW VORK.
 
 Stack 
 Annex 
 
 L6 
 f) 
 
 INTRODUCTION. CT 
 
 THE greatest and most important of all the reformers 
 \v hose life and work have been recorded in the annals of 
 pedagogy is certainly Amos Comenius, " the prophet," 
 among educationists, as he has been called. 
 
 A pure, profound, and loving heart; a restless will; a 
 highly-gifted, wide-seeing, self-thinking, and powerful 
 mind; and an experience that had been wrought from 
 the vicissitudes of life, united with a disinterested, 
 untiring zeal in all his works, a longing and striving for 
 a better future of mankind, make him one of the 
 noblest characters in the educational field. What he 
 has done for the science and art of teaching will never 
 be forgotten as long as education progresses in the way 
 that he opened up, leading as it does to the goal of 
 ennobled humanity. His theory of teaching, as a 
 whole, surpasses any that had been proposed up to his 
 time. To Comenius, first of all, we owe it that pedagogy 
 was regarded as a science and teaching as an art. 
 
 It is true Comenius's ideas did not go into effect 
 immediately. But we must consider that he lived in a 
 most stormy age. The horrors of wars and insurrec- 
 tions kept the nations of Europe in a state of turmoil, 
 
 840328
 
 4 Introduction. 
 
 and forced all educational interests into the background 
 The dangers which followed the return of peace were 
 greater even than those of war. The people had be- 
 come demoralized; ignorance and its allies, vice and 
 superstition, reigned supreme. The education of chil- 
 dren suffered thj most, as might Le expected. Yet 
 even in this time of darkness this philanthropic thinker 
 was at work to prepare a way for a better future and 
 a more enlightened generation. "The principles, the 
 wishes, the hopes of Comenius had become, so to say, 
 the spirit of all that is good and noble" (Herder). 
 
 It was this spirit that inspired Basedow, the cham- 
 pion of the rights of childhood, in the eighteenth cen- 
 tury, to head the revolution for spiritual liberty, and to 
 ring in the era of enlightenment, and with it a better 
 education of youth. He proclaimed that Comenius had 
 pointed out the right way, but it had not been followed. 
 His continued agitations roused the people, and called 
 the thinkers of his age to the work of school reform. 
 When he retired from the field of activity Pestalozzi 
 came to the front. Through Pestalozzi's influence the 
 principles of Comenius were forever established. 
 
 One of the most distinguished disciples of Pestalozzi 
 was Froebel, the founder of the Kindergarten. His 
 greatest merit, it is felt, is that he penetrated the 
 thoughts of Comenius, and worked them out critically 
 and philosophically. He saw the great importance of 
 infant education, and devoted his life to it. His Kinder- 
 garten was the "mothers' school" of Comenius in an 
 improved and ennobled form. His was the grand idea 
 that all should be educated. His "centres of educa-
 
 Introduction. 5 
 
 tion" were the same as those of Comenius: Nature, Man, 
 God. 
 
 The peculiar congeniality of Froebel and Comenius 
 will make a comparison of their pedagogic doctrines an 
 interesting and profitable study. Here we can only 
 briefly refer to it to show the growth of Comenius's 
 pedagogy, and leave the critical investigation to those 
 who may be interested. 
 
 That the principles of Pestalozzi and Froebel have 
 taken root in this country, we owe particularly to the 
 untiring efforts of Horace Mann and Miss Elizabeth 
 Peabody. The dissemination of their ideas has deeply 
 affected the teaching in our public schools, and has ele- 
 vated the work of the teacher and ennobled his profes- 
 sion. A better, a new education has been developed. 
 The pedagogic ideas, principles, and plans of Comenius 
 have really been the building-material for this noble 
 structure, which is destined to become a bulwark of 
 individual, social, and political safety.
 
 JOHN AMOS COMEN1US. 
 
 His Education. John Amos Comenius was born on 
 March 28, 1592, near Hungarian-Brod,* a small Mora- 
 vian city on the river Olsawa. His parents belonged to 
 the Moravian Brethren, a society of Protestants. His 
 father (Koinensky) was a miller, who died in 1602. 
 The boy's guardians neglected his education. When six- 
 teen years old he began to attend a Latin school. These 
 circumstances, while disadvantageous, undoubtedly gave 
 the impulse to his reformatory endeavors. He writes 
 himself : " I ceased not from that time to labor for the 
 repairing of my lost years, and not only for myself, but 
 for the good of others also. I could not but pity others 
 in this respect, especially in my own nation, which is 
 too slothful and careless in matters of learning. I was 
 continually thinking of finding out some means whereby 
 more might be inflamed with the love of learning, and 
 brought to some notable proficiency in the studies by a 
 more easy method." 
 
 * This was his birth-place according to Zoubek, whose biography of 
 Comenius is evidently one of the best and latest authorities in this matter. 
 Schmidt and Raumer give Comnia; Palacky and Quick give Nivnitx, near 
 Brunn. 
 
 7
 
 8 John Amos Comenius. 
 
 He visited several schools of Germany, after the man- 
 ner of the Moravian Brethren. At Herborn. Nassau, 
 he was greatly influenced by one of his teachers, who 
 was the professor of philosophy and divinity. From 
 Herborn he went to the University of Heidelberg to 
 study theology and philosophy. After completing his 
 studies he travelled in Holland, France, and England, 
 and in 1614 returned to his native country, and was 
 appointed rector in the Brethren's school at Prerau. 
 
 First Steps towards School Reform. Although only 
 twenty-two years of age, he had come to the conclusion 
 that the schools were in great need of reform. The 
 manner of instruction at that time was dull, impracti- 
 cal, and even mind-killing. It turned the pupils away 
 from nature to the study of mere, meaningless words. 
 A number of great educators were already at work to 
 find better and easier ways for the study of languages. 
 The most distinguished of these men was Raticltiu* 
 (Ratke). Comenius had become acquainted with Eatke's 
 plan of an ' ' Improvement of Instruction," and tried to 
 put it into operation in the school at Prerau. 
 
 Feels the Want of good School-books. After being 
 granted ordination, he was called to Fulnek in 1618, to 
 conduct the church and school of the Moravian Breth- 
 ren. Here he collected many new experiences in educa- 
 tional matters, and discovered the real needs of the 
 school. He began to write school-books. The want of 
 good and methodically-arranged books of this kind 
 appeared to him to be one of the principal causes of the 
 fruitlessness of school instruction. 
 
 Is Banished. At Fulnek the Brethren had had their
 
 John Amos Comenius. g 
 
 headquarters since 1480. It was also the city of refuge 
 for the persecuted "Waldenses. In 1621 this city was 
 taken and plundered by the Spaniards. Comeuius lost 
 all his property, his library, and his manuscripts. 
 Shortly after that all Protestant clergymen of Bohemia 
 and Moravia were banished. Comenius found a hiding- 
 place on the estate of a Moravian nobleman, the Gov- 
 ernor-general Von Zierotiu. 
 
 " The Fountain of all Good." In his solitude Come- 
 nius turned to the study of the laws of Nature, and 
 wrote spiritual and educational books. The fruit of his 
 reflections on the "Fountain of all Good" (summum 
 bomnn) was "The Labyrinth of the World and the 
 Paradise of the Human Heart," a writing of which 
 Zoubek, a biographer of Comenius, says : " It is one of 
 the most beautiful writings in the Bohemian literature, 
 a religious-philosophical, satiric allegory of genuine 
 dramatic picturesqueness." Comenius declared that 
 man, no matter what his condition in life, could assur- 
 edly find happiness in religion. Happiness of mankind 
 was the one great end that he was striving for to the 
 end of his life. For this object the whole system of 
 education of Comenius was built up. 
 
 Writes a short Methodology. After having under- 
 taken a perilous journey to Poland, as the delegate of 
 the persecuted Brethren, to find an asylum where their 
 religion would be tolerated, Comenius spent a short time 
 in the family of Baron Sadowsky of Sloupna, in the 
 Bohemian mountains. He took an active interest in 
 the education of the Baron's children, and wrote a short
 
 io John Amos Comenins. 
 
 methodology, or course of study, for their teacher to 
 follow. 
 
 Goes into Exile. An Imperial decree now banished all 
 Protestants of every description from Bohemia and all 
 Austrian provinces. In the winter of 1628 Comenius 
 left his native country, never to return, and with thirty 
 thousand of other unfortunate Protestants went into 
 exile. 
 
 Digs for Educational Principles. The exiles settled 
 in Leszna (Poland), and Comenius became first a 
 teacher and later the rector of the Brethren's grammar- 
 school. Here his ideas of what was demanded in the 
 instruction of youth were moulded into clear and defi- 
 nite shape. Searching for principles, he had perused 
 the works of Francis Bacon, Andreae, Campanelhi, 
 Ratke, and other distinguished writers. He was confi- 
 dent "that so many sparks would conspire into one 
 -flame." He writes : " Discovering here and there some 
 gaps and defects, as it were, I could not abstain from 
 attempting something that might rest on an immovable 
 foundation, and which, if once found out, would not be 
 subject to any ruin." 
 
 The "Gate of Languages Unlocked." In 1631 Come- 
 nius published the "Janua Linguarum reserata," or, 
 "The Gate of Languages Unlocked." It was a kind of 
 elementary encyclopedia of all sciences, arts, and trades. 
 Its object was to show to the pupil, "in a short compass, 
 the whole world and the Latin language." This work 
 was, shortly after its appearance, translated into twelve 
 'European and four Oriental languages. Pierre Bayle 
 writes of it in his " Dictionnaire HUjtorique et Critique :"
 
 John Amos Comenius. 1 1 
 
 " If Comenius had written nothing but this work, he 
 would have been immortalized." 
 
 The "Didactica Magna." The "Didactica Magna," 
 Comenius's celebrated manual of education, is undoubt- 
 edly the greatest of his works. Written originally in 
 Bohemian, it appeared in a Latin translation about 
 1638. It contains a complete scientific system of edu- 
 cation, the first that was ever attempted. The work is 
 replete with pedagogic wisdom and suggestiveness, and 
 lias been, and is to-day, an inexhaustible mine of 
 thought for the student of the science of teaching. 
 
 The Foundation Principle. In the "Didactica," 
 Comeuius proceeds from the principle " Art can do 
 nothing but imitate Nature," or, in other words, " Of 
 Nature we learn how to teach and learn." From this 
 principle he deduced the golden rule of instruction : 
 " Teach objectively." 
 
 The idea of a sense-impressing instruction had already 
 been discovered by Francis Bacon. Comeuius admits 
 this, and says that the meaning and the immeasurable 
 extent of this principle had come to him first through 
 Bacon's writings. Bacon, however, had given only the 
 key of Nature, but had not unlocked the door to her 
 secrets. He had only shown in a few examples how 
 they were to be unlocked, leaving the rest to future 
 observations. How Comenius discovered the principle, 
 he explains further in the words: "After many work- 
 ings and tossings of my mind, by reducing everything 
 to the laws of Nature, I lighted upon my 'Didactica 
 Magna/ which shows the art of readily and solidly 
 teaching all men all things."
 
 12 Jolm Amos Comenius. 
 
 The Universal Method. Comenius holds that "there 
 is but one natural method for all sciences, arts, and lan- 
 guages/* By this method the Universal Method, as he 
 calls it three inseparable objects are to be attained: (1) 
 Intelligence, (2) Virtue or good morals, and (3) Piety. 
 These ends can be gained only if the instruction is gen- 
 eral, when "all men are taught all." He goes on to explain : 
 "This should not be understood as if we demanded of 
 all the knowledge of all sciences and arts (particularly 
 a complete and penetrating knowledge). This is neither 
 useful, according to its nature; nor is it possible to 
 every one, as life is too short. But that, if every one 
 receive an instruction that will make him acquainted 
 with the foundations, laws, and numbers of everything 
 of importance, all will be sent out into the world to be 
 not only observers, but also doers. Provision must be 
 made and adhered to, that no one who lives in the 
 world will meet with anything too utterly unknown to 
 him which he could not, at least in some measure, judge 
 and make it serve a certain purpose, without falling into 
 dangerous errors. Therefore, we must endeavor, in 
 general and without exception, in the schools and 
 through the influence of the schools in the whole life, 
 that (1) the natural talents be developed through the 
 sciences and arts, (2) the manner of expression refined, 
 (3) the morals formed into decency, and (4) that God 
 be worshipped with all one's heart." In a later work, 
 "The Newest Method/' as he called it, Comenius men- 
 tions as the three principal parts of his method : (1) the 
 parallelism of things and words, (2) the uninterrupted 
 step by step progress of instruction, and (3) the easy
 
 John Amos Comenius. 13 
 
 and pleasant manner in instruction., which advances the 
 pupil quickly and holds him continually employed. 
 
 These most important methodical principles are ex- 
 plained in the "Didactica" in very clear and simple 
 language :" 
 
 Methodical Principles. " Words shall be taught and 
 learned only in connection with the things, just as wine 
 is bought and sold with the cask, and a sword with the 
 sheath. For what else is the word but a case or sheath 
 for the thing ? Whatever language is learned, and if it 
 be the mother-tongue, the things which are to be named 
 in words, must be explained; and, in turn, the pupils 
 must be taught to express in words what they see, hear, 
 touch, and taste, so that the language always progresses 
 and perfects itself parallel with the understanding. 
 Likewise, reading and writing, teaching and learning, 
 must be done simultaneously, because what Nature has 
 joined together dare not be separated." 
 
 Everything must be presented to the senses as much 
 ex possible; to wit, the visible to the eye, the audible to 
 the ear, odors to the sense of smell, the tastable to the 
 taste, and the touchable to the sense of touch ; and, 
 whenever something can be grasped by more than one 
 sense at one time, let it be presented to them at one 
 time. One may, however, if the things themselves can- 
 not be presented, use representations of them, such as 
 models and pictures. If any one should doubt whether 
 also the spiritual and absent conld be presented to the 
 senses, so may he not forget that God has created all 
 things in just correspondence, so that for the super- 
 natural representatives can be found in the natural,
 
 14 John Amos Comenius. 
 
 for the absent in the present, for the invisible in the 
 visible." 
 
 "It is a mistake to let rules in an abstract form go 
 before, and afterwards explain them in examples. For 
 the light must go before him for whom it is intended to 
 shine." 
 
 " Whatever is to be done, must be learned by doing it. 
 Mechanics do not detain their apprentices for a long 
 time with meditations : they put them to work at once, 
 that they may learn to forge by forging, to carve by 
 carving, to paint by painting, etc. So the pupils should 
 also learn at school to write by writing, to speak by 
 speaking, to count by counting, etc. Then the schools 
 are workshops filled with the sound of work." 
 
 "Not only sciences, but also good morals and piety, 
 must be taught at school. Scientific culture ennobles 
 the understanding, language, and hand to view, discuss, 
 and to do everything that is useful in a rational manner. 
 If something of this is omitted there will be a gap, 
 which not only implies a want of culture, but weakens 
 also the solidity. Nothing can be solid but that which 
 is connected in all parts." 
 
 " The education shall go on without whippings, 
 severity, and compulsion, as easy, pleasant, and volun- 
 tary as possible. Instruction shall not be full of cares, 
 and yet advance the pupil fast." 
 
 Division of Labor and Time in Education. "That 
 man might elevate himself and be formed to true human 
 dignity, God has given him the years of youth, in which 
 he is incapable of other things, and solely fitted for 
 development. The care for this devolves naturally upon
 
 John Amos Comenius. 15 
 
 the parents. However, as men and human employments 
 vary so much that those are scarce who know and are 
 able and find time by their other occupations to devote 
 themselves to the instruction of their children, sound 
 advice has long suggested that the education of the 
 children of many at one time is intrusted to specially- 
 selected persons, who are noted for their knowledge of 
 things and strictness of morals." 
 
 " Just as the artisans and mechanic artists fix a cer- 
 tain time for their apprentices, in which the entire circum- 
 ference of the particular branch must be completed, so 
 also for the arts, sciences, and languages certain periods 
 shall be fixed that, after the expiration of a certain 
 number of years, the entire circuit of culture has been 
 finished, and that from these cultivating workshops 
 of humanity go forth truly cultivated, truly virtuous, 
 and truly pious men. To attain this aim I demand 
 for the exercise of the mind the entire time of 
 youth from childhood up to the beginning of manhood, 
 that is, up to the twenty-fourth year. Those years I 
 will divide into four distinct grades, or time-divisions: 
 early childhood, boyhood, the beginning of youth, and 
 the ripe youth. I will allow for each grade six years, 
 and give to each a separate school : For the first grade, 
 the maternal school; for the second grade, the public 
 school, or school of the mother-tongue; for the third, 
 the Latin or grammar school; for the fourth, the uni- 
 versity and the travelling-time. 
 
 "A maternal school should be found in every house; a 
 public (national) school in every community, every vil- 
 lage, and every city; a grammar-school (gymnasium) in
 
 16 John Amos Comenius. 
 
 every large town; and a university in every country en- 
 large province." 
 
 The same things shall be taught in all of these 
 schools; but in the lower schools only generally and in 
 outline, in the higher schools more in detail and more 
 completely. 
 
 The Maternal School. In the maternal school the 
 mother is the teacher. "During the first six years the 
 foundation shall be laid of everything, of the moral life 
 of the children and of all that they are to learn in life. 
 The mother is to teach the first beginnings of the sci- 
 ences and arts : for instance, of astronomy, in the 
 observation of the sun, stars, and their motions ; of the 
 physical sciences, in the observation of animals, plants, 
 etc.; of optics, in the observation of the differences in 
 light, darkness, and colors. Geography shall begin with 
 the knowledge of the room, the yard, the streets, fields. 
 etc. History shall begin with the references to what 
 happened yesterday and the day before; chronology, 
 with the differences of day and night, hour, week, holi- 
 day; politics, with the knowledge of family government. 
 Arithmetic shall begin with numbers; geometry, with 
 the ideas long and broad, line, plane, inch, yard, etc. 
 Music shall begin in listening to songs and singing 
 along with the mother. Grammar shall begin with the 
 articulation of simple words; rhetoric, with expressions 
 through gestures, and with observing and understanding 
 the gestures of others." The general object of the 
 maternal school is to cultivate the external senses. 
 
 The Public School. The public (national) school is to 
 be the "school of the mother-tongue." Its general object
 
 John Amos Comenius. 1 7 
 
 is "'the cultivation of the internal senses, the imagina- 
 tion and the memory, and the executive organs, the 
 hand and tongue." Comenius believes the public school 
 to be the true workshop of humanity. The ideas he 
 advances are striking and powerful, and are some of the 
 most valuable treasures that we have in our pedagogic 
 literature on this subject. Many of them are now 
 generally accepted; others have never been and, under 
 the present social conditions, can never be fully realized. 
 But he was on the right road to a goal that is worth 
 striving for, even if it be ever unattainable. 
 
 He writes: "All the children of both sexes should 
 first of all be sent to the public or national school. 
 Here I have the opinions of some against me. But my 
 educational system compels me to be of a different 
 opinion. For, 
 
 (1) I have in view a general education of all who are 
 born as men, to all that is human. 
 
 (2) I want that all shall be educated to all virtues; 
 also to modesty, concord, and to mutual eagerness to 
 serve each other. 
 
 (3) Trying to decide for a six-year-old child what a 
 life-vocation he is fitted for, seems to be over-hastiness. 
 
 (4) Another reason to me is this, that the boundlessly 
 beloved nymph (the Latin) is not all that my 'Universal 
 MI -\ bod' demands, but it seeks after a way for the har- 
 monious development in the mother-tongue. 
 
 (5) To try to teach a foreign language before the 
 child has learned the vernacular is the same as if a boy 
 was to learn to ride before he can walk. Finally, 
 
 (fi) I demand a 'real' education. 'The special object
 
 1 8 Jolm Amos Comenius. 
 
 of this school is to be that all the children, from the 
 sixth to the twelfth or thirteenth year are instructed in 
 that which will be continually employed in practical life 
 for a particular use/ The children shall be taught 
 reading, writing, arithmetic, measuring, singing, the 
 Bible, morality, political and domestic economy, history, 
 physical and particularly home geography, and, lastly, 
 the principal trades. The latter branch is to be taught 
 for two reasons, to wit: (a) that the children know 
 something of those trades, and (b) that their natural 
 inclination to a particular profession may have oppor- 
 tunity to show itself." 
 
 To attain this object the following " means" are to be 
 employed : 
 
 1. The course covers six years, and is divided for six 
 classes. 
 
 2. Every class has special books, which exhaust all 
 that is necessary for the particular class. The books of 
 the lower classes contain the more general, more famil- 
 iar, and easier ; the books of the higher classes, the par- 
 ticulars. The same subjects will be treated in all the 
 books with these provisions. 
 
 3. (a) The school hours are to be four only. The 
 remaining time may be set aside for housework or 
 recreation. 
 
 (b) The morning hours are to be devoted to the culti- 
 vation of the understanding and the memory, and the 
 two afternoon hours to the practice of the hand and 
 voice. 
 
 (c] The morning hours are the best time for teaching 
 something new.
 
 John Amos Comenius. 19 
 
 (d] This may be repeated in the afternoon, when 
 nothing new shall be taught. 
 
 Plans of Other Works. Comenius had given, in his 
 "Didactica." a complete system of education. He now 
 intended to prepare, besides methodical books for the 
 instruction in languages, special foundation books for 
 instruction. Standing on the principle, "These three 
 intelligence, virtue, and piety are the three sources 
 from which flow forth all brooks of all most perfect 
 joy,'' he thought of writing three books: (1) a "Pan- 
 sophia," (2) a " Panhistoria," and (3) a book of "Gen- 
 eral Dogmatics." 
 
 Called to Sweden. The "Didactica Magna" and the 
 " Janna Reserata" had established Comenius's fame in 
 all the learned world. Besides the Bible, there was per- 
 haps no other book in so many hands as the latter work. 
 The author received a brilliant offer from Sweden to 
 reform the schools of that country, and to put his system 
 of education into operation. He declined, because, as 
 he wrote, he was afraid to take upon himself "so heavy 
 and dangerous a burden." 
 
 " The Pansophia." In 1635 Comenius announced 
 that he had begun to write a " Pan soph ia," or "Uni- 
 versal Wisdom," in which the sum of all human wisdom 
 and art was to be traced to the three principles, God, 
 "World, and Reason, and which would contain an ex- 
 position of how all human affairs and all conditions of 
 humanity could be regulated and led to the highest har- 
 mony, on the basis of the acquired cognition. This 
 "Pansophia" was, for more than twenty-five years, the 
 main work of his life. The more he wrote at it, the
 
 20 John Amos Comenius. 
 
 greater and more insurmountable the difficulty of carry- 
 ing out the idea seemed to grow. He complained him- 
 self, after nine years of hard labor: "If it were only in 
 my power to be able to do more and to want less. The 
 higher I climb, the wider grows the view. I caimot but 
 strive for the higher, the perfect, and the better." 
 
 Published in England. All the thoughts that Come- 
 nius had written down on his idea of a "Pansophia," up 
 to 1637, he sent to Samuel Hartlib, his most enthusiastic 
 admirer, in England. Without awaiting the consent of 
 the author, Hartlib published the manuscripts immedi- 
 ately, under the title " Pansophiaa Prodromus," or, 
 "Forerunner of the Universal Wisdom/' and in 1642 
 issued an English translation of it, which he called "A 
 Eeformation of Schools." Everywhere the grand idea 
 and its author became the object of admiration. A 
 learned German wrote, soon after the publication of the 
 manuscripts: "It animates already the whole of Europe 
 to the study of the pansophy and of better didactics. 
 One must confess, if Comenius had done no more than 
 to implant in all minds such a seed of incitement, he 
 would still have done enough." 
 
 Summoned to England. In England enthusiastic voices 
 were loud in praise of the idea of a Universal Wisdom. 
 Parliament decided to summon Comenius. He was to 
 call together a council of learned men, without regard 
 to their nationality, which would work out the "Pan- 
 sophia," under his direction. Comenius arrived in 
 England in 1641, but went away again the next year, 
 without having made a beginning even, as the Irish
 
 Jolm Amos Comenius. 2 1 
 
 insurrection and the differences between the Parliament 
 and King Charles I. disturbed all his plans. 
 
 Goes to Sweden. While in England he received an 
 invitation to come to Sweden, from a rich Dutch noble- 
 man, Lewis de Geer, "the great Alms-Dispenser of 
 Europe," as Comenius calls him. He accepted. Soon 
 after his arrival in Sweden he was called to Stockholm 
 by the great Chancellor Oxenstiern, the "Eagle of the 
 North." Oxenstiern took very much interest in school 
 matters. He had long before come to the conclusion 
 that the schools needed a thorough reform, and had 
 already conferred with Eatke on this subject. He could 
 not approve of Ratke's scheme,however, and now believed 
 firmly that Comenius was the man to carry out a com- 
 plete reform. Oxenstiern and Skyte, the chancellor of 
 Upsal University, who had been the tutor of King Gus- 
 tavus Adolphus, questioned Comenius closely on the 
 foundation of his schemes. They were both well satis- 
 fied. They commended the continuation of the work 
 on the "Pansophia," but both also agreed that Come- 
 nins should first meet the greatest need of the schools, 
 by writing school-books after his method. He was 
 granted a pension, and, at the advice of his patrons, he 
 settled in Elbing (West Prussia), which at that time 
 belonged to Sweden, to write the required books. 
 
 Many Cares. He worked hard to live up to the prom- 
 ises made to his Swedish friends, but had to fight 
 against many difficulties. His English admirers could 
 not allow any delay in the appearance of his "Panso- 
 phia," and urged him to continue at that work. Oxen- 
 sticni, on the other side, kept him strictly to his prom-
 
 22 John Amos Comenius. 
 
 ises, and urged him to complete the school-books. 
 Besides, he had turned to theology again, and was kept 
 busy with religious controversies. Last, but not least, 
 he was continually short of money, and had to give 
 private lessons to supply his wants. 
 
 His School-books Published. In 1648 Comenius was 
 elected as bishop of the exiled Brethren, and returned 
 to Leszna. Here he completed the manuscripts of the 
 promised school books, the "Methodus Linguarum No- 
 vissima," or, "The Newest Method," and five other lin- 
 guistic works. These were the fruits of his hard labors 
 at Elbing. He submitted them to a Swedish commis- 
 sion for approval, and, after revising them once more, 
 had them published. 
 
 Goes to Hungary. In 1650 he received an invitation 
 to come to Transylvania, from Prince Eakoczy, who 
 was a great admirer of Comenius. The whole school 
 system of Hungary was to be remodelled, and a model 
 school to be established in Saros-Patak, according to his 
 ideas. Comenius went there and worked four years for 
 the realization of this plan. He organized the institu- 
 tion, and called it "The Pausophic School." But it 
 was not destined to be successful. In 1655 the school 
 closed. 
 
 The " Orbis Pictus" Appears. While at Saros-Patak, 
 Comenius completed his " Orbis Pictus," or, " The 
 World in Pictures," and published it in 1657, at Nurem- 
 berg. It is the first picture-book for the instruction 
 of youth. It has seen a great many new editions, and 
 has been translated, revised, and elaborated. The 
 " Orbis Pictus " was introduced into the schools every-
 
 John Amos Comenius. 23 
 
 where, and till Basedow's "Elementary" appeared it 
 was one of the most used school-books. The great 
 Goethe tells us: "Besides the * Orbis Pictus' of Amos 
 Comenius, we used no other book of this kind." Base- 
 dow writes: "If Comenius could have united Ids zeal in 
 the interest of youth with the expanse of thought of our 
 times, I should not have written the 'Elementary,' but 
 at most given instruction for using his writings." 
 
 The Principle of Sense-impression. The foundation 
 principle of the " Orbis Pictus" is announced in the 
 preface in the following words: " Nihil est in intellectu, 
 quod prius non fuerit in sensu," or, "Nothing is in the 
 understanding that was no first in the senses." 
 
 On this principle of sense-impression all our modern 
 instruction is founded. Comenius was the first who 
 introduced this golden rule into the science of teaching. 
 He therefore, and no other, is the founder of the " New 
 Education." 
 
 Explanation of the Principle. Comenius defined his 
 idea of a sense-impressing instruction very clearly and 
 forcibly in the preface to the "Orbis Pictus." He 
 wrote: "The remedy for ignorance is found in art and 
 science, which shall be brought to the minds in the 
 schools, but so that it be a true, perfect, clear, and thor- 
 ough knowledge. True will it be if nothing is taught 
 but what is useful in life, so that we have no reason 
 afterward for saying: We do not know what is necessary 
 to know, because we have not learned the necessary. 
 Perfect will it be if the mind is prepared to wisdom, 
 the tongue to eloquence, and the hands to an assiduous 
 carrying on of the affairs of life. This will then be the
 
 24 John Amos Comenius. 
 
 salt of life, to wit, Knowing, Acting, and Speaking. 
 Clear, and therefore also thorough and firm, will it be if 
 all that is taught and learned is not dark or confused, 
 but intelligible, well discerned, and well divided ; if all 
 sensible objects are rightly presented to the senses so 
 that the intellect can comprehend them." 
 
 " This latter is the foundation on which all other 
 parts are built, since we can neither act nor speak wisely 
 unless we first learn to comprehend what we are to do 
 and say. Now it is certain that there is nothing in the 
 understanding that was not first in the senses. Conse- 
 quently, it is to lay the foundation of all wisdom, all 
 eloquence, and of all good and prudent conduct, care- 
 fully to train the senses to note with accuracy the differ- 
 ence between natural objects. Since this point is ordi- 
 narily neglected in the schools of to-day, and as objects 
 are proposed to pupils that they do not understand, 
 because they have not been rightly presented and repre- 
 sented to their senses, it is for this reason, on the one 
 hand, and the toil of teaching on the other, that the 
 work of learning has become so burdensome and so 
 unfruitful." 
 
 "Instruction must begin with a real observation of 
 things, and not witli a verbal description of them." 
 
 His Manuscripts Burned. Comenins returned to 
 Leszna in 1654, and stayed there till the Poles won the 
 city back again from the Swedes. Leszna was reduced 
 to a heap of ashes. Comeuius lost again all his prop- 
 erty. His library and all his manuscripts, the fruit of 
 more than twenty-six years of indefatigable labor, were 
 destroyed by the flames. He lamented his loss of the
 
 John Amos Comenius. 25 
 
 " Pansophia" the most. To Boliemian literature the 
 loss of his manuscripts of a great Bohemian-Latin dic- 
 tionary was almost irreparable. He wrote: "This loss 
 I shall cease to lament only when I cease to breathe." 
 
 Goes to Holland. "Almost naked/' as he said, and desti- 
 tute of every tiling, he fled to Silesia, and from there moved 
 onward to Brandenburg, Stettin, and Hamburg, where 
 he lay sick for two months. At last he found an asylum 
 in Amsterdam, in the family of Lawrence de Geer, the 
 son of his former patron, Lewis de Geer, where he could 
 spend his last years free of cares. Here he published 
 his " Light in the Darkness," and many other religious 
 works. In one of them the nearly seventy-year-old man 
 wrote to the Brethren: "I bid you farewell, farewell 
 to all of you of my people and of my church, as Jacob 
 did to his sons, whom he had led into Egypt and could 
 not lead away again; and as Moses to his people, who led 
 the people out of Egypt, but could not bring them into 
 the Promised Land; and as Paul took leave of the beloved 
 Ephesians at Miletus, whom he was never to see again. 
 Farewell now, as if you had bedded me in my grave. If 
 the Lord should grant me a few more days, may they 
 serve me to rest and to prepare myself for the eternal 
 journey, and that I might have some recreation before 
 I depart from this life." 
 
 Last Years and Death. Although Comenius had said 
 he would rest now from all his labors, he wrote several 
 other books, the last and best of which is " The One 
 Thing Needful." When eighty-one years old, on No- 
 vember 15, 1671, Comenius died. To his last l>nath 
 he adhered firmly to his I'ldth in God's mercy. He had
 
 26 John Amos Comenius. 
 
 been, as he wrote of himself in " The One Thing Need- 
 ful/' always a man of aspirations, who at last found rest 
 in God, the Fountain of all good (summum bonum). "He 
 praised the Lord that He had not given him a country 
 and a home on this earth, but that it was to be to him 
 a place of exile and of pilgrimage, so that he could 
 exclaim as to David: 'I am both thy pilgrim and thy 
 sojourner.'" * 
 
 Comenius's Memorials. On the day of the two-hun- 
 dredth anniversary of Comenius's death, in 1871, a cen- 
 tral library was established at Leipzig, under the name 
 " Comenius Foundation." At Prerau a monument was 
 erected in 1874. 
 
 * Psalm xxxix. 14: "I am a stranger with Thee, and a sojourner, as all my 
 fathers were."
 
 The Kellogg Series* 
 
 Tkt Newest and Best Books for Schwl Entertainment^. 
 
 ARBOR DAY : HOW TO CELEBRATE IT IN THE SCHOOL- 
 
 ROOM. For all grades Contains a history of Arbor day, a list of states observing 
 it, with dates, class exercises, recitations, songs, a very attractive drill, 50 appropriate 
 quotations, and seven carefully prepared programs for the day. 1 28 pages. Price! age. 
 
 AUTHORS' BIRTHDAYS. No. I. 
 
 AUTHORS' BIRTHDAYS No. 2. 
 
 Twenty-five Programs for Lowell, Whittier, Irving, Emerson, Tennyson, Scott, 
 and Milton Celebrations. Over 100 pages. Portraits. Price, 25 cents. 
 
 FANCY DRILLS AND MARCHES. 
 
 Motion Songs and Action Pieces for Arbor Day, Christmas Day, Memorial Day, 
 and Patriotic Occasions. Price, 25 cents, postpaid. 
 
 HOW TO CELEBRATE WASHINGTON'S BIRTHDAY IN 
 
 THE SCHOOL-ROOM. Containing patriotic exercises, declamations, recitations, 
 drills, quotations, &c., for the primary, grammar, and high schools. 96 pages. 
 Price, 25 cents, postpaid. 
 
 CHRISTMAS ENTERTAINMENT. 
 
 New, for primary and grammar grades. There are Songs adapted to familiar tunes, 
 Recitations in Costume, Action Pieces, two Fancy Drills, two Christmas Acrostics, a 
 set of Christmas Tableaux, three Christmas Plays, Quotations, Readings, and Hints 
 for Christmas Decorations. Price, 25 cts.. postpaid. 
 
 KELLOGG'S PRIMARY RECITATIONS. 
 
 Entirely new. Contains 100 selections, for Thanksgiving, Washington's Birthday, 
 Arbor Day, May Day, Bird Day, Memorial Day, Closing Exercise, Flag Day, Patriotic 
 and General Occasions. Price, 25 cents. 
 
 NEW YEAR AND MIDWINTER EXERCISES. 
 
 Recitations, Quotations, Authors' Birthdays, and Special Programs for celebrating 
 New Year and Midwinter, in the school-room. For all grades. Price. 25C., pd. 
 
 SPRING AND SUMMER SCHOOL CELEBRATIONS. 
 
 Contains exercises for May Day, Decoration Day, Easter, Commencement, ana 
 Spring and Summer Celebrations. About 128 pages. Price, 25 cents. 
 
 HOW TO CELEBRATE THANKSGIVING AND CHRISTMAS 
 
 IN THE SCHOOL-ROOM. For all grades. Consists of Recitations, Songs, Drills, 
 Dialogues. Exercises, and complete programs for celebrating Thanksgiving, Christ- 
 ias, and Autumn Days. 132 pages. Price, 25 cents, postpaid. 
 
 E. L. KELLOGG & CO., 6\ E. 9th Street, New York.
 
 Helps in Teaching Geography. 
 
 ANALYTICAL QUESTIONS IN GEOGRAPHY. 
 
 is the best little book of questions and answers published. Invaluable for review or 
 to question class. Limp cloth. Price, 25 cents. 
 
 AUGSBURG'S EASY DRAWINGS FOR THE GEOGRA- 
 
 PHY CLASS. Here are presented over 200 simple drawings that can be placed on th$ 
 blackboard by any teacher, eren the one ignorant of the simplest rules. An island, 
 an isthmus, a cape, mountain ranges, animals, plants, etc., are illustrated in profusion. 
 Opposite each plate a lesson in geography is given that may be used in connection, 
 and an index brings any plate sought for instantly to the eye. There is no book like 
 it published. Quarto, tasteful cardboard cover, 40 large plates, 90 pages. Price, <K> 
 cents ; to teachers, 40 cents ; by mail, 5 cents extra. 
 
 KELLOGG'S GEOGRAPHY BY MAP DRAWING. 
 
 By AMOS M. KELLOGG. The object of this book is to encourage and aid the teacher 
 hi the effort to have his pupils draw geographical forms on the blackboard with readi- 
 ness and pleasure. The book shows the teacher how to make geography the most 
 interesting of all the studies pursued ;n the schools. It is profusely illustrated with 
 outline mapf. The type is large and clear and the page of good size. Limp cloth. 
 Price, 50 cents ; to teachers, 40 cents ; by mail 5 cents extra. 
 
 DEAN'S THE GEOGRAPHY CLASS : HOW TO INTER- 
 
 EST IT. By M. IDA DEAN. How will you study Germany, or France, or Egypt, or 
 China, so as to fix the facts in the child's mind, without effort, through his intense 
 Interest? Is not that your problem in geography? Miss Dean's book tells yjou how 
 solves th problem. Her description of "A Day in Asia," and "A Day intgypt, 1 ' 
 makes us all wish we had been there. Awaken the interest of your pupils and parents. 
 Fully illustrated. Limp doth. Price, 33 cents, postpaid. 
 
 flALTBY'S HAP flODELING IN GEOGRAPHY AND HIS- 
 
 TORY. By Dr. ALBERT E. MALTBY, Prin. Slippery Rock State Normal School, Pa. 
 This book is of the greatest value to teachers of Geography and History. It is liter, 
 ally crammed full of the most helpful suggestions, methods, devices. It considers 
 fully the use of sand, clay, putty, paper pulp, plaster-of-paris, and other materials ift 
 map modeling ; also chalk modeling. The chapters on Home Geography are exceed- 
 ingly valuable. Those who would oo-ordinate Geography with Science teaching 
 will here find much to assist them. The chapter on Nature Study will give a great 
 deal of help. There are over one hundred illustrations, man, of them being full-page, 
 Handsomely bound in cloth. Large size. 229 pages. Price, $1.15 ; to teachers, 
 $1.00 ; postage, 10 cents. 
 
 E. L. KELLOGG & CO., 6\ E. 9th Street, New York
 
 Nature Study Books* 
 
 PAYNE'S ONE HUNDRED LESSONS IN N'.TURE ABOUT 
 
 MY SCHOOL. By FRANK O. PAYNE. The best teachers' guide in Nature Study. 
 The titles of the chapters will indicate something of the contents of the book ; 
 Chap. I Preliminary Lessons in Observation ; Chap. II. Lessons on Leaves, Plants, 
 and Fruits; Chap; III. Lessons on Animals; Chap IV. Museum; Chap. V. 
 Rainy Day Lessons ; Chap. VI. Lessons in the School Yard ; Chap VII. Walks 
 with the Children ; Chap. VIII. Collection during Vacation ; Chap. IX. Devices and 
 Helps In Nature Study, Book of Reference, &c. Handsomely bound in cloth. Price, 
 $1.00 ; to teachers, 80 cents ; postage, 10 cents. 
 
 KELLOQG'S HOW TO TEACH BOTANY. 
 
 A manual of Methods and of Plans for Work in Plant-Study. By A. M. KELLOGG. 
 Just published. Every teacher can make a beginning in Nature Study in a successful 
 way by following the guidance of this book. It was made for the busy, earnest 
 teacher, who wants help to make her work the best possible. It is fully illustrated. 
 Bound in limp cloth. Price, 25 cents, postpaid. 
 
 SHERMAN'S FLORAL ALBUfl. 
 
 For Plant Analysis, Description, and Drawing. Arranged for beginners in pla.it 
 study by E. C. SHERMAN. Two opposite pages are devoted to each plant ; on one are 
 forms for plant description and he other is to be used for drawings of parts of the 
 plant. An analysis accompanies the above-mentioned pages, simple enough so that 
 it may be used successfully by those unacquainted with technical botany. It is illus- 
 trated. It is simpler and cheaper than any other plant analysis. Price IS ce"ts. 
 Write for special rates for introduction. 
 
 WOODHULL'S MANUAL OF HOME-MADE APPARATUS. 
 
 It will be especially helpful from the fact that it will enable teachers in district 
 schools and teachers of intermediate and grammar grades to do successful work in 
 easy science. It gives directions for making cheaply the apparatus needed to illustrate 
 ordinary principles of physics, chemistry, and physiology. Cloth, fully illustrated. 
 Price, 50 cents ; to teachers, 40 cents ; postage, 5 cents. 
 
 WOODHULL'S SinPLE EXPERIflENTS FOR THE 
 
 SCHOOL-ROOM. By Prof. JOHN F. WOODHUU., of the New York College for Train- 
 ing of teachers. It contains Experiments with Paper, Wood, a Candle, Kerosene, 
 Kindling Temperature, Air as Agent in Combustion, Products of Complete Combustion, 
 Currents of Air, etc. Ventilation, Oxygen of the Air, Chemkal Changes. In all there 
 are 91 experiments described, illustrated by 35 engravings. Price, 50 cents ; to teach- 
 trs, 40 cents ; by mail, 5 cents extra. 
 
 E.L. KELLOGG &CO^ 6\ E. 9ife Street, New Yorfc
 
 VALUABLE TEACHERS' BOOKS 
 
 AT LOW PRICES. 
 
 Reading Circle OLibrarg Series. 
 
 illen's Mind Studies for Young Teachers. 
 
 " Temperament in Education. 
 Welch's Talks on Psychology. 
 Hughes' Mistakes in Teaching. 
 
 " Securing Attention. 
 Dewey's How to Teach Manners. 
 Woodhull's Easy Experiments in Science. 
 Calkins' Ear and Voice Training. 
 Browning's Educational Theories, 
 Autobiography of Froebel. 
 
 Bound in cloth. Price 50 cents each; to teachers, 40 cents; by mail, 5 cento 
 extra. 
 
 Geacbers' professional TLibrarg Series. 
 
 Keiihart's History of Education. 
 
 " Principles of Education. 
 
 " Civics of Education. 
 Blackie's Self-culture. 
 Browning's Aspects of Education. 
 
 Limp cloth. Price 25 cents each; to teachers, 20 cents; by mall, 3 cents 
 extra. 
 
 Ceacbers' Manual Series. 
 
 . Allen's Historic Outlines of Edu- 
 cation. 
 
 18. Kellogg's The Writing of Com- 
 positions. 
 
 17. Lang's Comenius. 
 
 16. " Basedow. 
 
 15. Kellogg's Pestalozzi. 
 
 14. Carter's Artificial Production of 
 Stupidity in Schools. 
 
 13. McMurry's How to Conduct the 
 Recitation. 
 
 12. Groff 's School Hygiene. 
 
 11. Butler's Argument for Manual 
 Training. 
 
 10. Hoffmann's Kindergarten Gifts. 
 
 9. Quick's How to Train the Mem- 
 ory. 
 
 8. Hughes' How to Keep Order. 
 
 7. Huntington's Unconscious Tui- 
 tion. 
 
 6. Gladstone's Object-teaching. 
 
 5. Fitch's Improvement in the Art 
 of Teaching. 
 
 4. Yonge's Practical Work in 
 School. 
 
 3. Sidgwick's On Stimulus io 
 School. 
 
 2. Fitch's Art of Securing Atten 
 tion. 
 
 1. Fitch's Art of Questioning. 
 
 Price 15 cents each; to teachers, 12 cents; by mail, 1 cent extra. 
 Our large descriptive catalogue of valuable books on teaching free on ap- 
 plication. 
 
 E. L. KELLOGG & CO., New York and ChicaKO.
 
 School Entertainment Library* 
 
 What difficulties teachers have in trying to provide suitabU 
 material for school entertainments and how much money they 
 spend -without very satisfactory results. Here are seventeen 
 books, all new, made with the needs of the teachers in view, 
 containing exercises of the most attractive kind for every school 
 occasion. They give sufficient material for many years at a cost 
 much less than would otherwise be expended for something that 
 cannot prove as satisfactory. 
 
 1. How to Celebrate Arbor Day ..... $.25 
 
 2. How to Celebrate Washington's Birthday- - .25 
 
 3. How to Celebrate Thanksgiving and Christmas .25 
 
 4. Spring and Summer School Celebrations .25 
 
 5. New Year and Midwinter Exercises .25 
 
 6. Fancy Drills and Marches -. .25 
 
 7. Christmas Entertainments .- .25 
 
 8. Authors' Birthdays. No. i .25 
 
 9. Authors' Birthdays. No. 2 .25 
 
 10. Primary Recitations --- .2$ 
 
 11. Lincoln the Patriot (Patriotic) .... .15 
 
 12. At the Court of King Winter .15 
 
 13. A Visit from Mother Goose - .15 
 
 14. An Object Lesson in History - - .15 
 
 15. Banner Days of the Republic (Patriotic) - .15 
 
 16. Mother Nature's Festival (For Spring) ... .15 
 
 17. Christmas Star (Christmas) ...... .15 
 
 Ve will send the set postpaid for $3,20 cash in advance. // 
 mlso bt furnished on the installment plan. For terms address 
 the publishers. 
 
 E. L. KELLOGG & CO., 6\ E. 9th Street, New YoA.
 
 Teachers* Manual Library* 
 
 This consists of twenty five little books, each an educational 
 fern. It contains some of the best short books ever -written on edu- 
 cation. You can carry one with you and read in odd minutes. 
 Bound in strong manila, uniform in size and style. Price, i$c. ea. 
 
 1. Fitch's Art of Questioning 
 
 2. Fitch's Art of Securing Attention 
 
 3. Sidgwick's Stimulus in School 
 
 4. Yonge s Practical Work in School 
 
 5. Fitch's Improvement in the Art of Teaching 
 
 6. Gladstone's Object Teaching 
 
 7. Huntington's Unconscious Tuition 
 
 8. Hughes's How to Keep Order 
 
 9. Quick's How to Train the Memory 
 
 10. Hoffman's Kindergarten Gifts 
 
 11. Butler's Argument for Manual Training 
 
 12. Groff's School Hygiene 
 
 13. How to Conduct the Recitation 
 
 14. Carter's Artificial Production of Stupidity in Schoo! 
 
 15. Kellogg's Life of Pestalozzi 
 
 16. Lang's Basedow : his Life and Educational Work 
 
 17. Lang's Comenius : his Life and Educational Work 
 
 18. Kellogg's The Writing of Compositions 
 
 19. Allen's Historic Outlines of Education 
 
 20. Phelps's Life of David P. Page 
 
 21. Lang's Rousseau and his Emile 
 
 22. Lang's Horace Mann : his Life and Educational Work 
 
 23. Rooper's The Child: his Studies and Occupations 
 
 24. Rooper's Drawing in Infant Schools 
 
 25. Dewey's Educational Creed 
 
 We will send the set postpaid for $3.40 cash in advance. // will 
 also be furnished on the installment plan. For terms of pay- 
 ment address the publishers. 
 
 E. L. KELLOGG & CO., 6\ E. 9th Street, New York,
 
 THE, TEACHERS' INSTITUTE. 
 
 The Teachers' .Magazine. .Monthly, SI a Year. 
 
 derful valne for one dollar a year. Each nnmber has 54 large : 
 
 ontains the meth> 
 
 re who have used them. Everything 
 padding. All departments of school v 
 
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 vith them. The new covers i: ,t attraction. THK 
 
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 ndication of its splendid value. 
 
 The departments art- as follow*: School Management, Writing, Read- 
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 il Day Exercises, Current Event 
 
 THE SCHOOL JOURNAL 
 
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 sonal Weekly. Established 1870. Fifty number." are pub! 
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 itions were published. THE JOURNAL discusses such snbjV. 
 
 Examination and Training of Teachers, Child Study, Pedagogy 
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 THE, PRIMARY SCHOOL 
 
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 phase of the first four years' work receives help thru its columns. 
 
 EDUCATIONAL FOUNDATIONS 
 
 .Monthly, SI a Year 
 
 fa monthly magazine devoted to furnishing a course of reading for 
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 aic nearly 900 pages, equal to three large books that 
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 OUR TIMES 
 
 Fifty Out* u Year. 
 
 :-monthly news-magazine of the important events, disc. 
 
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 trraphieal Material 
 
 stions of General Interest, relating to these and other kindred 
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 JL TO Largest Educational <\ C n*U Cl k) v
 
 ounuui. EHitHifliiimtNl LIBR&RY 
 
 I-TH have hi trying to provide suit : 
 ntertainments and how much money they 
 ts. Here are thirty live books, ; 
 
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 attractive kind for every school occasion. They 
 rial for many years at a cost much less than would oti 
 nded for something that cannot prove as satisfactorv. 
 
 RECEPTION DAY SERIES 
 
 Six nos. 1GO pp. eacli, 20c.; set postpaid, $1.00. 
 i . How to Celebrate Arbor Day, - 
 
 2. How to Celebrate Washington's Birthday, 
 
 3. How to Celebrate Thanksgiving and 'Christ n 
 
 4. Spring and Summer School Celebrations, 
 =;. New Year and Midwinter Exercises, 
 
 o. Fancy Drills and Marches, 
 
 7. Christmas Entertainments, 
 
 Authors' Birthdays. No. i , - 
 
 9. Authors' Birthdays. No. 2, - . 
 
 10. Primary Recitations, 
 
 1 1 . Patriotic Quotations, - ^^^^H 
 
 12. Lincoln the Patriot (Patriotic). ^L^H 
 
 i 5. At the Court of King Winter (For Christmas), 
 
 14. A Visit from Mother (loose (For Cnnstmas) - 
 
 15. An Object Lesson in History, 
 
 i o. Banner Days of the Republic (Patriotic), 
 
 1 7. Mother Nature's Festival (For Spring), 
 
 i.S. Christmas Star (For Christmas), 
 
 1 g. Primary Fancy Drills, - 
 20. New Year's Reception, 
 
 2 1 . Work Conquers (Closing Exercise) 
 
 22. A Fancy Scarf Drill, 
 
 23. A Noble Spy (A Play for Boys. Six acts). 
 
 24. Mother Goose Festival (Musical Entertainment), 
 
 25. Little Red Riding-Hood (Musical Play), 
 20. A Christmas Meeting, - 
 
 27. Arbor Day in the Primary Room, 
 
 28. Uncle Sam's Examination, 
 2Q. Crowning of Flora, 
 
 ;o. A Bird Play, - 
 
 3 1 . Farmers' School and The Visit, 
 
 ^2. Shakespeare's King Richard III. (For Schools), 
 33. Six ^tUii*il Entertainments, 
 
 CiwiilajTBRiAjRirs Queen, 
 itfdeOF { - 
 
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