STACI^ANNEX 
 >age 
 
 Lang 
 Basedow
 
 THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 OF CALIFORNIA 
 
 LOS ANGELES 
 
 GIFT OF 
 Kate Gordon Moore
 
 5 
 
 la 
 
 TEACHERS 
 MANVAL5 
 
 No. 16. 
 
 BASEDOW: 
 
 His Educational Work 
 and Principles. 
 
 By OSSIAN H. LANG, 
 
 Author of "COMENIUS: His LIFE AM) 
 
 EDUCATIONAL WORK." 
 COPYRIGHT 1892. 
 
 E-L-KELLOGG-e/-'Co 
 
 W-NEWYORK- / CHICAGO 
 
 \J* -*. Jf ***f^S^. I V-~*V k - "*. 
 
 X"\
 
 SEND ALL O'JDKRS TO 
 
 E. L. KELLOOG & CO., NEW YORK & CHIC AGO. 
 
 CLASSIFIED LIST UNDER SUBJI 
 To aid purchasers to procure bo, 
 ,ow a list of our pub!: 
 difficult one to n: 
 
 PRINCIPLES AND PRACTICE OF EDUCATION and also 
 PRIMARY EDUCATION. Our Re 
 
 Retell, Price to M-.H 
 Teachers Extra 
 
 HISTORY OF EDUCATION. 
 
 cl. 
 cl. 
 
 Ke',log?'s Life of Pestalozzi, ----- caper 
 ran's History of Education, - - - - cl. 
 ucational Reformers, - - - - cl. 
 Browning's Educational Theories, - - - - cl. 
 KINDEEGAETEN EDUCATION. 
 AutobioTranhy of Froeb"!, ----- cl. 
 Hoffman's Kindergarten Gifts ----- paper 
 
 METHODS OF TEACHING. 
 
 Clkins' Ear and Voice Trainin?, - - - - cl. 
 Do-vev's How to Teaoh Milliners, - - - - cl. 
 .lohr. ilon hy Doing, - - - - 
 
 Partridge's Qnincy Methods, - - 
 Shaw and I ! 1001 Devices,- - - - _ 
 
 \fetiiod of Teaching Arithmetic, - cl. 
 HOP Idea in Teaching Arithmetic, - - cl. 
 Experiments in Science, - - cl. 
 Gladstone's Object Teaching, - - - - -paper 
 McMurray's How to Conduct the Recitation, - - paper 
 
 MANUAL TEAINING. 
 
 Love's Industrial Education, - - - - 
 Leland's Practical Education, - 
 Butler's Argument tor Manual Training, 
 
 MISCELLANEOUS. 
 Blaikieson Self Cuture. 
 
 Gardner's Town tnd Country School Buildings, 
 Wilhelm's Student's Calendar, - - - - 
 Pooler's N. Y. School Law, - 
 Kinehart's System of Education, - 
 Lubbock's Best 100 Books, - - - - - 
 Allen's Temperament in Education, 
 
 Improvement in Education, - 
 Augsbui-g's E;isy Tlunir? to Draw, - 
 
 .15 
 
 .50 
 
 .50 
 .16 
 
 .50 
 
 .75 
 
 1.75 
 
 i.'ob 
 
 .30 
 .50 
 .15 
 
 .1'.' 
 
 .80 
 .40 
 
 .40 
 
 .12 
 
 .40 
 
 .40 
 
 .60 
 
 1 40 
 
 l.OO 
 
 80 
 
 .01 
 
 - cl. 
 - cl. 
 - paper 
 
 - cl 
 - cl. 
 -paper 
 - cl. 
 - cl. 
 - paper 
 - cl. 
 - paper 
 - paper 
 
 150 
 2.00 
 .15 
 
 .30 
 .30 
 
 .30 
 .30 
 
 1.20 
 1.60 
 .12 
 
 .20 
 2.0O 
 .24 
 .24 
 .20 
 
 '.40 
 .12 
 .24 
 
 
 Parker's Talks on Teat- hin?, 
 
 " Practical Teacher, - 
 Fitch's Lectures on Teaching, - - - - 
 Currie's Early Education, ----- 
 Hughes' Mistakes in Teaching, - 
 
 " Secunni^ and Retaining Attention, - 
 Routhwick's Quiz manual of Teaching - 
 Fitch's Art of Questioning, - 
 
 " " Securing Attention - 
 Quick's How to Train the Memory, - 
 Yonge's Practical Work in School, - 
 
 cl. 
 
 cl. 
 
 - cl. 
 
 - cl. 
 
 - cl. 
 
 - cl. 
 
 - cl. 
 -paper 
 
 - paper 
 
 - paper 
 -paper 
 
 00 .0! 
 
 20 .1 
 .00 pd 
 
 oo 
 .40 
 
 
 .60 
 .12 
 .12 
 . "2 
 .12
 
 BASEDOW: 
 
 His EDUCATIONAL WORK AND PRINCIPLES. 
 
 BY 
 
 OSSIAN H. LANG, 
 
 AUTHOR OF " COMENIUS : HIS LIFE AND EDUCATIONAL WORK.' 
 
 NEW YORK AND CHICAGO: 
 
 E. L. KELLOGG & CO. 
 1891.
 
 . 
 
 COPYRIGHT, 1891, 
 
 E. L. KELLOGG & CO., 
 
 NEW YORK. 
 BASEDOW.
 
 Stack 
 Annex 
 
 PREFACE. 
 
 _ 57 er 
 
 U.ST 
 
 IN giving a sketch of Basedow's life and work, the 
 writer has confined himself to what appeared to him' / 
 the most valuable and characteristic ideas of the great / 
 school-reformer. The main object of this monograph 
 is to interest the teachers in the study of the Basedovian 
 system of education. 
 
 It cannot be said that Basedow discovered new 
 foundation principles of education. He based his edu- 
 cational system on those principles of Comenius, Locke, 
 and other great thinkers before him, which his own 
 experience and the careful observation and investiga- 
 tion of the nature of the child and of the studies had 
 found to be fundamental truths. Through the rational 
 and persistent application of these principles, he 
 succeeded in bringing about a complete change in the 
 whole state of education and instruction. 
 
 The effects of this famous revolution can be traced 
 through the whole era of progress that the science of 
 education has made since his time. 
 
 FOUNDATION PRINCIPLES OF BASEDOW'S SYSTEM : 
 Everything according to the laws of Nature, p. 40X 
 
 THE FORMATION OF CHARACTER OF MORE VALUE 
 
 THAN THE ACQUISITION OF KNOWLEDGE, pp.-Wj-g?.^ / - 
 
 3 
 
 840331
 
 4 Preface. 
 
 SENSE-PERCEPTION THE BASIS OF ALL KNOWING, 
 
 ideas on physical and manual training (pp. 
 ), on state supervision of education (p. 20), on the 
 training ofcieachers (p. 4&), on the qualifications of the 
 teacher (JL ^, and on aiming at the happiness of pupils 
 (pp. %-$r, 17,^0$, will be found very suggestive. 
 
 0. H. L.
 
 BASEDOW. 
 
 Basedow's Youth. John Bernard Basedow was born 
 in Hamburg on September 12, 1723. His father, a wig- 
 maker, was rude and severe, and his mother is described 
 as nervous and melancholy almost to madness. His boy- 
 hood, as may be expected, was by no means a happy one. 
 He had been destined to follow the profession of his 
 father, but ran away from home when about fourteen 
 years old, became the servant of a country physician in 
 Holstein, and did not return till his father promised 
 to send him to college. In 1741 Basedow entered the 
 Hamburg Johanueum, a renowned classic high-school. 
 His teachers, preceiving his extraordinary gifts, pre- 
 dicted that he would some day become " one of the 
 greatest thinkers and promoters of the common weal." 
 In 1744 Basedow was sent to the University of Leipzig 
 to study theology. He was negligent in the attendance 
 of the regular lectures, studying mainly in private. 
 He was particularly interested in Wolf's " Philosophy of 
 Reason." This work influenced him greatly, placing 
 him, as he explained, " in a centre between Christianism 
 and naturalism."
 
 6 Basedow. 
 
 Wants to Become a Reformer. Rathmarm, an im- 
 partial biographer and careful observer, informs us that 
 Basedow "loved liberty in thought and action above 
 everything else. Revolt against every restraint, against 
 every limitation, had become his second nature, because 
 he had to fight so much against it from his youth up." 
 He felt himself called upon to become a reformer of 
 mankind. Besides Wolfs Philosophy, which probably 
 played an important part in turning his thoughts to 
 reform, he read, while at Leipzig, also the writings of 
 Plutarch, Quintilian, Locke, Rollin, and other educa- 
 tionists. 
 
 A Private Tutor at Borghorst. From 1749 to 1753 he 
 was the tutor of a little boy of the Danish privy-coun- 
 cillor Von Quaalen, at Borghorst. His mind was filled 
 with ideas of reform, and carrying them out in the edu- 
 cation of his pupil he laid the foundation of his educa- 
 tional work. Contrary to prevalent views, he believed 
 that happiness of the children be a legitimate aim in 
 education. He held the freest intercourse with his little 
 pupil, engaged in all his childish games, and thus gained 
 and cherished his love and confidence, and found an 
 opportunity of studying the child's thoughts and incli- 
 nations. Conversation and play were his invitations to 
 knowledge. He laid much stress upon physical develop- 
 ment. Early rising, marching, swimming, riding, danc- 
 ing, etc., were included in the order of the day. Owing 
 to his original manner of teaching, Basedow attained 
 the best results. In teaching Latin, for instance, he be- 
 gan by pointing to objects and giving their Latin names.
 
 Basedow. 7 
 
 His pupil, in a very short time, learned to speak Latin 
 almost as well as his native language. Basedow him- 
 self learned French after the same manner, of the gover- 
 ness of the house. 
 
 First Educational Writings. The news of Basedow's 
 enviable success at Borghorst, and particularly his man- 
 ner of teaching, had spread and created quite a sensa- 
 tion in pedagogic circles. This encouraged him to 
 summarize theoretically what and how he had taught 
 his pupil, in a Latin dissertation, "On the best and 
 hitherto unknown Method of Teaching the Children of 
 Noblemen." This treatise he presented to the Univer- 
 sity of Kiel in 1752, and obtained the degree of Master 
 of Arts. He attacked in this pamphlet the faulty, un- 
 natural methods of the schools of his time, and proposed 
 a shorter and more pleasant way, which he called " the 
 natural way of teaching children." In the same year he 
 published an " Account of how said Method was actually 
 put in Practice, and what it has Effected." 
 
 Professor at Soroe. In 1753 Basedow obtained a posi- 
 tion as Professor of Morality and Polite Literature in the 
 Danish Academy of Young Noblemen of Soroe (Zealand). 
 His professional lectures stirred up a sensation. His 
 personal intensity, the wit and happy notions that 
 sparkled through his discourse, and above all his cheer- 
 ful and enthusiastic eloquence, drew a large attendance 
 to his lecture-room. From all parts of Denmark the 
 young noblemen came, with their instructors, to hear the 
 young professor, who was so different from the mummy-
 
 8 Basedow. 
 
 visaged academic monologists of the time. The be- 
 wigged and bepowdered colleagues hated " Mad Base- 
 dow," as they called him, particularly, because he, a 
 foreigner, a German, was made the object of so much 
 admiration in their own native country. 
 
 Marries. Basedow had married the French governess 
 of the house Von Quaalen before he came to Soroe. 
 Over his studies and professional work he utterly neg- 
 lected her, and the poor woman died after a few months 
 of unhappiness. In 1755 he married the daughter of a 
 Danish clergyman, a very intelligent and amiable woman. 
 Basedow never fully appreciated the treasure he had 
 won in her. He was, as he used to say, " not made for 
 matrimonial life, as he had married the public." 
 
 Called Unorthodox. As Basedow's popularity as a 
 teacher increased, he was called upon to lecture also on 
 theology. This gave his envious colleagues a chance to 
 expose him to ceaseless annoyances. He was too upright 
 to hide those opinions which could be turned against 
 him. He fearlessly pointed out to his students all doc- 
 trines and ceremonies of the established church which 
 were without spiritual warrant. The more the religious 
 sharpers of the faculty denounced him on that account, 
 the more his spirit of contradiction grew. In 1758 he 
 published his " Practical Philosophy," and came out 
 boldly with his religious views. His opponents imme- 
 diately drew up a formal accusation and presented it to 
 the king. Basedow's friends at Copenhagen interceded 
 in his behalf, among them the Bishop of Zealand, the
 
 Basedow. 9 
 
 renowned J. A. Cramer, and the famous Danish states- 
 man Count Von Bernstorff. The government acquitted 
 Basedow, but removed him to the academic school at 
 Altona. 
 
 Aims at Educational Reform. Basedow had begun to 
 feel that little was to be done against the old system 
 by attempting to set its slaves aright. He hoped and 
 firmly believed that the promotion of human happiness 
 could be effected only by a better education of youth. 
 He therefore had improved every occasion by designing 
 plans and preparing for the laying of the corner-stone 
 of a new and better education. The ' ' Practical Philos- 
 ophy " contained two chapters " On Education" and 
 " On the Instruction of Children." These formed the 
 basis on which Basedow built up his system of educa- 
 tion. In this work he already indicated that the prog- 
 ress of the time had made a complete reform necessary, 
 and that he had often thought of inaugurating the 
 change. He also gives an outline of his method of 
 teaching through conversation and play, and many valu- 
 able hints on the physical training of children. 
 
 The Educational Campaign Opens. Basedow came to 
 Altona in 1760. His life in this city presents a most 
 tumultuous scene. Hitherto the public had not heeded 
 his propositions in regard to a change in the state of 
 education. He now went on the war-path against igno- 
 rance superstition, and apathy'in educational matters. 
 He intended to impress on the people the dangers of 
 the old conventionalism, to create a general desire for 
 reform, and to call their attention to his plans. His
 
 10 Basedow. 
 
 tumultuous proceedings were the signal for the revival 
 of educational activity. In the struggle against the bas- 
 tille of uncompromising dogmatism, which domineered 
 in the shattered and benighted country, " Basedow bore 
 the dangers alone, and therefore is worthy of a seat of 
 honor among the leaders, who fought for the spiritual 
 freedom of the eighteenth century" (Max Mueller). 
 
 Writes Books. In 1764 Basedow published the 
 "Philalethy." This was almost immediately followed 
 by three other volumes, which appeared under the title 
 " Methodical Instruction of the Youth in both Natural 
 and Biblical Religion." Then appeared <e First Elements 
 of Religion," and in 1765 " Theoretical System of 
 Sound Reason." His plan of a school reform was clearly 
 outlined in these words. In teaching, he insisted on 
 sense-impressions, on " placing before the children ob- 
 jects or drawings of them." He spoke of the necessity 
 of a good text-book, which would contain all that a child 
 should learn, and would give at the same time a rational 
 plan of instruction. In the " Methodical Instruction " 
 he announced his intention of carrying out the reform 
 of the schools. He added that "human society can be 
 made better only through a complete amelioration of 
 the schools. However, nothing will be accomplished by 
 reasoning about the mistakes and disorder of instruc- 
 tion, as long as there are no means of bettering them." 
 He then explained that the first and most necessary 
 means would be good school-books. He also demanded 
 reform in the treatment of philosophic science in the 
 universities.
 
 Basedow. 1 1 
 
 Is Attacked. These heterodox writings raised a storm 
 of opposition in the clerical camp. They were declared 
 " antichristians, wicked, and heathenish." Some liter- 
 ary yelpers demanded a public apology of the author. 
 Basedow at once published his "Extorted Polemic Dis- 
 cussions," " Attempt at Liberal Dogmatics," " Trials of 
 Time," etc. Books and pamphlets followed in almost 
 incredibly quick succession. Basedow could not be 
 nonplussed by literary attacks. "He was extensively 
 read, and had skill in the fencing tricks of disputation." 
 
 Coercive Measures Applied. Orthodoxy resorted to 
 coercive measures. Basedow and his family were excom- 
 municated by the Lutheran clergy of Hamburg and 
 Altona. The Legislature of Hamburg condemned his 
 writings as heretical, and ordered them to be burnt. 
 Teachers who used his books were threatened with ban- 
 ishment. Other German cities followed the example of 
 Hamburg. 
 
 Writes the "Appeal." Basedow was prepared for a 
 crisis. He had aroused the people from their long slum- 
 ber. The time for a realization of his plans, for the 
 change of education, had come. In 1768 he sent out his 
 " Appeal to Philanthropists and Men of Wealth on 
 Schools and Studies and their Influence on the Common 
 Weal." This manifesto was the signal for a general revolt 
 against the hebetation methods, memory-cramming, and 
 other atrocities of educational fogeyism. Its influence can 
 be traced through a great part of the epoch of activity in 
 the interests of schools, which succeeded the " Appeal."
 
 1 2 Basedow. 
 
 It was the first important and most valuable educational 
 tractate of the eighteenth century; and, as a great edu- 
 cationist has said, " no other treatise has created so wide- 
 spread and practical an educational interest since 
 Luther's ' Address to the Councillors.' " 
 
 Outlines an Educational Reform. In the "Appeal" 
 Basedow explained the foundation principle of his edu- 
 cational system, "Everything according to nature" and 
 submitted his plan. Firstly, a great illustrated work, 
 the " Elementary," was to be published, from which the 
 children were to be instructed. Then a model school 
 should be established, where teachers would be prepared 
 in the theory and practice cf the new education. With 
 these teachers a school might be started next. Thus 
 they would get better school-books, better teachers, and 
 better schools. He then went on : "In ten or twelve 
 years the fruit of this change will have ripened. "We 
 will have better-instructed professors in the universities 
 and better-educated men of letters; and as tho dignity 
 of our national character chiefly depends on these men, 
 it will also be better." 
 
 How His Plans were Received. Basedow had set 
 about the work of realizing his scheme. The "Ele- 
 mentary " was to be completed first. He succeeded in 
 convincing the people that a better education meant a 
 better and happier future for themselves and for the 
 coming generations. He won them completely to his 
 purpose. His plan of an "Elementary" rose more and 
 more in their favor. He received so many letters, con-
 
 Basedow. 13 
 
 tributions, and inquiries of enthusiastic friends, that it 
 became necessary for him to publish several papers in 
 response. In 1768 and 1769 he issued " Conversations 
 with Philanthropists;" in 1769, "Aim, Possibility, and 
 Proof of the Elementary;" from 1770 to 1771 "Quarterly 
 News of the Elementary." The productive author was 
 bound to keep alive the general interest he had kindled. 
 Every one of these writings brought explanations and 
 illustrations of the proposed reform measures. He kept 
 on attacking the routine work of the schools, and often 
 took the literary sledge-hammers to quiet his oppon- 
 ents. 
 
 Writes the "Book of Method." The first part of the 
 " Elementary," the Book of Method," appeared in 1770. 
 This famous manual was undoubtedly the greatest of 
 Basedow's educational writings. In ultra-traditional 
 plans and principles the author exhibited his system of 
 physical, moral, and intellectual education. The author 
 not only exposed the actual state of school instruction 
 with all its glaring defects, but he also urged the people 
 to the speedy realization of thorough reform measures. 
 He enforced the specific duties and responsibilities of 
 educators. He demanded the emancipation of the 
 schools from the control of the church, emphatically 
 declaring that the state have a right to look to the edu- 
 cation of every one of its subjects, and should therefore 
 also assume the duty of supervising it. In short, the 
 " Book of Method" was full of valuable suggestions. It 
 set the educators to thinking, and has been a powerful 
 motor in bringing about a change in school instruction.
 
 14 Basedow. 
 
 Flans a Teachers' Seminary. In less than four years 
 three new editions of the " Book of Methods " were 
 called for. One of these editions contained a " Plan of 
 a new Seminary for Children, Teachers, and Servants." 
 The author desired that a model school should be estab- 
 lished, where the plans and principles laid down in the 
 " Book of Method " would be exemplified. This plan 
 soon found equal favor with the author's previous writ- 
 ings. . It marked another progress in the history of 
 education : the time of teachers' seminaries began. The 
 Duke of Dessau called Basedow to his capital, there to 
 exemplify the scheme, as soon as the " Elementary " 
 would be completed. 
 
 Publishes the "Elementary." In Dessau, Basedow 
 completed his "Elementary." It appeared in 1774, in 
 four volumes. Its success was truly astonishing. Not 
 only was a second edition called for, but it was translated 
 also into French, English, Eussiau, and other languages. 
 To-day the work is best known as the " Orbis Pictus of 
 the Eighteenth Century;" but Goethe, who in his youth 
 had been taught from the similar work of Comenius, 
 thought that " it is without those palpable methodical 
 advantages which we must acknowledge in the works of 
 Comenius." The " Elementary" has certainly never 
 been what its author and his enthusiastic admirers 
 claimed for it. Nevertheless it was a great work, be- 
 cause it left considerable traces behind. It started the 
 so-called " popular literature," and brought the readers, 
 as we now have them, into the school-room.
 
 Basedow. 15 
 
 Plans to Establish a Model Institute. Soon after the 
 appearance of the " Elementary," Basedow went to work 
 to realize the second part of his reform, namely, the 
 establishment of a model institute " for the preparation 
 of teachers in the theory and practice of the new edu- 
 cation." He intended to name it " Philanthropin," the 
 school of true humanity. Its name was to give evidence 
 of its object the education of youth in accordance with 
 the laws of nature and humanity. In the projected 
 school Basedow intended to exemplify his whole scheme 
 of education, and to promote the dissemination of his 
 principles. He intended to get the best of teachers. 
 All instruction was to be founded on sense-impres- 
 sions. Gymnastics, manual training, and other technical 
 branches were to be introduced. He insisted upon getting 
 "the best of models, the most perfect machines, and a 
 library of useful books. The Philanthropin was to be a 
 model in every direction. This required a considerable 
 outlay. The Duke of Dessau granted an extensive 
 building, surrounded by beautiful gardens. Basedow 
 himself gave 3000 dollars and tried to raise the rest 
 " by winning the people's hearts and purses" for this 
 purpose. 
 
 The Philanthropin is Opened. On December 27, 
 1774, the famous Philanthropin was opened with great 
 festivities. Basedow and his friends entertained the 
 best of hopes for a grand and glorious future. The 
 great philosopher Kant, who firmly believed that a 
 revolution in school education could be brought about 
 best by " a school, which would be modelled after the
 
 1 6 Basedow. 
 
 true and genuine method and conducted by enlightened 
 men with noble-minded zeal," warmly commended Base- 
 dow's institution to the public. Father Oberlin, the 
 well-known German philanthropist, spoke enthusi- 
 astically of the Philanthropin, and was ever ready to 
 solicit contributions for its support. Other great men 
 who indorsed Basedow's Avork, such as the two philo- 
 sophical writers Mendlessolm and Iselin, and the re- 
 nowned Lavater. 
 
 Meets with Difficulties. The Philanthropin was the 
 first non-sectarian, a purely secular school. There was 
 a stumbling-block for public opinion, which clung to 
 the traditional church-school. Parents were continually 
 warned from the pulpits not to send their children to 
 that " God-forsaken Philanthropin." Rusty " schole- 
 masters" ridiculed "that play-school at Dessau." In 
 short, there were forces enough at work to keep up the 
 prejudice of the masses. The result was that many 
 parents withheld their children from the institution. 
 
 Publishes " Pedagogic Record." Basedow noticed that 
 his adversaries were only too successful in stirring the 
 public feeling to the disadvantage of his institution. 
 Immediately he set about to convince the people of 
 the excellencies of the school. Accordingly he issued 
 an educational journal, "The Pedagogic Record." The 
 primary purpose of this publication was to furnish the 
 friends of the Institution with reports of the work being 
 done, and to counteract the misrepresentations of his 
 gainsayers. The first number appeared in 1776, and
 
 Basedow. 1 7 
 
 contained an invitation to a great public examination, 
 which was to be held at the Philauthropin in May of 
 the same year. 
 
 The Examination. When the examination of the 
 Pliilanthropiu was held there were many prominent 
 men present, who had come from far and near to see 
 and hear for themselves what Basedow had accom- 
 plished. They found only a small number of pupils, 
 but, according to the reports of impartial witnesses, the 
 result was surprisingly favorable. One of the visitors 
 published a detailed account of the examination, under 
 the title "Fred's Journey to Dessau." The number 
 of pupils increased, and many new and influential edu- 
 cators came into Basedow's camp. 
 
 His Defects and Overwork. One thing must be ad- 
 mitted here Basedow was not fit to be at the head of 
 the Philanthropin. He was too capricious and too easily 
 excited for a prudent performance of his duties. Un- 
 fortunately he was lacking in self-command and perse- 
 verance. He felt this himself and confessed it publicly^ 
 and, shortly after the examination, turned the manage- 
 ment over to Campe. For a short time everything 
 looked favorable again, but Basedow began to mistrust 
 his fellow- workers. Hypochondria, an evil which he in- 
 herited from his unfortunate mother, seized and nearly 
 crazed him. He began to envy Wolke, the first teacher 
 of the Philanthropin, and had a falling out with him 
 and Campe. His distracted mind tortured him with 
 terrific phantoms, He believed all his philanthropic
 
 1 8 Basedow. 
 
 efforts wrecked, the strain of many years of hard and 
 honest work a hopeless failure. His loving heart, 
 which always labored for the happiness of others, felt 
 bitter remorse. Campe, who is perhaps best known as 
 the writer of "Robinson Crusoe the Younger," which 
 has been translated into nearly every European language, 
 left the institution in 1771, to open a Philantbropin of 
 his own near Hamburg. Basedow became once more the 
 director of the school. 
 
 Retires. He was now fifty-five years old. Continued 
 overwork had made him old, feeble, and sickly. He 
 resigned his post as Director in 1778, but remained an 
 interested friend of his Philanthropin to the end of his 
 life. 
 
 Conducts Experiments in Teaching Again. He now 
 went to Magdeburg every year for several months* 
 to teach a class of little girls in a private school. He 
 did this because of the delight he had in teaching 
 children, and to try experiments in education. His 
 whole personality was best adapted for elementary edu- 
 cation: he knew the art of making going to school a 
 pleasure for the little ones; he could make every study 
 attractive, as he commanded an unlimited amount of 
 little plans and devices to stimulate and retain atten- 
 tion and an eager desire for knowledge. Physical exer- 
 cises went hand in hand with mental exertions. Every 
 lesson appealed to the observant powers of the children, 
 and invited them to investigate and discover for them- 
 selves. Their conception found delightful aids in the
 
 Basedow. 19 
 
 many little stories, references to personal experiences, 
 and pictures which Basedow had ever ready for them. 
 Besides, he always brought a cheerful disposition into 
 the class-room ; so that the little five and six year old 
 children loved .and respected the kind old gentleman. 
 They knew, without being told, that he was giving them 
 of his best, always working for their happiness. 
 
 Letter Eating. Basedow had invented a little device 
 to teach his little pupils the rudiments of reading. He 
 had biscuits baked in the form of letters, and let the 
 children eat all letters which they could name. Chil- 
 dren are materialistic ever; and the little girls greatly 
 enjoyed these reading lessons. They learned to read 
 fluently in a few weeks. Basedow was pleased, and 
 hoped to see his device adopted by other teachers. 
 Accordingly he published in 1787 the "New Instru- 
 ment for Learning to Read," describing the scheme at 
 some length, and adding a plan for its introduction. 
 
 Whatever has been said and may yet be said of the 
 novel device, it must be admitted that it did away with 
 a great many of the difficulties and the drudgery of the 
 old alphabetic method, and made it palatable, and not 
 only in the true sense of the word at that. "What more 
 can be asked of this device? "That freak of Base- 
 dow's" was a happy and healthy stimulus. If we had 
 only a few more inventions of this sort! They come 
 from loving hearts, working for the happiness of the 
 dear little learners. 
 
 Death. After the death of his wife (1788) Basedow 
 devoted himself entirely to the education of his son, to
 
 20 Basedow. 
 
 prepare him for the university. On the 24th of July, 
 1790, while at Magdeburg, he was suddenly taken ill. 
 On the 25th, feeling that his end was drawing nigh, he 
 called his son to his bedside, and spoke to him in words 
 of tenderness of the approaching death. At two o'clock 
 in the afternoon the great educational reformer died. 
 His last words were: "I wish my body to be dissected 
 for the benefit of my fellow-men." He was buried in the 
 Holy Spirit Cemetery, at Magdeburg. Over his grave 
 friends and grateful pupils have erected a simple monu- 
 ment. 
 
 Close of the Institution. The Philanthropin at Des- 
 sau closed in 1793. Its teachers were scattered about 
 in all parts of Germany, and each applied Basedow's 
 ideas according to his own plan. Many of them set up 
 new schools. The one founded by Salzmann was the 
 world-renowned Philanthropin at Schnepfenthal which 
 still exists. Schlosser, the author of the "History of 
 the Eighteenth Century," who, by the way, is not at all 
 an admirer of Basedow, writes : " Basedow's own institu- 
 tion, after a momentary effulgence, again disappeared, 
 not, however, without leaving considerable traces behind 
 and enlightening the succeeding generation. The effects 
 were only mediate, but they were not on that account 
 less considerable and comprehensive. The whole nature 
 of the school system has undergone a thorough change 
 among us in our century, in some places earlier and 
 in some later. The authorities awoke from their long 
 slumber as a new generation took their seats. German 
 institutions were established, in which an education was
 
 Basedow. 21 
 
 given calculated to qualify men for the practical busi- 
 ness life; the middle classes were trained and taught as 
 their circumstances of life required them to be; and the 
 female sex, whose education had previously been com- 
 pletely neglected, was rescued from their servile condi- 
 tion to which it had been condemned." 
 
 BASEDOW'S IDEAS ON* EDUCATION. 
 
 Some General Principles. 1. " The aim of education 
 shall be to prepare children to a generally useful, patri- 
 otic, and happy life." Happiness Basedow would 
 define in the words of John Locke: "A sound mind in 
 a sound body is a short but full description of a happy 
 state in the world." 
 
 2. Education is the harmonious development and ex- 
 ercise of the child's powers. 
 
 3. The aim of culture is "the formation of charac- 
 ter." 
 
 4. Instruction forms an important and necessary part 
 of the general plan of education. Still it is relatively 
 of least importance. The formation of character is of 
 greater worth. Instruction that does not educate is of 
 no value whatever. 
 
 Family School and State. Parents are naturally the 
 first rightful and most responsible educators. But they 
 must qualify themselves for their duties, and must work 
 in harmony. They should consult with experienced 
 and successful educators on the best means and 
 methods. "It is necessary for a good education that
 
 22 Basedow. 
 
 children have much intercourse with children." Parents 
 must co-operate with the school. " Three or four fami- 
 lies might well get together for the purpose of facilitat- 
 ing the education of their children, to convene often to 
 decide on good plans and to execute them." 
 
 '' Parents who have the necessary means and are able 
 to judge private tutors for themselves, may choose such 
 tutors. Otherwise the public schools are better. The 
 two are also easily combined." 
 
 Education and instruction should be a state affair. 
 The state may appoint a "council of education and 
 studies," with full administrative powers in everything 
 pertaining to education. This council should be com- 
 posed of competent educators, and should have juris- 
 diction over all asylums of the poor, reformatory 
 schools, orphans' homes, common schools, colleges, uni- 
 versities, the teaching profession, libraries, theatres, and 
 other educational factors. The primary and secondary 
 schools, especially, must be under its direct control. It 
 is to give special attention to the condition and character 
 of school-houses. It shall appoint qualified teachers, 
 and will be held responsible to the nation for those to 
 whom they entrust the education of children. 
 
 Teachers. Teaching is a profession which only those 
 should be allowed to enter who are qualified. The 
 teacher must have pursued a course of professional 
 training. His character must be above reproach. He 
 should be fond of children, love his profession, and 
 must have a natural talent of learning easily what he 
 does not know. It is not necessary that he be
 
 Basedow. 23 
 
 thoroughly acquainted with all the common branches. 
 It is sufficient if he has some knowledge of that which 
 he is to teach, and is willing to attend to his own im- 
 provement while instructing. It is necessary, however, 
 that he know how to teach. Besides, he should be 
 healthy, and have a normally shaped body. Well-quali- 
 fied teachers should be given a certificate of good 
 character and professional capacity by the council of 
 education. After a few years of successful work in the 
 school, room, they should be appointed for life, without 
 an examination. If they discharge their duties faith- 
 fully, they ought to be rewarded by the state. 
 
 Physical Education. The educator must be above the 
 dictates of fashion : nature should be his guide. It is 
 his duty to look to the preservation of health, and to 
 strengthen and exercise the physical powers of the child. 
 " Children are fond of movement and noise. They hate 
 to sit still for a long time, more even than a continued 
 strain of attention and learning by rote. Only by force 
 can they be trained to such vexatious employments. 
 That is a warning hint of nature, which parents and 
 guardians seldom heed. Through this criminal dis- 
 obedience they not only destroy the health of the little 
 ones, but weaken also the intellect and their natural de- 
 sire for knowledge." 
 
 " Wrestling and the other parts of gymnastics or exer- 
 cises of the body should be restored." Manual training, 
 drawing, and painting are necessary parts in a complete 
 education. " Boys need many little things for their 
 amusement, such as wagons, tops, sticks, and other
 
 24 Basedow. 
 
 woodwork. How many of them would often assemble, 
 if encouraged, and each one bring for mutual amuse- 
 ment that which he had learned to make himself! I 
 beg any one of our moral authors who understands the 
 nature of manual work better, to change this important 
 proposition into a complete plan. The carpenter, the 
 cartwright, the smith, the weaver, the bookbinder, the 
 apothecary, and the grocer could be persuaded some- 
 times to instruct the boys." 
 
 The Intellect. " A child whose acutest faculties are 
 his senses, and who has no perception of anything ab- 
 stract, must first of all be made acquainted with the 
 world as it presents itself to the senses. Let this be 
 shown him in nature, or, where this is impossible, in 
 faithful drawings and models. Thereby can he even 
 in play, learn how the various objects are to be named. 
 
 Comeuius alone has pointed out the right road in 
 this matter. By all means reduce the wretched exercise 
 of the memory. " This objective teaching must really 
 furnish the mind with new ideas, not fill up the 
 memory with mere words. Schools and teachers make 
 themselves guilty of a pernicious pedantry if they sub- 
 stitute a knowledge of words in place of the knowledge 
 of things." 
 
 The Sensibilities. The motive of all our actions is 
 self-love. "Every desire is a part of this self-love. 
 We have in our soul also a natural love toward men. 
 Their desires are our own desires, and to satisfy them 
 is our own pleasure." Education must develop philan- 
 thropy in the child.
 
 Basedow. 25 
 
 The Will. All education aims chiefly at the develop- 
 ment of the will. " It consists in habituating the 
 child to discern the useful from the harmful, and to 
 do the right and avoid the wrong. The foundation is 
 obedience to conscience and duty. The motives for 
 obedience are love and confidence." Reason, but at the 
 same time also strict obedience, must control the will. 
 The earliest youth is the time of blind obedience. 
 After years there comes the time when it is advisable to 
 change all commands into good advice." 
 
 Morality. " The moral rules, if they are not con- 
 firmed through narrations, occupy only the intellect, 
 but not at the same time the imagination. The most 
 powerful teachings of conduct are self-seen examples 
 and narrations." 
 
 Principles of Instruction. 1. The primary object of 
 education should never be forgotten. 
 
 2. "Instruction as pleasant as its nature permits." 
 
 3. " Proceed from the easy to the difficult in ( elemen- 
 tary' order." 
 
 4. Facts are worth more than words. 
 
 5. " Not much, but downright useful knowledge, 
 which can never be forgotten without proving a great 
 loss to the individual." 
 
 Teaching the Branches. Language lessons must be 
 lessons in, not on, language. " I am of the opinion 
 that one can become a masterly writer in a language 
 without ever knowing anything of its grammar. Keason
 
 26 Basedow. 
 
 and a wealth of knowledge and words teaches us to write 
 intelligently, and through the exercise of taste for good 
 authors we learn to write well" (that is, have a good 
 style). But " I do not intend to banish grammar from 
 the number of studies: I only want to assign to it the 
 right place, which is after the end of the exercises in 
 fluency." 
 
 In Arithmetic the child must gain an idea of the 
 value of numbers, and learn to compute with them so as 
 to satisfy the demands of practical life in this direction. 
 
 In Geography proceed from the near to the remote. 
 "The beginning from the ground-plan of a room, 
 dwelling, city, and well-known region, and then first 
 the progression to a map of a smaller and larger coun- 
 try to the great divisions of the globe, is something of 
 importance." 
 
 " In a certain degree every boy must learn the use of 
 those tools of carpenters, joiners, wood-turners, black- 
 smiths, masons, and gardeners which arc often needed in 
 every household. He ought to be able to help himself 
 in case of need." 
 
 Hardening of the body and gymnastic exercises must 
 be insisted upon. They strengthen and develop many 
 valuable powers of the child. " Thus only will we edu- 
 cate true men." 
 
 " Up to this time they have educated only learned 
 men, noblemen, or tradesmen. Men, true men, are of 
 much greater concern to the world."
 
 APPENDIX. 
 
 SOME " RULES AND REGULATIONS OF THE PHILAN- 
 
 THROPIN." 
 
 5. " Every pupil knows in every occupation and at all 
 hours whom he owes obedience." We insist upon blind 
 or monastic obedience when the child is under twelve 
 years of age. The older pupils may, if the object per- 
 mits delay, ask for an explanation of an order, and shall 
 have permission to give their own opinions and desires 
 in return. 
 
 6. Only the mechanical work of a pupil shall be dis- 
 ciplined by punishment. Mental work shall be fostered 
 by facilitation, gradual progression, example, persua- 
 sion, and instruction. No pupil will be forced to be 
 diligent in his studies. 
 
 7. A pupil is not required to learn by rote as long as 
 he is not twelve years old. Everything shall be done, 
 however, that will make the acquisition of knowledge 
 pleasurable and successful, as far as each pupil's gifts 
 can be developed. 
 
 8. Our time-table, omitting the hours devoted to 
 sleep, comprises 17 hours, and shall be observed as fol- 
 lows: 
 
 27
 
 28 Appendix. 
 
 (1) Eating, drinking, dressing, and amusements of 
 the pupil's own choice, G hours. 
 
 (2) Arranging the room, dress, tools, books, bills, and 
 letters, 1 hour. 
 
 (3) Studying, 5 hours. 
 
 (4) Eegulated amusements, such as dancing, riding, 
 fencing, music, etc., 3 hours. 
 
 9. Systematic manual work, "2 hours. 
 
 10. Those who are very ill-tempered shall be treated 
 as though they were ill bodily. They shall endure con- 
 finement, solitude, and rest in their room and bed, etc. 
 
 12. All pupils shall be drilled in all military move- 
 ments and positions. These exercises will be conducted 
 by an expert teacher. 
 
 16. During the hours of instruction, our pupils are 
 not required to be in their seats, except for writing, 
 drawing, and reading. They shall never be asked to sit 
 still for more than two or three hours each day, before 
 they are fifteen years old. They may stand, walk, and 
 move about as much as possible. 
 
 Geography, for instance, shall be taught in the open 
 air. Two large hemispheres maybe made of the ground 
 of the earth, their surface showing the different forms 
 of land and water. They must not be entirely round, 
 but curved only a little, so as to enable the pupils to 
 walk and jump around on them. 
 
 Altogether, the necessary memory work of history, 
 geography, arithmetic, etc., shall be changed into play, 
 connected with amusement and plenty of movement. 
 This shall be continued until the knowledge thus ac-
 
 Appendix. 29 
 
 quired enables the student, when older, to perfect him- 
 self in a more manly way. 
 
 But of all the certainly very useful studies in lan- 
 guage, science, and dexterity, nothing shall be as impor- 
 tant as the formation of character; i.e., the development 
 of the natural, innate germs to philanthropy, virtue, 
 and innocent contentment.
 
 SEND ALL ORDERS TO 
 
 6 JS. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Aliens Mind Studies for Young Teach- 
 
 ERS. By JEROME ALLEN, Ph.D., Associate Editor of the 
 SCHOOL JOURNAL, Prof, of Pedagogy, Univ. of City of 
 N. Y. 16mo, large, clear type, 138 pp. Cloth, 50 cents ; to 
 teachers, 40 cents ; by mail, 5 cents extra. 
 
 There are many teachers who 
 know little about psychology, 
 and who desire to be better in- 
 formed concerning its princi- 
 ples, especially its relation to the 
 work of teaching. For the aid 
 of such, this book has been pre- 
 pared. But it is not a psychol- 
 ogy only an introduction to it, 
 aiming to give some funda- 
 mental principles, together with 
 something concerning the phi- 
 losophy of education. Its meth- 
 od is subjective rather than ob- 
 jective, leading the student to 
 watch mental processes, and 
 draw his own conclusions. It 
 is wr'.cten in language easy to 
 be comprehended, and has many 
 JEROME ALLEN, Ph.D..Associate Editor Practical illustrations. It will 
 of the Journal and institute. aid the teacher in his daily work 
 in dealing with mental facts and states. 
 
 To most teachers psychology seems to be dry. This book shows 
 how it may become the most interesting of all studies. It also 
 shows how to begin the knowledge of self. " We cannot know 
 in others what we do not first know in ourselves." This is the 
 key-note of this book. Students of elementary psychology will 
 appreciate this feature of "Mind Studies." 
 ITS CONTENTS. 
 
 CHAP. 
 
 I. How to Study Mind. 
 II. Some Facts in Mind Growth. 
 
 III. Development. 
 
 IV. Mind Incentives. 
 
 V. A few Fundamental Principles 
 
 Settled. 
 VI. Temperaments. 
 
 VII. Training of the Senses. 
 
 VIII. Attention. 
 IX. Perception. 
 
 X. Abstraction. 
 
 XI. Faculties used in Abstract 
 Thinking, 
 
 CHAP. 
 
 XII. From the Subjective to the 
 Conceptive. 
 
 XIII. The Wilf 
 
 XIV. Diseases of the Will. 
 XV. Kinds of Memory. 
 
 XVI. The Sensibilities. 
 XVII. Relation of the Sensibilities 
 
 to the Will. 
 
 XVIII. Training of the Sensibilities. 
 XIX. Relation of the Sensibilitiea 
 
 to Morality. 
 XX. The Imagination. 
 XXT Imagination in its Maturity. 
 XXli. Ed ucaticjn of th Moral Sense,
 
 SENT} ALL ORDERS TO 
 
 8 E. L. KELLOGG & CO., NE W YORK & CHICAGO. 
 
 Allen's Temperament in Education. 
 
 With directions concerning How TO BECOME A SUCCESSFUL 
 
 TEACHER. By JEROME ALLEN, Ph.D., Author of " Mind 
 
 Studies for Young Teachers, "etc. Cloth, 16mo. Price, 50 
 
 cents, to teachers, 40 cents ; by mail, 5 cents extra. 
 
 There is no book in the English language accessible to 
 
 students on this important subject, yet it is a topic of so much 
 
 importance to all who wish to become better acquainted with 
 
 themselves that its suggestions will find a warm welcome 
 
 everywhere, especially by teacheis. The value of the book will 
 
 be readily seen by noticing the subjects discussed. 
 
 CONTENTS : How we can know Mind Native Characteristics of 
 Children How to Study Ourselves The Sanguine Temperament The 
 Bilious Temperament The Lymphatic Temperament The Nervous 
 Temperament Physical Characteristics of each Temperament : Tabula- 
 tedThe beat Temperament How to Conduct Self Study Many Per- 
 sonal Questions for Students of Themselves How to Improve Specific 
 Directions How to Study Children How Children are Alike, How 
 Different Pacts in Child Growth : Tabulated and Explained How to 
 Promote Healthy Child Growth. Full directions concerning how to 
 treat temperamental differences. How to effect change in tempera- 
 ment. 
 
 Under "How TO BECOME A SUCCESSFUL TEACHER," the 
 following topics are discussed: "What books and papers to 
 read." "What schools to visit."" What associates to select." 
 " What subjects to study."" How to find helpful critics." 
 "How to get the greatest good from institutes." " Shall I 
 attend a Normal school ? " <r How to get a good and perman- 
 ent position ? " " How to get good pay ? " " How to grow a 
 better teacher year after year." "Professional honesty and 
 dishonesty."" The best and most enduring reward." 
 
 Blaikies Self Culture, 
 
 By JOHN STUABI BLAIKIE. 16mo, 64 pp., limp cloth. Price, 25 
 cents; to teachers, 20 cents; by mail, 3 cents extra. 
 
 Three invaluable practical essays on the Culture of the Intel- 
 lect, on Physical Culture, on Moral Culture. In its 64 pages this 
 little volume contains a vast amount of excellent advice. It will 
 help hundreds of young teachers to make a right start, or set 
 them right if they are on the wrong track. Although published 
 expressly for teachers, it will prove profitable reading for all, no 
 matter what their calling, who wish to improve and who does 
 not? As a part of a course of reading, some such book is invalu- 
 able, and should be read over and over again. Mr. Blaikie's book, 
 in its present form, is so neat yet cheap, that it ought to be read 
 by every young teacher in the country, and to be on every read- 
 ing-circle list. It is to be a prominent book on the new profes- 
 sional course of reading for teachers. 
 
 Nicely minted, with side-heads and bound in limr- -'"+-K,
 
 SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Analytical Questions Series. 
 
 No. 1. GEOGRAPHY. 126 pp. 
 No. 2. HISTOKY OF THE UNITED STATES. 108 pp. 
 No. 3. GRAMMAR. 104 pp. 
 
 Price 50c. each; to teachers, 40c; by mail, 5c. extra. The three 
 for $1.20, postpaid. Each complete with answers. 
 
 This new series of question-books is prepared for 
 teachers by a teacher of high standing and wide experi- 
 ence. Every possible advantage in arrangement of other 
 books was adopted in these, and several very important 
 new ones added. The most important is the 
 
 GRADING OF pUESTIONS 
 
 into three grades, thus enabling the teacher to advance 
 in her knowledge by easy steps. 
 
 THE ANALYTICAL FEATURE 
 
 is also prominent the questions being divided into 
 paragraphs of ten each, under its appropriate heading. 
 TYPOGRAPHY AND BINDING. 
 
 Type is clear and large, and printing and paper the 
 very best, while the binding is in our usual tasteful and 
 durable style, in cloth. 
 
 The books are well adapted for use in schools where 
 a compact general review of the whole subject is de- 
 sired. The answers have been written out in full and 
 complete statements, and have been separated from the 
 body of the questions with a view of enforcing and fa- 
 cilitating the most profitable study of the subject. The 
 author has asked every conceivable question that would 
 be likely to come up in the most rigid examination. 
 There are other question-books published, but even the 
 largest is not so complete on a single branch as these. 
 
 Bear in mind that these question-books are absolutely 
 without a rival 
 
 FOB PBEPABINO FOB EXAMINATION, 
 FOB BEVIEWINO- PUPILS IN SCHOOL, 
 FOB USE AS BEFEBENCE BOOKS. 
 
 The slightest examination of this series will decide 
 you in its favor over any other similar books.
 
 SEND ALL ORDERS TO 
 
 S. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Augsburg's Easy Things to Draw. 
 
 By D. B. AUGSBUBG, Supt. Drawing at Salt Lake City, Utah. 
 Quarto, durable and elegant cardboard cover, 80 pp., with 
 31 pages of plates, containing over 200 different figures. 
 Price, 30 cents; to teachers, 24 cents; by mail, 4 cents extra. 
 
 This book is not designed to present a system of drawing. It 
 is a collection of drawings made in the simplest possible way, and 
 so constructed that any one may reproduce them. Its design is 
 to furnish a hand-book containing drawings as would be needed 
 for the school-room for object lessons, drawing lessons, busy 
 work. This collection may be used in connection with any sys- 
 tem of drawing, as it contains examples suitable for practice. It 
 may also be used alone, as a means of learning the art of draw- 
 ing. As will be seen from the above the idea of this book is new 
 and novel. Those who have seen it are delighted with it as it so 
 exactly fills a want. An index enables the teacher to refer in- 
 stantly to a simple drawing of a cat, dog, lion, coffee-berry, etc. 
 Our list of Blackboard Stencils is in the same line. 
 
 Augsburg s Easy Drawings for the Geo- 
 
 GBAPHY CLASS. By D. R. AUGSBUBG, B. P., author of "Easy 
 Things to Draw." Contains 40 large plates, each containing 
 from 4 to 60 separate drawings. 96 pp., quarto cardboard 
 cover. Price 50 cents; to teachers, 40 cents; by mail 5 cents 
 extra. 
 
 In this volume is the same excellent work that was noted in Mr. 
 Augsburg's "Easy Things to Draw." He does not here seek to 
 present a system of drawing, but to give a collection of drawings 
 made in the simplest possible way, and so constructed that any 
 one may reproduce them. Leading educators believe that draw- 
 ing has not occupied the position in the school course hereto- 
 fore that it ought to have occupied: that it is the most effectual 
 means of presenting facts, especially in the sciences. The author 
 has used it in this book to illustrate geography, giving draw- 
 ings of plants, animals, and natural features, and calling at- 
 tention to steps in drawing. The idea is a novel one, and it is 
 believed that the practical manner in which the subject is treated 
 will make the book a popular one in the school-room. Each 
 plate is placed opposite a lesson that may be used in connection. 
 An index brings the plates instantly to the eye.
 
 10 
 
 SEND ALL ORDERS TO 
 
 K L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Calkins Ear and Voice Training by 
 
 MEANS OF ELEMENTARY SOUNDS OF LANGUAGE. By N. A. 
 CALKINS, Assistant Superintendent N. Y. City Schools ; 
 author of "Primary Object Lessons," "Manual of Object 
 Teaching," " Phonic Charts," etc. Cloth. 16mo, about 100 
 pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. 
 An idea of the character of this work may be had by the fol- 
 lowing extracts from its Preface : 
 
 " The common existence of abnormal sense perception among school 
 children is a serious obstacle in teaching. This condition is most 
 
 obvious in the defective perceptions 
 of sounds and forms. It may be 
 seen in the faulty articulations in 
 speaking and reading; in the ina- 
 bility to distinguish musical sounds 
 readily ; also in the common mis- 
 takes made in hearing what is 
 said. . . . 
 
 "Careful observation and long 
 experience lead to the conclusion 
 that the most common defects in 
 sound perceptions exist because of 
 lack of proper training in childhood 
 to develop this power of the mind 
 into activity through the sense of 
 hearing. It becomes, therefore, a 
 matter of great importance in edu- 
 cation, that in the training of chil- 
 dren due attention shall be given to 
 the development of ready and accu- 
 rate perceptions of sounds. 
 
 " How to give this training so as 
 to secure the desired results is a 
 subject that deserves the careful 
 attention of parents and teachers. 
 Much depends upon the manner of 
 presenting the sounds of our language to pupils, whether or not the 
 results shall be the development in sound-perceptions that will train 
 the. ear and voice to habits of distinctness and accuracy in speaking and 
 reading. 
 
 " The methods of teaching given in this book are the results of an 
 extended experience under such varied conditions as may be found 
 with pupils representing all nationalities, both of native and foreign 
 born children. The plans described will enable teachers to lead their 
 pupils to acquire ready and distinct perceptions through sense train- 
 ing, and cause them to know the sounds of our language in a manner 
 that will give practical aid in learning both the spoken and the written 
 language. The simplicity and usefulness of the lessons need only to be 
 known to be appreciated and used*" 
 
 SCPT. N. A. CALKINS.
 
 SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Dewefs How to Teach Manners in the 
 
 SCHOOL-ROOM. By Mrs. JULIA M. DEWEY, Principal of the 
 Normal School at Lowell, Mass., formerly Supt. of Schools 
 at Hoosick Falls, N. Y. Cloth, 16mo, 104 pp. Price, 50 
 cents; to teachers, 40 cents; by mail, 5 cents extra. 
 Many teachers consider the manners of a pupil of little impor- 
 tance so long as he is industrious. But the boys and girls are to 
 be fathers and mothers; some of the boys will stand in places of 
 importance as professional men, and they will carry the mark of 
 ill-breeding all their lives. Manners can be taught in the school- 
 room: they render the school-room more attractive; they banish 
 tendencies to misbehavior. In this volume Mrs. Dewey has shown 
 how manners can be taught. The method is to present some fact 
 of deportment, and then lead the children to discuss its bearings; 
 thus they learn why good manners are to be learned and practised. 
 The printing and binding are exceedingly neat and attractive." 
 
 OUTLINE OF 
 
 Introduction. 
 
 General Directions. 
 
 Special Directions to Teachers. 
 
 LESSONS ON MANNERS FOR YOUNGEST 
 
 PUPILS. 
 Lessons on Manners Second Two 
 
 Years. 
 Manners in School First Two Years. 
 
 Second 
 Manners at Home First 
 
 " Second 
 Manners in Public First 
 " " Second 
 
 CONTENTS. 
 
 Table Manners First Two Years. 
 
 Second 
 LESSONS ON MANNERS FOR ADVANCED 
 
 PUPILS. 
 
 Manners in School. 
 Personal Habits. 
 Manners in Public. 
 Table Manners. 
 Manners in Society. 
 Miscellaneous Items. 
 Practical Training in Manners. 
 Suggestive Stories, Fables, Anec- 
 dotes, and Poems. 
 Memory Gems. 
 
 Central School Journal. "It furnishes illustrative lessons." 
 Texas School Journal." They (the pupils) will carry the mark of ill- 
 breeding all their lives (unless taught otherwise)." 
 
 Pacific Ed. Journal." Principles are enforced by anecdote and conver- 
 sation." 
 
 Teacher's Exponent. "We believe such a book will be very welcome." 
 National Educator. " Common-sense suggestions." 
 Ohio Ed. Monthly. " Teachers would do well to get it." 
 Nebraska Teacher." Many teachers consider manners of little im- 
 portance, but some of the boys will stand in places of importance." 
 School Educator. "The spirit of the author is commendable." 
 School Herald." These lessons are full of suggestions." 
 Va. School Journal. " Lessons furnished in a delightful style." 
 Miss. Teacher. " The best presentation we have seen." 
 Ed. Courant. " It is simple, straightforward, and plain." 
 Iowa Normal Monthly." Practical and well-arranged lessons on man- 
 ners." 
 
 Progressive Educator." Will prove to be most helpful to the teacher 
 esires her pupils to be well-mannered."
 
 SEND ALL ORDERS TO 
 
 B. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 15 
 
 Froebel. Autobiography of 
 
 MATERIALS TO AID A COMPREHENSION OF THE WORKS OF THE 
 FOUNDER OF THE KINDERGARTEN. 16mo, large, clear type, 
 128 pp. Cloth, 16mo, 50 cents; to teachers, 40 cents; by mail, 5 
 cents extra. 
 
 This little volume will be welcomed by all who want to get a good 
 Idea of Froebel and the kindergarten. 
 
 This volume contains besides the 
 autobiography 
 
 1. Important dates connected with 
 the kindergarten. 
 
 2. Froebel and the kindergarten 
 system of education by Joseph 
 Payne. 
 
 3. Froebel and his educational 
 work. 
 
 4. Froebel's educational views (a 
 summary). 
 
 In this volume the student of edu- 
 cation will find materials for con- 
 structing, in an intelligent manner, 
 an estimate and comprehension of 
 the kindergarten. The life of 
 Froebel, mainly by his own hand, is 
 very helpful. In this we see the 
 working of his mind when a youth; 
 he lets us see how he felt at being 
 misunderstood, at being called a bad 
 
 FREIDRIOH FROEBEL. 
 boy, and his pleasure when face to face with Nature. Gradually we 
 
 see there was crystallizing in him a comprehension of the means that 
 would bring harmony and peace to the minds of young people. 
 
 The analysis of the views of Froebel will be of great aid. We see 
 that there was a deep philosophy in this plain German man ; he was 
 studying out a plan by which the usually wasted years of young chil- 
 dren could be made productive. The volume will be of great value not 
 only to every kindergartner, but to all who wish to understand the 
 philosophy of mental development. 
 
 La. Journal of Education. "An excellent little work." 
 
 W. Va. School Journal." Will be of great value." 
 
 Educational Courant, Ky. " Ought to have a very extensive circulation 
 among the teachers of the country." 
 
 Educational Record, Can." Ought to be in the hands of every pro- 
 fessional teacher." 
 
 Western School Journal. " Teachers will find in this a clear account of 
 Froebel'slife." 
 
 School Education." Froebel tells his own story better than any com- 
 mentator." 
 
 Michigan Moderator." Will be of great value to all who wish to under 
 stand the philosophy of mental development."
 
 SEND ALL ORDERS TO 
 
 18 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Hughes' ^Mistakes in Teaching. 
 
 BY JAMBS J. HUGHES, Inspector of Schools, Toronto, Canada. 
 
 Cloth, 16rno, 115 pp. Price, 50 cents; to teachers, 40 cents; 
 
 by mail, 5 cents extra. 
 
 Thousands of copies of the old 
 edition have been sold. The new 
 edition is worth double the old; 
 the material has been increased, 
 restated, and greatly improved. 
 Two new and important Chapters 
 have been added on "Mistakes in 
 Aims," and "Mistakes in Moral 
 Training." Mr. Hughes says in hia 
 preface: "In issuing a revised edi- 
 tion of this book, it seems fitting to 
 acknowledge gratefully the hearty 
 appreciation that has been accorded 
 it by American teachers. Realiz- 
 ing as I do that its very large sale 
 indicates that it has been of service 
 to many of my fellow-teachers, I 
 have recognized the duty of enlarg- 
 ing and revising it so as to make it 
 still more helpful in preventing 
 JAMES L. HUGHES, Inspector of the common mistakes in teaching 
 Schools, Toronto, Canada. &nd training . 
 
 This is one of the six books recommended by the N. Y. State 
 Department to teachers preparing for examination for State cer- 
 tificates. 
 
 CAUTION. 
 
 Our new AUTHORIZED COPYRIGHT EDITION, entirely rewritten by 
 the author, is the only one to buy. It is beautifully printed and 
 handsomely bound. Get no other. 
 
 CONTENTS OF OUR NEW EDITION. 
 
 CHAP. I. 7 Mistakes in Aim. 
 CHAP. II. 21 Mistakes in School Management. 
 CHAP. III. 24 Mistakes in Discipline. 
 CHAP. IV. 27 Mistakes in Method. 
 CHAP. V. 13 Mistakes in Moral Training. 
 Chaps. I. and V. are entirely new.
 
 SEND AT.T. ORDERS TO 
 
 E. L. KELLOGG & CO.. NEW YORK & CHICAGO. 21 
 
 Johnson's Education by 'Doing. 
 
 Education by Doing : A Book of Educative Occupations for 
 Children in School. By ANNA JOHNSON, teacher to the 
 Children's Aid Schools of Xew York City. With a prefatory 
 note by Edward K. Shaw, of the High School of Yonkers, 
 N. Y. Handsome red cloth, gilt stamp. Price, 75 cents ; 
 to teachers, 60 cents ; by mail, 5 cents extra. 
 
 Thousands of teachers are asking the question: "How can 1 
 keep my pupils profitably occupied ? " This book answers 
 the question. Theories are omitted. Every line is full of in- 
 struction. 
 
 1. Arithmetic is taught with blocks, beads, toy-money, et. 
 
 2. The tables are taught by clock dials, weights, etc. 
 
 3. Form is taught by blocks. 
 
 4. Lines with sticks. 
 
 6. Language with pictures. 
 
 6. Occupations are given. 
 
 7. Everything is plain and practical. 
 
 EXTRACT FROM PREFATORY NOTE. 
 
 "In observing the results achieved by the Kindergarten, educators hav 
 felt that Frcebel's great discovery of education by occupations must have 
 something for the public schools that a further application of the puw 
 ting of experience and action in the place of books and abstract thinking, 
 could be made beyond the fifth or sixth year of the child's life. This 
 book is an outgrowth of this idea, conceived in the spirit of the * New 
 Education.' 
 
 "It will be widely welcomed, we believe, as it gives concrete methods 
 of work the very aids primary teachers are in search of. There has been 
 a wide discussion of the subject of education, and there exists no littlo 
 confusion in the mind of many a teacher as to how he should improT* 
 Upon methods that have been condemned." 
 
 Supt J. W. Skinner, Children's Aid Schools, says : " It is highly appi 
 
 ciated by our teachers. It supplies a want felt by all." 
 Toledo Blade. " The need of this book has boon felt by teachers." 
 School Education- " Contains a great many fruitful suggestions." 
 Christian Advance- " The method is certainly philosophical." 
 Va. Ed. Journal. " The book is an outgrowth of Froebel's idea." 
 Philadelphia Teacher. " The book is full of practical information." 
 Iowa Teacher. "Kellogg's books are all good, but this is the best foe 
 
 teachers." 
 
 The Educationist- " We regard it as very valuable." 
 School Bulletin. " We think well of this book." 
 Chicago Intelligence. " Will be found a very serviceable book."
 
 flZKD ALL OEDIB8 TO 
 
 . L. KELLOGG & CO., 25 CLINTON PLACE, N. F. 23 
 
 INDUSTRIAL 
 'EDUCATION' 
 
 Love's Industrial Education. 
 
 Industrial Education ; a guide to Manual Training. By 
 
 SAMUEL G. LOVE, principal of the Jamestown, (N. Y.) 
 
 public schools. Cloth, 12mo, 330 pp. with 40 full-page 
 
 plates containing nearly 400 figures. Price, $1.50; to 
 
 teachers, $1.20 ; by mail, 12 cents extra. 
 
 1. Industrial Education not understood. Probably the only 
 
 man who has wrought out the problem in a practical way is 
 
 Samuel G. Love, the superin- 
 tendent of the Jamestown (N. 
 Y.) schools. Mr. Love has now 
 about 2,400 children in the 
 .primary, advanced, and high 
 schools tinder his charge ; he 
 is assisted by fifty teachers, so 
 that an admirable opportunity 
 was offered. In Ib74 (about 
 fourteen years ago) Mr. Love 
 began his experiment ; gradu- 
 ally he introduced one occu- 
 pation, and then another, until 
 at last nearly all the pupils are 
 following some form of educat- 
 ing work. 
 
 2. Why it is demanded. The 
 reasons for introducing it are 
 clearly stated by Mr. Love. It 
 was done because the educa* 
 tion of the books left the pu-. 
 pils unfitted to meet the prao, 
 tical problems the world asks tliem to solve. The world does 
 not have a field ready for the student in book-lore. The state* 
 ments of Mr. Love should be carefully read. 
 
 3. It is an educational book. Any one can give some 
 formal work to girls and boys. What has been needed has 
 been some one who could find out what is suited to the little 
 child who is hi the " First Reader," to the one who is in the 
 "Second Reader," and so on. It must be remembered the 
 effort is not to make carpenters, and type-setters, and dress- 
 makers of boys and girls, but to educate them by these occupa- 
 tions better than without them* 
 
 tLOVE'
 
 8B1TB ALL OKDB1U TO 
 
 B. L. KELLOGG A CO. , NE W YORK & CHICAGO. 27 
 
 Parkers Talks on Teaching. 
 
 Notes of "lalkson Teaching" given by COL. FRANCIS "W. 
 PARKER (formerly Superintendent of schools of Quincy, 
 Mass.), before the Martha's Vineyard Institute, Summer 
 of 1882. Reported by LELIA E. PATRTOGE. Square 16mo, 
 5x6 1-2 inches, 192 pp., laid paper, English cloth. Price, 
 $1.25 ; to teachers, $1.00 ; by mail, 9 cents extra. 
 The methods of teaching employed in the schools of Quincy, 
 Mass., were seen to be the methods of nature. As they were 
 copied and explained, they awoke a great desire on the part 
 of those who could not visit the schools to know the underly- 
 ing principles. In other words, Colonel Parker was asked to 
 explain why he had his teachers teach thus. In the summer 
 of 1882, in response to requests, Colonel Parker gave a course 
 of lectures before the Martha-'s Vineyard Institute, and these 
 were reported by Miss Patridge, and published in this book. 
 
 The book became famous ; 
 more copies were sold of it in 
 the same time than of any 
 other educational book what- 
 ever. The daily papers, which 
 usually pass by such books 
 with a mere mention, devoted 
 columns to reviews of it. 
 
 The following points will 
 show why the teacher will 
 want this book. 
 
 1. It explains the " New 
 Methods." There is a wide 
 gulf between the new and the 
 old education. Even school 
 boards understand this. 
 
 2. It gives the underlying 
 principles of education. For it 
 
 must be remembered that Col. Parker is not expounding his 
 methods, but the methods of nature. 
 
 3. It gives the ideas of man who is evidently an " educa- 
 tional genius," a man born to understand and expound educa- 
 tion. We have f *^w such ; they are worth everything to the 
 human race. 
 
 4. It gives a biography of Col. Parker. This will help the 
 teacher of education to comprehend the man and his motives. 
 
 6. It has been adopted by nearly every State Reading Circle.
 
 SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK A CHICAGO. 29 
 
 The ^Practical Teacher. 
 
 Writings of FRANCIS W. PARKER, Principal of Cook Co. 
 Normal School, 111., and other educators, among which is 
 Joseph Payne's Visit to German Schools, etc. 188 large 
 8vo pages, 7^x10)^ inches. Cloth. Price, $1.50; to 
 teachers, $1.20 ; by mail, 14 cents extra,. New edition in 
 paper cover. Price, 75 cents ; to teachers, 60 cents ; by 
 mail, 8 cents extra. 
 
 These articles contain many tilings that the readers of the 
 " Talks on Teaching" desired light upon. The space occupied 
 enabled Col. Parker to state himself at the length needed foi 
 clearness. There is really here, from his pen (taking out the 
 writings of others) a volume of H30 pages, each page about the 
 size of those in " Talks on Teaching." 
 
 1. The writings in this volume are mainly those of Col. F. 
 W. Parker, Principal of the Cook County Normal School. 
 
 2. Like the " Talks on Teaching" so famous, they deal with 
 the principles and practice of teaching. 
 
 8. Those who own the " Talks" will want the further ideas 
 from Col. Parker. 
 
 4. There are many things in this volume written in reply to 
 inquiries suggested in " Talks." 
 
 5. There is here really 750 pages of the size of those in 
 " Talks." " Talks " seUs for $1.00. This for $1.20 and 14 cents 
 for postage. 
 
 6. Minute suggestions are made pertaining to Reading, 
 Questions, Geography, Numbers, History, Psychology, Peda- 
 gogics, Clay Modeling, Form, Color, etc. 
 
 7. Joseph Payne's visit to the German schools is given in 
 full ; everything from his pen is valuable. 
 
 8. The whole book has the breeze that is blowing from the 
 New Education ideas ; it is filled with Col. Parker's spirit. 
 
 PARTIAL LIST OF CONTENTS- 
 
 Beginnings. Reading laws and principles ; Ruling Slates : Number 
 and Arithmetic; Geography: Moulding; History; Psychology; Peda- 
 gogics ; Examinations ; Elocution ; Questioning on Pictures ; on Flow- 
 ers ; on Leaves ; Rules in Language : Answers to questions respecting 
 the Spelling-Book ; List of Children's Books on History; The Child's 
 Voice; Ideas before Words; Description of Pictures; Teaching of 1 : 
 of 9; of 3;of 4; etc. ; Form and Color; Breathing Exercises; Paper 
 Folding ; Verbatim report of lessons given in Cook Co. Normal School. 
 Busy Work ; Answers to Questions in Arithmetic, etc. ; Why teachers 
 drag out a monotonous existence : Teaching of language to children ; 
 Supplementary Reading list of books ; Structural Geography ; Letters 
 from Germany ; Hand and Eye Training: Clay Modeling ; List of Edu- 
 cational Works ; Joseph Payne'a visit to Grermau Schools, etc., etc.
 
 SEND ALL ORDERS TO 
 
 K L. KELLOOQ & CO., NEW YORK & CHICAGO. 
 
 Qiiick's Educational Reformers. 
 
 By Rev. EGBERT HERBERT QUICK, M. A., of Trinity College, 
 Cambridge, England. Bound in plain, but elegant cloth 
 binding. 16mo, about 350pp. $1.00; to teachers, 80 cts. ; by 
 mail, 10 cts. extra. 
 
 New edition with topical headings, chronological table and other aids 
 for systematic study in normal schools and reading-circles. 
 
 No book in the history of education has been so justly popular 
 as this. Mr. Quick has the remarkable faculty of grasping the 
 salient points of the work of the great educators, and restating 
 their ideas in clear and vigorous language. 
 
 This book supplies information that is contained in no other 
 single volume, touching the progress of education in its earliest 
 stages after the revival of learning. It is the work of a practical 
 teacher, who supplements his sketches of famous educationists 
 with some well-considered observations, that deserve the atten- 
 tion of all who are interested in that subject. Beginning with 
 Roger Ascham, it gives an account of the lives and schemes of 
 most of the great thinkers and workers in the educational field, 
 down to Herbert Spencer, with the addition of a valuable appen- 
 dix of thoughts and suggestions on teaching. The list includes 
 the names of Montaigne. Katich, Milton, Comenius, Locke, Rous- 
 seau, Basedow. Pestalozzi. and Jacotot. In the lives and thoughts 
 of these eminent men is presented the whole philosophy of edu- 
 cation, as developed in the progress of modern times. 
 
 This book has been adopted by nearly every state reading-circle 
 in the country, and purchased by thousands of teachers, and is 
 used in many normal schools. 
 
 Contents: 1. Schools of the Jesuits; 2. Ascham, Montaigne, 
 Ratich, Milton: 3. Comenius; 4. Locke' 5. Rousseau's Emile; 6. 
 Basedow and the Philanthropin ; 7. Pestalozzi; 8. Jacotot; 9. 
 Herbert Spencer; 10. Thoughts and Suggestions about Teaching 
 Children; 11. Some Remarks about Moral and Religious Educa- 
 tion; 12. Appendix. 
 
 OUR NEW EDITION. 
 
 Be sure to get E. L. Kellogg's edition. There are other editions 
 in the market that are not only higher in prioe,but very inferior in 
 binding and typography and without the paragraph headings that 
 are so useful. Our edition is complete with all these improve- 
 ments, is beautifully printed and exquisitely bound in cloth, and 
 the retail price is only $1.00, with discounts to teachers and read- 
 ing-circles.
 
 SEND ALL ORDERS TO 
 
 K L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Reinhart's Outline History of Education. 
 
 With chronological Tables, Suggestions, and Test Questions. 
 By J. A. REINHAKT, Ph. D. Teachers' Professional Library. 
 77 pp., limp cloth, 25 cents; to teachers, 20 cents; by mail 2 
 cents extra. 
 
 This is one of the little books intended to be studied in con- 
 nection with THE TEACHERS' PBOFESSION. The publishers, by 
 means of these publications bring to the very doors of those 
 teachers who lack the opportunity to attend a normal school a 
 chance to improve in the art of teaching. " Outlines of History 
 of Education " is what its name implies, a brief but comprehen- 
 sive presentation of the main facts in educational progress. The 
 chapters are: Introduction; Education among the Greeks; Educa- 
 tion among the Romans; Education in the Middle Ages; the 
 Dawn of the New Era; Education and the Reformation; Educa- 
 tion in the Seventeenth Century; Education in the Eighteenth 
 Century; Education in the Nineteenth Century. A thorough 
 study of this book will be a good foundation for a more detailed 
 study of the subject. The book is well printed from clear, large 
 type, with topic heads and questions, and is durably bound in 
 limp cloth. 
 
 Reinhart's Outline Principles of Education 
 
 By J. A. REINHABT., Ph. D. Teachers' Professional Library. 
 68 pp., limp cloth, 25 cents. 
 
 To give an outline of a great subject, including nothing trivial 
 and leaving out nothing important, is a great art. This difficult 
 task has been successfully performed by the author of this small 
 volume, who is an educator of long experience, and a thorough 
 student of the science of education. The first two chapters give 
 a general view of the subject, and the other chapters treat 
 of the intuitive, imaginative, and logical stages of education, and 
 the principles of moral education. This is one of the volumes 
 intended to be studied in connection with the monthly paper, 
 THE TEACHEBS' PBOFESSION. Type, printing, binding are neat and 
 durable, and like the History by same author. 
 
 RETNHABT'S Crvics IN EDUCATION, 
 
 is another little book of same price and number of pages. Ready 
 Nov. 1891.
 
 BHKD ALL ORDERS TO 
 
 g. L, KELLOGG & CO., NEW YORK <fc CHICAGO. 35 
 
 ^- 
 
 Seeleys Grube s Method of Teaching 
 
 ARITHMETIC. Explained and illustrated. Also the im- 
 provements on the method made by the followers of 
 Grube in Germany. By LEVI SEELEY, Ph.D. Cloth, 
 176 pp. Price, $1.00 ; to teacher* 80 cents ; by mail, 
 7 cents extra. 
 
 1. IT is A PHILOSOPHICAL 
 WORK. This book has a sound 
 philosophical basis. The child 
 does not (as most teachers seem 
 to think) learn addition, then 
 subtraction, then multiplica- 
 tion, then division; he learns 
 these processes together. Grube 
 saw this, and founded his sys- 
 tem on this fact. 
 
 2. IT FOLLOWS NATURE'S 
 PLAN. Grube proceeds to de- 
 velop (so to speak) the method 
 by which the child actually be- 
 comes (if he ever does) ac- 
 quainted with 1,2, 3, 4, 5, etc. 
 This is not done, as some sup- 
 pose, by writing them on a 
 slate. Nature has her method ; 
 she begins with THINGS; after 
 
 handling two things in certain ways, the idea of two is ob- 
 tained, and so ot other numbers. The chief value of this 
 book then consists in shouring ivhat may be termed the way 
 nature teaches the child number. 
 
 3. IT is VALUABLE TO PRIMARY TEACHERS. It begins and 
 shows how the child can be tanght 1, then 2, then 3, &c. 
 Hence it is a work especially valuable for the primary teacher. 
 It gives much space to showing how the numbers up to 10 are 
 taught ; for if this be correctly done, the pupil will almost 
 teach himself the rest. 
 
 4. IT CAN BE USED IN ADVANCED GRADES. It discusses 
 methods of teaching fractions, percentage, etc., so that it is a 
 work valuable for all classes of teachers. 
 
 6 IT GUIDES THE TEACHER'S WORK. It shows, for exam- 
 ple, what the teacher can appropriately do the first year, what 
 the second, the third, and the fourth. More than this, it sug- 
 gests work for the teacher she would otherwise omit. 
 
 Taking it altogether, it is the best work on teaching num- 
 ber ever published. It is very handsomely printed and bound. 
 
 DR. LEVI 8EELEY.
 
 SEND ALL, ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK AND CHICAGO. 
 
 Prof. E. A. Sheldon, Ph.D., President Oswego Normal School, 
 V. Y. " It is an admirable presentation of the method. It seems to me the 
 best that has been given us. The number of practical examples and the 
 clearness with which every point is presented are admirable features." 
 
 Prof. Eugene Boutou, Principal Normal School, New Paltz, N. Y. 
 " It throws new and needed light on the subject of teaching arithmetic. 
 Every teacher owes the author a double gratitude; all will welcome so 
 complete and intelligible an exposition of the system." 
 
 Prof. Thomas M. Balliet, Superintendent of Schools, Springfield, 
 Mass. " It is the best exposition of the Grube Method as now defined by 
 his disciples than exists in English or in German. I know of no one who is more 
 competent to interpret this now famous method than Dr. Seeley." 
 
 Wm. C. Boberts, D.D., LL.D., Pres. Lake Forest University, 111. 
 
 " It IB to be hoped that this philosophical and masterly method of teaching 
 numbers will be introduced and thoroughly tested in the schools of America. 
 No teacher who wishes to keep abreast of the march of progress in the direc- 
 tion of education can afford to be without it." 
 
 Supt. L. R. Klemm, Cincinnati, Ohio. " You have done the American 
 school and the vast army of primary teachers in this country a valuable 
 service by offering to the public " Grube's Method " in English garb." 
 
 Principal W. E. Gordon, Patchogue, L. L " Dr. Seeley has presented 
 the Grube Method in a plain and complete manner. The book is full of 
 excellent suggestions for primary schools whether they adopt the Grube 
 Method or not." 
 
 Prin. J. E. Young 1 , New Bochelle, N. Y. " If this method were 
 taught we should obtain far better results than we now have. I have prided 
 myself on the work done in my primary classes, but I can see how it can be 
 greatly improved. 
 
 Prof. Francis W. Kelly, Lake Forest University, 111. " This little 
 volume may be accepted as the best pedagogic hand-book of the subject 
 accessible to the teacher. When one sees the time wasted here in teaching 
 arithmetic (compared with Germany) he sees the need of this book." 
 
 The Journal of Education, (Boston,) says : The chief value of the 
 book consists in showing the way nature teaches the child numbers." 
 
 Seeley 's Gnibe Idea in Teaching Primary 
 
 Arithmetic. Elements of the Grube Method, containing the 
 latest improvements made by Grube's followers in Germany. 
 Revised, explained, and illustrated for the use of the teach- 
 ers of America. 12mo, 64 pp., limp cloth cover. Price, 30 
 cents, to teachers, 24 cents; by mail, 3 cents extra. 
 
 Very many teachers have called for the primary work only of 
 Mr. Seeley's well-known larger book (which we may say gains 
 year by year in popularity), so he has prepared this little volume. 
 It is printed in large type, with illustrations, and should meet 
 with a large sale among the primary teachers because it expounds 
 the scientific way of teaching the first steps of arithmetic.
 
 SEND ALL ORDERS TO 
 
 B. L. KELLOOQ & CO., NEW YORK & CHICAGO. 39 
 
 Shaw and f Donnett's School Devices. 
 
 " SCHOOL DEVICES." A book of ways and suggestions for teachers. 
 By EDWAKD R. SHAW and WEBB DOSNELL, of the High School at 
 Yonkers, N. Y. Illustrated. Dark-blue cloth binding, gold, 
 16mo, 289 pp. Price, $1.25 ; to teachers, $1.00 ; by mail, 9 cent* 
 extra. 
 
 This valuable book has just been greatly im- 
 proved by the addition of nearly 75 pages of 
 entirely new material. 
 
 |^-A BOOK OF "WAYS" FOR TEACHERS.^I 
 
 Teaching is an art ; there are "ways to do it." This book is made 
 to point out " ways," and to help by suggestions. 
 
 1. It gives "ways" for teaching Language, Grammar, Reading, 
 Spelling, Geography, etc. These are in many cases novel ; they are 
 designed to help attract the attention of the pupil. 
 
 2. The " ways" given are not the questionable " ways" so often seen 
 practised in school-rooms, but are in accord with the spirit of modern 
 educational ideas. 
 
 3. This book will afford practical assistance to teachers who wish to 
 keep their work from degenerating into mere routine. It gives them, 
 in convenient form for constant use at the desk, a multitude of new 
 ways in which to present old truths. The great enemy of the teacher 
 is want of interest. Their methods do not attract attention. There is 
 no teaching unless there is attention. The teacher is too apt to think 
 there is but one " way" of teaching spelling ; he thus falls into a rut. 
 Now there are many "ways" of teaching spelling, and some "ways" 
 are better than others. Variety must exist in the school-room ; the 
 authors of this volume deserve the thanks of the teachers for pointing 
 out methods of obtaining variety without sacrificing the great end 
 sought scholarship. New "ways" induce greater effort, and renewal 
 of activity. 
 
 4. The book gives the result of large actual experience in the school- 
 room, and will meet the needs of thousands of teachers, by placing at 
 their command that for which visits to other schools are made, insti- 
 tutes and associations attended, viz., new ideas and fresh and forceful 
 ways of teaching. The devices given under Drawing and Physiology 
 are of an eminently practical nature, and cannot fail to invest these 
 subjects with new interest. The attempt has been made to present 
 only devices of a practical character. 
 
 5. The book suggests "ways" to make teaching effective; it is not 
 simply a book of new " ways," but of " ways" that will produce good 
 results.
 
 SEND ALL ORDERS TO 
 
 44 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Tate's 'Philosophy of Education. 
 
 The Philosophy of Education. By T. TATE. Revised and 
 Annotated by E. E. SHEIB, Ph.D., Principal of the Louis- 
 iana State Normal School. Unique cloth binding, laid 
 paper, 331 pp. Price, $1.50 ; to teachers, $1.20 ; by mail, 7 
 cents extra. 
 
 There are few books that deal with the Science of Educa- 
 tion. This volume is the work of a man who said there were 
 great principles at the bottom of the work of the despised 
 schoolmaster. It has set many a teacher to thinking, and in 
 its new form will set many more. 
 
 Our edition will be found far superior to any other in every 
 respect. The annotations of Mr. Sheib are invaluable. The 
 more important part of the book are emphasized by leading 
 the type. The type is clear, the size convenient, and print- 
 ing, paper, and binding are most excellent. 
 
 Mr. Philbrickso long superintendent of the Boston schools hold this 
 work in high esteem. 
 
 Col.F. W. Parker strongly recommends it. 
 
 Jos. MacAlister, Supt. Public Schools, Philadelphia, says: "It is one 
 of the first books which a teacher deserves of understanding the scien- 
 tific principles on which his work rests should study." 
 
 Graded Examination Questions. 
 
 For N. Y. State, from Sept., 1887, to Sept., 1889, with answers 
 complete. First, Second, and Third Grades. Cloth, 12mo, 219 
 pp. Price, $1.00; to teachers, 80 cents; by mail, 8 cents extra. 
 
 This volume contains the Uniform Graded Examination Ques- 
 tions, issued to the School Commissioners of the State by the 
 Dept. of Public Instruction, commencing Sept., 1887, and ending 
 Aug. 13 and 14, 1889. The answers are also given. These ques- 
 tions have been adopted by all the school commissioners of the 
 State; the test in each county thus becomes uniform. These 
 questions are being used very largely in many other States, that 
 pattern after New York, and will therefore be of far more than 
 local interest. Indeed, teachers and school officers in all States 
 are using these questions as a basis for their own examinations. 
 Our edition is the best in arrangement, print, binding, and has 
 an excellent contents and index. 
 
 This book may be used to the best advantage by the teacher who de- 
 sires to advance in the profession, because the questions are carefully 
 graded. After the lowest grade of questions have been successfully 
 answered, the next higher grade is studies. In our edition the answers 
 are entirely separate from the questions in tht back of the book.
 
 BIND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Song Treasures. 
 
 THE PRICE HAS BEEN 
 GREATLY REDUCED. 
 
 Compiled by AMOS M. KELLOGG, editor of the SCHOOL JOCB- 
 NAL. Beautiful and durable postal-card manilla cover, 
 printed in two colors, 64 pp. Price, 15 cents each; to teachers, 
 12 cents; by mail, 2 cents extra. 30th thousand. Write for 
 our special terms to schools for quantities. Special terms for use 
 at Teac7ier' Institutes. 
 This is a most i 
 valuable col- 
 lection of mu- 
 sic for all 
 schools and in- 1 
 statutes. 
 
 1. Most of I 
 the pieces have 
 been selected 
 by the teachers 
 as favorites in 
 the schools. 
 They are the 
 
 Ones the pupils 
 
 iove to sing. 
 It contains 
 nearly 100 
 pieces. 
 
 2. All the pieces " have a ring to them ;" they are easily 
 learned, and will not be forgotten. 
 
 8. The themes and words are appropriate for young people. 
 In these respects the work will be found to possess unusual merit. 
 Nature, the Flowers, the Seasons, the Home, our Duties, our 
 Creator, are entuned with beautiful music. 
 
 4. Great ideas may find an entrance into the mind through 
 music. Aspirations for the good, the beautiful, and the true are 
 presented here in a musical form. 
 
 5. Many of the words have been written especially for the 
 book. One piece, "The Voice Within Us," p. 57, is worth the 
 price of the book. 
 
 6. The titles here given show the teacher what we mean : 
 
 Ask the Children, Beauty Everywhere, Be in Time. Cheerfulness, 
 Christmas Bells, Days of Summer Glory, The Dearest Spot. Evening Song. 
 Gentle Words, Going to School, Hold up the Right Hand. I Love the Merry, 
 Merry Sunshine, Kind Deeds, Over in the Meadows, Our Happy School, 
 Scatter the Germs of the Beautiful, Time to Walk, The Jolly Workers, The 
 Teacher's Life, Tribute to Wbittier, etc., etc.
 
 SE3D ALL, ORDEHS TO 
 
 E. L. KSLLOOG & CO., NEW YORK 
 
 CTTFCAGO. 
 
 PSYCHOLOGY AND EDUCATION. 
 
 Welch's Teachers' Psychology, -'-....- 
 
 " Talks on Psychology, ----- c 1 . 
 
 i Studies for Yount? Teachers, - - c!. 
 
 irsof Childhood, - - - cl. 
 
 Allen's Temperament in Education, - - - cl. 
 
 PRINCIPLES OF EDUCATION. 
 
 Rineliart's Principles of Edmtion, - - - - cl. 
 
 ;>1s Lectures on Science and Art of Eduation, cl. 
 
 Philosophy of Education, - - - - ol. 
 
 \Tanual Series - each, paoer 
 
 Huntmsrton's Unconscious Tuition, - - - -pioer 
 Carter's Artificial Stupidity in S^hoi! - - -paper 
 
 PRIMARY EOUC4TION. 
 Auarsburg's Easy Thinars to Draw, - 
 Ausrsburtr's Easv Drawings for Geojy. Class, - 
 'y Education, - 
 
 >r's Talk? on T-ichinT, - 
 vrincv Method, - 
 Three Years of Childhood. - 
 as' E u and Voice Training 1 - 
 tone's Object Teaching, - 
 ;ou'* Education by Doin-r,- - 
 
 rube Method of Teichin? Arithmetic, 
 rube Idea in Pri:nary A ithmetic, - 
 
 -paper 
 
 - cl. 
 
 - cl. 
 lit? on TichinT, ----- cl. 
 
 - cl. 
 
 - cl. 
 
 - cl. 
 
 - paper 
 
 - cl. 
 v's (JSrube Method of Teichin? Arithmetic, - cl. 
 
 Seeley's Grube Idea in Pri:nary A ithmetic, - - cl. 
 
 QTTE'TION BOOKS FOR TEACHERS. 
 
 Rhn-v's National Question Rook. - 
 
 Examination Questions.- - - - cl. 
 
 Analytical Question Series. Geosraphv, - - cl. 
 " U. S. History Series, - cl. 
 " " Grammar, - - cl. 
 
 Southwi^k's Quiz Manual of the Theory an:l Prac- 
 tice of Teaching, ------- cl. 
 
 SCHOOL MANAGEMENT. 
 Kellog'tr's School Management, ----- cl. 
 
 Hu'-rbfs' Flow to Keeo Order, - -paper 
 
 Sidgwick's Stimulus in -School, - - -paper 
 
 SCHOOL HYGIENE 
 
 Groff's School Hygiene, ----- 
 
 SCHOOL APPARATUS. 
 
 * Standard " Manikin. ( c old by suusr ription.) 
 
 Wonderful " Manikin, ----- 
 Standard Blackboard Stencils, 5'V) different nos., 
 
 from f> to 50 cent* each. Seud tor special list. 
 " Unique " Pencil Shanoner, - 
 Stand ird Physician's Manikin. (Sold by subscrip- 
 tion.') 
 
 SINGING AND DIALOGUE 
 
 - outh wick's Handy Helps, - - - cl. 
 
 1.25 
 
 .51 
 1.50 
 .50 
 
 .4 > 
 
 1.3O 
 
 .40 
 
 .0^ 
 
 .05 
 .05 
 .11 
 .05 
 
 25 
 
 .30 
 
 Cf\ 
 
 
 80 
 
 >7 
 
 1.50 
 
 1.3O 
 
 .00 
 
 .15 
 
 .13 
 
 .01 
 
 .15 
 
 .13 
 
 .01 
 
 .15 
 
 .13 
 
 .01 
 
 .30 
 
 .24 
 
 ."3 
 
 
 .40 
 
 .05 
 
 l.T, 
 
 1.00 
 
 .08 
 
 1.25 
 
 i.no 
 
 .00 
 
 1.75 
 
 1.40 
 
 .13 
 
 1.50 
 
 1.2O 
 
 .01 
 
 .50 
 
 .40 
 
 .05 
 
 
 .' - 
 
 .01 
 
 
 .00 
 
 .05 
 
 1.00 
 
 ,**o 
 
 .07 
 
 .30 
 
 .32 
 
 
 175 
 
 
 p-1 
 
 1.0) 
 
 .80 
 
 .(W 
 
 .50 
 
 .40 
 
 .05 
 
 
 .40 
 
 .05 
 
 .50 
 
 .40 
 
 .05 
 
 75 .63 .0 
 
 .75 
 .15 
 .15 
 
 .60 
 .Vi 
 
 .05 
 .01 
 .01 
 
 - paper .15 .13 .01 
 
 5.00 
 
 1.50 
 
 pd. 
 
 
 1.00 
 
 .15 
 .30 
 
 .80 
 .13 
 .24 
 
 ires, ------- -paper 
 
 iy Series, (6 Xo?.) - each, paper 
 
 t-pa/e descriptive citalo^ne of these books free to any address. 
 _-e descrntive citalozue of all best educational books pub- 
 lished, with prices and special ritea to teachers, 6 cents.
 
 University of California Library 
 Los Angeles 
 
 This book is DUE on the last date stamped below. 
 
 Phono 
 31 
 
 
 0/825 
 
 QJ.OCI 
 
 tenewals 
 -9188 
 
 tax 
 
 ive. 
 nts. 
 
 VSamples of each paper Tor oniy 
 
 E, L, KELlDfiGJ 
 
 jtJa< i 
 UNIVERSITY OP CALIFORNIA 
 LOS ANGELES 
 
 - CHICAGO>
 
 GAYLAMOUNT 
 
 PAMPHLET BINDER 
 
 Monufocturad by 
 
 LB 
 
 575 
 
 B29L25 
 
 UB&ARY USB 
 ONLY 
 
 A 000 162 9; 
 
 O i 
 
 ^ 
 
 m 
 
 CO