Chapter II: Part 2

Upon nothing, perhaps, have the knowledge and skill of the most powerful intellects been more concentrated than upon the science and art of mutual slaughter; and in establishing the soldiers' drill, an exhaustive analysis of the means by which the desired object was to be attained has been pursued. The men whose intellects have developed that drill, have not been content to treat the soldier as a pupil only. Each recruit has in turn to teach, as well as to learn to practise what he has learned, by drilling others whom he is made temporarily to command, as well as to practise his drill under the command of his officer; for only by such means could the highest degree of efficiency be secured. The reasons which led to the adoption of this principle in the barrack apply equally to the school.

This principle of giving and receiving we also see exemplified in Nature. Animals inhale oxygen from the air and return carbonic acid, which serves to build up the structure of the plant, and the latter in its turn gives out oxygen to supply the consumption of animals.

Every day--in the middle of the day, in winter, in the summer, early in the morning, or in the evening--gymnastic training on the system of the Swedish anatomist Ling or of the German Turners would form a portion of the curriculum, for which convenient apparatus would be provided.

Biography should form an important feature in the course of reading, its subjects being arranged in groups; and the true glory of a Washington, a Bentham, a Stevenson, a Morse, and a Cobden distinguished from the false glare and tinsel of a Louis XIV. and a Marlborough.

Music, both vocal and instrumental, would be taught to all, but only those more gifted by nature would be educated to perform solo. Nearly all persons can be trained to sing part-music pleasantly and intelligently, and to perform moderately on some instrument. The cultivation of the musical faculties harmonizes the mind, and affords a never-failing source of solace and recreation. The attempt to convert all persons into solo performers, and the hypocritical applause with which their discordant notes are indiscriminately greeted, deprives society of the pleasures which part-music well performed would afford, by encouraging all to attempt what they are pretty sure to do badly, to the exclusion of what they would be equally likely to do well.

We have reserved for the last, to enumerate what is, perhaps, the most important of all the subjects of instruction.

TO ALL children, so soon as they can be promoted from the _kinder garten_--perhaps even to the higher grades therein--instruction in the conditions of human well-being, and in the phenomena and arrangements of social life should be given, and should be continued throughout their school career.

What! teach political economy to children? Even so. It will be conceded, that to teach the future laborers the laws by which the wages of their labor will be regulated, how high wages may be secured and low wages prevented--to teach the future capitalists the laws by which their profits will be determined, how large profits may be secured, and loss, failure, crises, and panics avoided--must be a desirable, if it be a practicable thing. Is it practicable? The experience of twenty years has proved that it is. The experiment has been tried by Mr. Wm. Ellis, the wise and noble founder of the Birkbeck schools of London, England, who not only devoted his surplus means to the endowment of true schools, but gave also his time to instruct in the principles of the science of human well-being--alike the poor children by whom his schools were attended and the children of the Queen of England. He also instructed and trained a corps of teachers, professional and volunteer, and by one of the latter a class was conducted in the winter of 1867, '68 at the Normal School of this city of some 35 to 40 teachers engaged in the practical work of teaching in our common schools, who, under his guidance, became, after a short course of some twenty or more lessons, enthusiastic advocates for the introduction of this study into the schools; for not only does it teach the conditions of industrial success, but it is also a science of morals and of ethics far more worthy of the attention it has never yet received in this or, indeed, in any country, than that which is given to what goes under the name of moral teaching and training. It is by gradual steps--by the employment of the Socratic method of instruction--with a rare use of text-books, that the most intricate problems of this science can be unfolded to pupils with such effect that a child of fourteen or fifteen years of age, who shall have passed through a course of four or five years' instruction, would put to the blush, with few exceptions, alike the members of both houses of the United States Congress and of the British Parliament.

A museum and a library would be necessary adjuncts to such a school as we have described. It would need but a few seasons to get together in the various excursions taken by pupils and teachers, quite a collection of botanical, entomological, and geological specimens. These would serve as objects for illustrating the teacher's lessons, and for examination by the pupils. The drying, preservation, and arrangement of plants, animals, and minerals, in which the pupils would assist, would serve to impart to them a skill and dexterity, which they would know how to value, and would be eager to acquire, and, together with their frequent visits to the museum, would serve to cultivate a love of nature and devotion to the study of her works.

The library, besides containing treatises on science and for reference, would be filled with books of travels, and the nobler English and foreign classics; the books would be loaned to the pupils as in ordinary circulating libraries, and a pleasant reading-room would be furnished with the better class of periodicals and newspapers.

To be deprived for a time of the right to visit the museum or reading-room, or to borrow books from the library, would be one of the severest punishments known in the school.

It is hardly necessary to say that the selection of the principal of such a school as we have indicated is among the most difficult problems of its establishment. His qualifications should be as near the perfection of manhood as can possibly be found. Invited by a large and generous salary (to be dependent, beyond a stated sum, on the number of the pupils), it is to be hoped such a teacher could be found.

Such a principal, after a fixed period of probation, should not be removable except on a very large vote of the proprietors of the school to that effect, but his office should be vacated on his attaining the age of 60 or 65 years. The selection of teachers to assist him in his duties should be left to himself. The remuneration of the assistant teachers should also be large, and should be such as not only to enable them to live in comfort, but to make ample provision for their future when the age of labor shall have passed.

The chief position in society should be assured to the principal and his assistants by the proprietors of the school.

The visits of the former to the houses of the latter should be regarded as an honor, the greatest respect and deference should be paid to them, and the pupils should be taught to look upon them with love and respect next only to that they pay their parents.

The best investment a parent can make of his wealth is in the proper education of his children. Life is not merely to be born, to grow, to eat, to drink, and breathe. Noise is not music. Life is such as we take it and make it, or rather as it is taken hold of and made for us by those to whom the care of our youthful days is intrusted.

Let us endeavor to picture to ourselves the being likely to be produced by a system of teaching and training, continued for successive generations, such as we have indicated above. Let us imagine the full development of the most complex of nature's organisms--a part of the one living organism of the Universe, the latest product of her laboratory; considered, as a part of the great Cosmos, the most perfect, yet but an integer in the whole; the ultimate development of nature's chemistry, yet forming an atom of her living unity; combining and possessing the widest relationships, even embracing therein the entire volume of that nature whose true relationships comprise all knowledge, truly "the noblest study of mankind." Let us try and draw the picture of the developed man!

Robust and supple of limb, symmetrical of shape, his muscles swelling beneath their healthy development; with head erect, conscious of his strength and skill, which he puts forth for the protection of the weak, and for the purpose of drawing from nature her bounteous stores; free from sickness or disease, in harmony with nature, at peace with his fellow-men, possessing a competent knowledge of nature's laws, and guiding his conduct to be in accord therewith, "sitting beneath his own vine and fig-tree," "blessed in all the works of his hands," and diffusing blessings and happiness around. Such is the picture of THE HEALTHY MIND IN A HEALTHY FRAME, which it is in man's power to procreate and rear!

_APPENDIX._

DEPARTMENT OF PUBLIC INSTRUCTION,}
CORNER OF GRAND AND ELM STREETS, }
NEW YORK, June 5th, 1869. }

TO MAGNUS GROSS, Esq.,

_Chairman of the "Executive Committee for the Care, Government and Management of the College of the City of New York:"_

DEAR SIR,--I have observed with surprise, and with a sense of deep regret, that the proposition is entertained by a large number of the Trustees of filling the chair of Latin and Greek, now vacant, and even of establishing separate chairs for each, at the College of the City of New York; involving, with the necessary tutors, an outlay of not less than $20,000 per annum. The subject in all its bearings is one of too vast importance to be treated in the ordinary method of discussion by the Committee, and I therefore beg leave to place my views in writing, to insure their receiving more matured consideration than oral observations could secure.

I pass over the question (on which considerable difference of opinion exists) as to the propriety of sustaining at all, at the enforced expense of the public, an educational institution to supply the needs which the College of the City of New York is intended to meet. The College exists by law; we are its guardians, and the only question we have to consider is, how most efficiently and most economically to secure the attainment of the ends desired by the Legislature.

These ends we shall no doubt all agree to be--first: that any of the youth of this city possessed of special talents, but lacking means for their cultivation, may have placed within their reach an education the best possible for the development of their powers for the benefit of themselves and of the community; and, second, to provide for the comparatively well-to-do the means of pursuing useful studies in compensation for compelling them to provide for the instruction of their less fortunate citizens.

As it is self-evident that whatever course of studies will tend to secure the first of these ends will tend also to secure the second and less important, we are spared the necessity of a two-fold investigation.

A very few statistics suffice to show that neither of these ends has been hitherto attained by the College of the City of New York.

It is immaterial what year we select for examination, the numbers which follow will be found to bear about the same relative proportions in every year. I quote from the Trustees' Report for 1866 merely because it is the latest document at hand which furnishes the numbers in the different classes and of the graduates; from this report I find, that while there were three hundred and eighty-one students in the introductory class, only twenty-five graduated in that year. The number of graduates in 1867 was thirty, and twenty-nine in July, 1868. Of the three hundred and eighty-one who composed the introductory class in 1866, one hundred and fifty-one left the College during the year, and doubtless the two hundred and thirty who remained will have dwindled to about twenty-five or thirty by the year 1871.

Without doubt some proportion of the three hundred and eighty-one leave the College because of the necessity they are under of obtaining, by their labor, the means of subsistence; but when it is remembered that these three hundred and eighty-one are the _picked youth from the many thousands attending the public schools_, and when the sacrifices and privations which men and youth imbued with a love of learning will make and undergo for the acquirement of knowledge are borne in mind, we must look to something in the constitution of the College itself to account for this result. In short, we can but come to the conclusion that the main cause of this falling off is to be found in the feeling which grows upon the pupils and their guardians, of the comparative uselessness of the studies to which they are consigned.

Let us examine the course of studies, as given from pages 8 to 14 of the Report of the Board of Trustees for the year 1866, or from pages 24 to 28 of the Manual of the College.

The first observation which must strike the mind of every thinker is the fact that the primary analysis--the main classification which has been adopted of studies which ought to be framed to fit the students for "complete living"--is one of "words," _i. e._, the tools of knowledge, instead of knowledge itself. Or in the words of the Report: "There are two courses of studies--ancient and modern--differing only in the languages studied."

On examining the course for the introductory and freshman classes, a feeling of astonishment must fill the mind at the marked want of wisdom by which it was dictated, but which at the same time affords a sufficient explanation for the abandonment of the College by its students.

Even if "_words_" ought to be the real object of education, it would be supposed that English words would be more useful to a people whose mother-tongue is English, than the words of any other language; yet the students of the introductory and freshman classes of the ancient course receive instruction _five hours a week through both terms in Latin and Greek_, and _one lesson per week during one term in the English language_. The students of the modern course substitute for Latin and Greek the French and Spanish languages.

I purposely abstain from saying any thing as to the method of instruction, which is the converse of that adopted by nature, and as a consequence signally fails. This has been so forcibly put by President Barnard, of Columbia College, that I need only refer the members of our Committee to his essay on "Early Mental Training, and the Studies best fitted for it."

What steps are taken to familiarize the students of, say the freshman class, with that great nature of which they form a part? What, for instance, do they learn of the structure of their own bodies, and of the means of preserving health? _One lesson a week_ is given on Physiology and Hygiene, and that is all! The fear of making this letter too long compels me merely to refer the Committee to pages 40 to 42 of Mr. Herbert Spencer's chapter on "What Knowledge is of Most Worth," in his work on Education, in farther illustration of this subject, instead of making extracts from it as I would otherwise like to do.

Attention, it is true, is paid throughout the college course to mathematical studies, yet very little to their practical application; while to Chemistry, the parent of modern physics, the manual (which is our guide) prescribes two lessons per week to the introductory class, and to the freshman, sophomore, and junior classes absolutely _none at all_! Mining, Mechanical Engineering, Architecture, Theoretical Agriculture, Biology, and Botany are utterly ignored; and no branch of Zoology is even mentioned in the curriculum. We next come to a science more important, because universal in its application and in its need than any other, viz.: The Science of Human Well-being, commonly called Political or Social Economy. Here, too, like exclusion! except that in the sophomore class, for one term, one hour per week is given to it. That is to say, a people who are to live by labor are left by the guardians of their education in ignorance of the laws by which the reward for that labor must be regulated; they who are to administer capital are to be left to blind chance whether to act in accordance with those laws of nature which determine its increase, or ignorantly to violate them!

Restrained again from quotation by the fear of wearying the Committee, permit me to refer them to the lecture of Dr. Hodgson, delivered at the Royal Institution of Great Britain, on "The Importance of the Study of Economic Science," which will be found in the work of Professor Youmans, on "The Culture demanded by Modern Life."

I confess to a feeling of deep discouragement at the perusal of such a record as that presented by the course of studies at the College of the City of New York, especially when I find that this is the state of things a large number of the Trustees seem desirous of perpetuating. My views on this subject are confirmed by the following remarks found in President Barnard's Essay on "Early Mental Training, and the Studies best fitted for it."

"Whatever may be the value of the study of the classics in a
subjective point of view, _nothing could possibly more thoroughly
unfit a man for any immediate usefulness_ in this matter-of-fact
world, or make him _more completely a stranger in his own home_, than
the purely classical education which used recently to be given, and
which, with some slight improvement, is believed to be still given by
the universities of England. This proposition is very happily
enforced by a British writer, whose strictures on the system appeared
in the London _Times_ some twelve or thirteen years ago.

"Common things are quite as much neglected and despised in the
education of the rich as in that of the poor. It is wonderful _how
little_ a young gentleman may know when he has taken his university
degrees, _especially if he has been industrious, and has stuck to his
studies_. He may really _spend a long time in looking for somebody
more ignorant than himself_. If he talks with the driver of the
stage-coach that lands him at his father's door, he finds he knows
nothing of horses. If he falls into conversation with a gardener, he
knows nothing of plants or flowers. If he walks into the fields, he
does not know the difference between barley, rye, and wheat; between
rape and turnips; between natural and artificial grass. If he goes
into a carpenter's yard, he does not know one wood from another. If
he comes across an attorney, he has no idea of the difference between
common and statute law, and is wholly in the dark as to those
securities of personal and political liberty on which we pride
ourselves. If he talks with a country magistrate, he finds his only
idea of the office is that the gentleman is a sort of English Sheik,
as the Mayor of the neighboring borough is a sort of Cadi. If he
strolls into any workshop or place of manufacture, it is always to
find his level, and that a level far below the present company. If he
dines out, and as a youth of proved talents and perhaps university
honors is expected to be literary, his literature is confined to a
few popular novels--the novels of the last century, or even of the
last generation--history and poetry having been almost studiously
omitted in his education. _The girl who has never stirred from home,
and whose education has been economized, not to say neglected, in
order to send her own brother to college_, knows vastly more of those
things than he does. The same exposure awaits him wherever he goes,
and whenever he has the audacity to open his mouth. _At sea he is a
landlubber; in the country a cockney; in town a greenhorn; in science
an ignoramus; in business a simpleton; in pleasure a
milksop_--everywhere out of his element, everywhere at sea, in the
clouds, adrift, or by whatever word _utter ignorance_ and
_incapacity_ are to be described. In society and in the work of life,
he finds himself beaten by the youth whom at college he despised as
frivolous or abhorred as profligate."

Take the preparation of our youth for their duties as citizens. Here, again, a knowledge of political and social economy is indispensable. We have seen the attention it receives; and while two lessons a week for one hour, and that only to the senior class in its last term, are given to American citizens on the Constitution of the United States and on International Law, _none whatever is given on the science of Government throughout the entire course of five years_!

I might go through the whole course of studies with similar results. Here and there, in this or that class, a small amount of attention is given to some of the sciences omitted in the other classes; but the entire record is one of the most disheartening character.

_Words! words!_ engross almost exclusively the attention of the students from the hour they enter the College until they leave it; and it is not to the five-and-twenty graduates the palm of useful industry should be awarded, but to the many who, in discouragement, abandon a course which tends to _unfit_ them for the great battle of life!

What, then, are the reasons generally assigned for this perverse conventionalism of devoting the time of youth to the acquirement of dead words, to the unavoidable exclusion of nearly every thing that is of value? First, we are told that we can not understand the English language without a knowledge of Latin, from which it is derived. The inaccuracy of this pretension is at once made manifest by reference to Webster, where he states:

"That English is composed of--

"_First._ Saxon and Danish words of Teutonic and Gothic origin.

"_Second._ British or Welsh, Cornish and Amoric, which may be
considered as of Celtic origin.

"_Third._ Norman, a mixture of French and Gothic.

"_Fourth._ Latin, a language formed on the Celtic and Teutonic.

"_Fifth._ French, chiefly Latin corrupted, but with a mixture of
Celtic.

"_Sixth._ Greek formed on the Celtic and Teutonic, with some Coptic.

"_Seventh._ A few words directly from the Italian, Spanish, German,
and other languages of the Continent.

"_Eighth._ A few foreign words, introduced by commerce, or by
political and literary intercourse.

"Of these, _the Saxon words constitute our mother-tongue_, being
words which our ancestors brought with them from Asia.

"The Danish and Welsh also are primitive words, and may be considered
as a part of our vernacular language. They are of equal antiquity
with the Chaldee and Syriac."

But even were it true that our language was derived from the Latin, wherein lies the difficulty in the way of the teacher explaining to his pupils the meanings of the parts of English words which are of Latin origin, without the necessity of the pupil's acquiring the same knowledge by the roundabout process of learning one thousand words he will never need, for one that may at some time be to him of some service as a mnemonic?

Driven from this position, the advocates of "_classical_" studies tell us that the study of Latin and Greek serves as a training for the intellect. Unquestionably the exercise of the faculties of the mind serves to develop the faculties so exercised; yet if this were the object to be attained, Hebrew, nay, Chinese, would be preferable to Latin; but SCIENCE develops the same faculties, and far more efficiently. The facts of science to be stored up in the mind are so infinite in number and magnitude that no man, however gifted, could ever hope to master them all, though he were to live a thousand years. But their arrangement in scientific order not only develops the analytical powers of the mind, but exercises the memory in a method infinitely more useful and powerful than the study of any language. Finally we are told classical studies develop the taste. If then to this the advocates of such studies are driven, its mere announcement must suffice to banish Latin and Greek from all schools supported by taxation; for however essential it may be to provide the means of the best possible instruction, it is as absolutely out of the sphere of the Trustees of Public Moneys to provide, at the public expense, so _mere a luxury_ as on this hypothesis Latin and Greek must be, as it would be to provide the public with costly jewels! But even for the cultivation and development of art and taste, SCIENCE is the true curriculum!

He who is ignorant of anatomy can not appreciate either sculpture or painting! A knowledge of optics, of botany and of natural history, are necessary, equally to the artist or to the connoisseur; a knowledge of acoustics to the musician and musical critic. "No artist," says Mr. Spencer, "can produce a healthful work of whatever kind without he understands the laws of the phenomena he represents; he must also understand how the minds of the spectator or listener will be affected by his work--a question of psychology." The spectator or listener must equally be acquainted with the laws of such phenomena, or he fails to attain to the highest appreciation.

I now come to the last and most serious aspect of this question, and I fearlessly assert that classical studies have a most pernicious influence upon the morals and character of their votaries.

It should not be forgotten that Greeks and Romans alike lived by slavery (which is robbery), by rapine, and by plunder; yet we, born into a Christian community which lives by honest labor, propose to impregnate the impressionable minds of youth with the morals and literature of nations of robbers!

This letter has already extended to so great a length that I am compelled to abstain from making extracts from the works of the greatest thinkers, which I had desired: and I can now but cite them in support, more or less pronounced, of the views above put forward, viz.: President Barnard, of Columbia College, who with rare honesty and boldness has spoken loudly against the conventional folly of classical studies; Professor Newman, himself Professor of Latin at the University of London, England; Professors Tindall, Henfry, Huxley, Forbes, Pajet, Whewell, Faraday, Liebig, Draper, De Morgan, Lindley, Youmans, Drs. Hodgson, Carpenter, Hooker, Acland, Sir John Herschell, Sir Charles Lyell, Dr. Seguin, and, rising above them all in _educational science_, _Bastiat_ and _Herbert Spencer_. To a modified extent, the name of Mr. John Stuart Mill may be quoted--for he loudly advocates science for all--science, which is unavoidably excluded by the introduction of, or at least the prominence given to, Latin and Greek in our College. Mr. Mill, it is true also, advocates classical studies, but for certain special classes which exist in England who have no regular occupations in life.

Neither is it without importance as a guide to ourselves to observe that in the very best school in this country--a school perhaps not surpassed by any in the world, viz., the Military Academy at West Point--neither Latin nor Greek studies are permitted.

If now, in any career whatever, any use could be found for Latin, it must be in that of the professional soldier, to whom, if to any one, the language and literature of the most military people the world has ever seen, should be of some service. But no! the wise men who framed the curriculum of West Point, though they knew that the study of the campaigns of the Romans would be serviceable to their students, provided for their study, _not_ by the roundabout method of first learning a language which could never be of any other use, but by the direct method of the study of those campaigns! Are the pupils of West Point generally found deficient in intellect? Is not, on the contrary, the fact of having graduated at that school a passport to the _highest scientific_ and _practical_ employment?

Our duty to the people is clear; let us neither waste the precious time of our youth on worse than useless studies, nor the money of the citizens on worse than useless expenditure.

I do earnestly hope that our Committee will give to my observations their most serious deliberation. Let us come to no hasty conclusion on this subject: accustomed as we have been to hear constantly repeated such conventional phrases as that "Latin and Greek are essential to the education of a gentleman;" that "classical studies are indispensable to a liberal education;" to hear applauded to the echo orators who have introduced into their speeches quotations of bad Latin or worse Greek by audiences of whom not one in one thousand understand what was said. We have been apt to receive such phrases as embodying truths, without ever examining their foundations. I respectfully urge the Committee to consider well before they act, to study the reasons assigned by the great thinkers I have named for condemning, as, humbly following in their wake, I venture to condemn, as worse than mere waste of time, the years devoted to Latin and Greek studies.

Let us endeavor to make the College of this city worthy of the city and of the state; let us cast aside the trammels of mediæval ignorance, and supply to the pupils of the College "the culture demanded by modern life." Let us in this, the first important matter which has come before our Committee, act in harmony and without prejudice, for the welfare of the College and "for the advancement of learning," and so prove ourselves worthy of the sacred trust we have assumed.

I am, dear sir, very truly yours,

NATHANIEL SANDS,

_Member of "The Executive Committee for the Care,
Government, and Management of the College of the
City of New York."_

_The Philosophy of Teaching._

THE TEACHER, THE PUPIL, THE SCHOOL.

BY NATHANIEL SANDS.

8vo, Cloth, $1 00.

An interesting and valuable work, in which the science of teaching is treated in a philosophical and practical manner, and a sketch is given of a school to be established on the principles developed in his pages. Mr. Sands takes the view that education, mental and physical, is but the absorption of surrounding elements into the mind and body--an arrangement and assimilation of materials so as to incorporate them into the being to whose nourishment they are applied, just as the tree or plant assimilates to its growth and subsistence the materials which it draws from the air and the soil; and his theory of teaching is based on these truths.--_N. Y. Times._

He advocates a radical change in the system of teaching youth. He proposes a school where pupils shall be taught by illustrations from nature as well as from books; where the museum, chemical laboratory, and workshop shall find a place; where, in short, the mind of the learner shall not be forced, but shall have just the kind of food suitable for its age and development.--_N. Y. World._

Much has been written upon education--much that is both wise and thoughtful, and much that has been but sound. Among the most thoughtful and suggestive recent writings is an unpretentious work bearing the title of "The Teacher, the Pupil, the School," by Mr. Nathaniel Sands. Small as it is, it contains more ideas than many bulky volumes.--_N. Y. Tribune._

The question with which he mainly concerns himself is whether Latin and Greek, and certain other branches, shall be taught to the exclusion of more practical studies. He thinks that what is commonly known as the "culture demanded by modern life"--chemistry, mining, anatomy, natural history, political and social economy, the science of government, etc.--should take the place now usurped by classical studies. Mr. Sands believes in making no compromise between the useful sciences and the classics. He condemns "as worse than mere waste of time the years devoted to Greek and Latin," and would bar them out altogether.--_Journal of Commerce._

Mr. Sands, who has just been appointed one of the new Board of Education, has long been known as an advanced thinker on the subject he is now called upon to deal with. He has published a pamphlet on the Philosophy of Education.--_N. Y. Sun._

We have in this compact and unpretentious treatise a great deal of pith and acumen, brought to bear upon a most important subject--that of educational first principles. Mr. Sands has gone to the base of human teaching, discarding pretentious themes, in order to illustrate the simpler beauty of that eductive and inductive co-relationship which, beginning at the mother's breast, proceeds through all the quiet processes of mental development in infancy, childhood, and maturity.--_N. Y. Dispatch._

His hints may well arrest the attention of thoughtful men.--_N. Y. Tribune._

We commend it to the thoughtful consideration of all, but especially of our public men. * * * Commissioners of Schools and others charged with youthful training may advantageously consider the reflections.--_N. Y. Evening Post._

HARPER & BROTHERS, PUBLISHERS,

FRANKLIN SQUARE, NEW YORK.

HARPER & BROTHERS _will send the above work by mail, postage prepaid, to any part of the United States, on receipt of $1 00_.

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SIR WILLIAM HAMILTON'S ESSAYS. Discussions on Philosophy and Literature, Education and University Reform. Chiefly from the Edinburgh Review. Corrected, Vindicated, and Enlarged, in Notes and Appendices. By Sir WILLIAM HAMILTON, Bart. With an Introductory Essay, by Rev. ROBERT TURNBULL, D.D. 8vo, Cloth, $3 00.

DR. OLIN'S COLLEGE ADDRESSES. College Life: its Theory and Practice. By Rev. STEPHEN OLIN, D.D., L.L.D., late President of the Wesleyan University. 12mo, Cloth, $1 50.

POTTER & EMERSON'S MANUAL. The School and the Schoolmaster. A Manual for the Use of Teachers, Employers, Trustees, Inspectors, &c., &c. In Two Parts. Part I. By Rt. Rev. ALONZO POTTER, D.D. Part II. By GEORGE B. EMERSON, A.M., of Massachusetts. Part I. The School; its Objects, Relations, and Uses. With a Sketch of the Education most needed in the United States, the present State of Common Schools, the best Means of Improving them, and the consequent Duties of Parents, Trustees, Inspectors, &c. Part II. The proper Character, Studies, and Duties of the Teacher, with the best Methods for the Government and Instruction for the Common Schools, and the Principles on which School-Houses should be Built, Arranged, Warmed, and Ventilated. Engravings. 12mo, Cloth, $1 50.

EVERETT ON PRACTICAL EDUCATION. Importance of Practical Education and Useful Knowledge: being a Selection from the Orations and Discourses of EDWARD EVERETT, President of Harvard University. 12mo, Cloth, $1 50.

Transcriber's Notes:

Passages in italics are indicated by _underscore_.

Additional spacing after block quotes is intentional to indicate both the end of a quotation and the beginning of a new paragraph as presented in the original text.

End of Project Gutenberg's The Philosophy of Teaching, by Nathaniel Sands