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+*** START OF THE PROJECT GUTENBERG EBOOK 30296 ***
+
+  _The Philosophy of Teaching._
+
+  THE TEACHER,
+  THE PUPIL, THE SCHOOL.
+
+  BY
+  NATHANIEL SANDS.
+
+
+  _NEW YORK_:
+  HARPER & BROTHERS, PUBLISHERS,
+  FRANKLIN SQUARE.
+  1869.
+
+
+
+Entered, according to Act of Congress, in the year 1869, by
+
+HARPER & BROTHERS,
+
+In the Clerk's Office of the District Court of the United States for the
+Southern District of New York.
+
+
+
+
+_THE TEACHER, THE PUPIL, THE SCHOOL._
+
+
+_TEACHER AND PUPIL._
+
+
+Of the various callings to which the division of labor has caused man
+specially to devote himself, there is none to be compared for nobility or
+usefulness with that of the true teacher. Yet neither teachers nor people
+at present realize this truth.
+
+Among the very few lessons of value which might be derived from so-called
+"classical" studies, is that of the proper estimate in which the true
+teacher should be held; for among the Greeks no calling or occupation was
+more honored. Yet with a strange perversity, albeit for centuries the
+precious time of youth has been wasted, and the minds and morals of the
+young perverted by "classical" studies, this one lesson has been
+disregarded.
+
+What duty can be more responsible, what vocation more holy, than that of
+training the young in habits of industry, truthfulness, economy, and
+sobriety; of giving to them that knowledge and skill without which their
+lives would become a burden to themselves and to society? Yet, while the
+merchant seeks to exercise the greatest caution in selecting the persons
+to whom he intrusts his merchandise, and yields respect to him who
+faithfully performs his commercial engagements; he makes but scant inquiry
+as to the character or qualifications of the MIND-BUILDER upon whose
+skill, judgment, and trustworthiness the future of his children will
+greatly depend.
+
+The position assigned by our social rules to the teacher accords, not with
+the nobility of his functions, but with the insufficient appreciation
+entertained of them by the people, and is accompanied by a corresponding
+inadequate remuneration. And what is the result? Except a few
+single-hearted, noble men and women, by whom the profession of the teacher
+is illustrated and adorned; except a few self-sacrificing heroes and
+heroines whose love of children and of mankind reconciles them to an
+humble lot and ill-requited labors, the class of school-teachers
+throughout the whole civilized world barely reaches the level of that
+mediocrity which in all other callings suffices to obtain not merely a
+comfortable maintenance in the present, but a provision against sickness
+and for old age.
+
+What aspiring father, what Cornelia among mothers, select for their
+children the profession of a teacher as a field in which the talents and
+just ambition of such children may find scope? Nor can we hope for any
+improvement until a juster appreciation of the nobility of the teacher's
+vocation, and a more generous remuneration of his labors shall generally
+prevail.
+
+It is to the desire to aid somewhat in bringing about a juster
+appreciation in the minds alike of teachers and of people of the utility
+and nobleness of the teacher's labors and vocation that these pages owe
+their origin.
+
+When we consider the nature of the Being over whose future the teacher is
+to exercise so great an influence, whose mind he is to store with
+knowledge, and whom he is to train in the practice of such conduct as
+shall lead to his happiness and well-being, we are lost in amazement at
+the extent of the knowledge and perfection of the moral attributes which
+should have been acquired by the teacher. It is his duty to make his
+pupils acquainted with that nature of which they form a part, by which
+they are surrounded, and which is "rubbing against them at every step in
+life." But he can not teach that of which he himself is ignorant. Every
+science then may in turn become necessary or desirable to be employed as
+an instructive agent, every art may be made accessory to illustrate some
+item of knowledge or to elucidate some moral teaching.
+
+Man is his subject, and with the nature of that subject and of his
+surroundings he must be acquainted, that the object to be attained and the
+means for its attainment may be known to him.
+
+What is man? What are his powers, what is his destiny, and for what
+purpose and for what object was he created? Let us enter the laboratory of
+the chemist and commence our labors. Let us take down the crucible and
+begin the analysis, and endeavor to solve this important problem. In
+studying the great Cosmos we perceive each being seeking its happiness
+according to the instincts implanted in him by the Creator, and only in
+man we see his happiness made dependent on the extent to which he
+contributes to the happiness of others. What, so far as we can see, would
+this earth be without any inhabitants? What great purpose in the economy
+of nature could it serve? A palace without a king, a house without an
+occupant, a lonely and tenantless world, while we now see it framed in all
+its beauty for the enjoyment of happiness.
+
+The Being upon whom the art and science of the teacher is to be exercised
+is one to whom food, clothing, fuel, and shelter are needful; possessed of
+organs of digestion, whose functions should be made familiar to their
+possessor; of breathing organs, to whose healthful exercise pure air is
+essential; a being full of life and animation, locomotive--desirous of
+moving from place to place; an emotional being, susceptible to emotions of
+joy and sorrow, love and hate, hope and fear, reverence and contempt, and
+whose emotions should be so directed that their exercise should be
+productive of happiness to others. He is also an intellectual being,
+provided with senses by which to receive impressions and acquire a
+knowledge of external things; with organs of comparison and of reason, by
+which to render available for future use the impressions received through
+the senses in the past. Lastly: he is also a social being, to whom
+perpetual solitude would be intolerable; sympathizing in the pains and
+pleasures of others, needing their protection, sympathy and co-operation
+for his own comfort, and desirous of conferring protection upon and of
+co-operating with them. But, further, he is a being who desires to be
+loved and esteemed, and finds the greatest charm of existence in the love
+and esteem he receives; to be loved and esteemed and cared for, he must
+love, esteem and care for others, and be generally amiable and useful.
+
+Such is the Being, susceptible of pain and pleasure, of sorrow and joy,
+whom the MIND-BUILDER is to train up so that, as far as possible, the
+former may be averted and the latter secured.
+
+The teacher, then, must train him in habits of industry and skill, that
+work may be pleasant and easy to him, and held in honorable esteem; for
+without work, skillfully performed, neither food, clothing, fuel nor
+shelter can be obtained in sufficient quantity to avoid poverty and
+suffering. Knowledge also must be acquired by the laborer, in order that
+the work which is to be skillfully performed may be performed with that
+attention to the conditions of mechanical, chemical, electrical, and vital
+agencies necessary to render labor productive. A knowledge of the
+conditions of mechanics, of chemistry, of electricity, and of vital
+phenomena should be imparted by the teacher; and to impart this knowledge,
+he must first possess it.
+
+How sublime, then, are the qualifications, natural and acquired, which the
+true teacher should possess! How deep should be our reverence for him who,
+by his skill and knowledge, is capable, and by his moral qualities
+willing, to perform duties so onerous and so difficult. What station in
+life can be regarded as more exalted; whose utility can be compared with
+that of him who proves himself faithful to the duties he assumes, when he
+takes upon himself the office of a teacher of youth?
+
+The question which is ever present to the mind of the true teacher is:
+What can I do to insure the happiness of these beings confided to my
+charge, whose minds it is given to me to fashion, not according to my
+will, but according as my skill and judgment shall, more or less, enable
+me to adapt my teachings to their natures? What shall I seek to engrave
+upon the clear tablets of their young and tender minds, in order that
+their future lot may be a joyous one? Let me illustrate (he will say) my
+profession. I will raise it high as the most honored among men, and for my
+monument I will say: "Look around; see the good works of those whom I have
+taught and trained; they are my memorials!"
+
+Such may, such will become the hope and aspiration common to teachers in
+that good day to come, when their labors shall be honored as they deserve;
+when parents, in all the different ranks into which society falls, shall
+vie with each other in the respect and honor tendered to the teacher,
+whose true place in society is at least not beneath that of the Judge.
+
+The teachers to be developed by such a state of society will, as their
+first step, seek to obtain a clear and comprehensive view of the work they
+propose to accomplish, and will then seek to adopt the most judicious
+means to reach the end proposed. They will adapt their methods of teaching
+to the nature of the object to be taught and to the order in which the
+faculties of the human mind naturally unfold themselves, for true
+education is the natural unfolding of the intellectual germ. In order to
+obtain the knowledge necessary of the object to be taught, the true
+teacher turns to nature as his guide, for the voice of nature is the voice
+of God, and in reading her statutes we read that grand volume in which He
+has left an impress of Himself. The science of nature is nothing more
+than the ability to read and interpret correctly the lessons taught. There
+was a period when mankind knew very little of the planet upon which they
+lived and moved and had their being; _there was_ a time when they knew
+almost nothing; and there _will_ come a time when they will know almost
+every thing that can be known by finite man. The earth is our _mother_,
+and _nature_ is our teacher, and if we listen to her voice, she will lead
+us higher and higher until we will stand the master and the king in the
+glorified temple of wisdom. To reach results so grand and a position so
+exalted, our natures must unfold in exact harmony with all the laws and
+forces which surround and control us from the time our existence commences
+until its close.
+
+From the period of conception until birth the child draws to itself all
+the essential elements required for the organization of a human being; the
+capabilities and powers of the parent are taxed and called upon to
+contribute their material to enable nature to reproduce itself.
+
+The child is born, and then, in a higher and more enlarged and more
+independent state of existence, commences drawing to itself the materials
+and substances necessary for its growth and unfolding. It draws in its
+mother's milk, it draws in the air, and it builds up in itself the unseen
+forces of life. Nature, true to her mission, goes on unfolding the child,
+and teaches it daily and hourly the lessons best adapted to its condition.
+In a few days after it is born, its powers of observation begin to show
+signs of life and action, and it can distinguish light from darkness; in
+a few weeks its mother and nurse are known--in a few months quickened
+intelligence displays itself in all its actions; in about twelve months it
+has learned the most difficult art of balancing itself so as to walk, and
+also to speak a few words; at from two to two and a half years of age,
+only thirty months from birth, it has learned a language which it speaks,
+and has become familiar with a vast number of things surrounding it. From
+a state of entire ignorance it has in thirty months learned what would
+fill volumes. Horses, cows, pigs, dogs, toys, whips, birds, people, trees,
+houses, fruit, food, clothes, music, sounds, parents, friends, and a
+thousand other things are all familiar to it. Without professional
+teachers, almost without effort, all this valuable and indispensable
+knowledge has been acquired, through the unconscious adoption on the part
+of the mother of the true system of education--_e duco_--I lead forth, and
+hence nurse, cherish, build up, develop.
+
+The child feels or reaches out, like the tendril, to the material world,
+seeking to make itself acquainted with that world; even the young infant
+soon begins to observe closely, soon knows its mother from all other
+persons, clings to her, loves her above all; soon it recognizes light from
+darkness, sweet from bitter; soon, when it sees a dog it will recognize it
+and jump with delight almost out of its mother's arms; it will show an
+eager delight to watch the motions of the horse, and imitates the sounds
+employed by adults when driving. He spreads forth the tentacles of his
+feeble mind for knowledge, and his mind "grows by what it feeds upon," and
+it is for those intrusted with the infant's training to respond
+intelligently to the child's desire, to place within its reach the mental
+food adapted to its digestion, to nourish and develop it so that its
+mental hunger shall be at once gratified and excited anew.
+
+It is here, and to this end, that the able teacher steps in, to perfect
+the development of the future man and woman. He educates, by assisting the
+natural unfolding of the intellectual germ, he places within reach of the
+child-mind the food needed to its growth, and the child-mind reaches out
+its tentacles and absorbs the nourishment offered to it. Thus the mind
+grows from _within outward_, and the teacher aids its development, as the
+careful husbandman by tilling and enriching the soil according to the
+nature of the plant he cultivates, produces a healthy and fruitful plant.
+
+The true teacher does not seek to teach by simply putting books into the
+child's hand, and bidding it to learn; he addresses himself to those
+faculties and powers of the child's mind, which bring it in relation with
+the world in which it lives. Sight, hearing, touch, smell, taste, and
+thence observation, judgment, perception, reason, memory, hope,
+imagination, and the love of the beautiful are appealed to, developed and
+strengthened by natural exercise, even as the organs and limbs of the body
+are developed and strengthened by gymnastic and other appropriate
+exercises.
+
+Education, mental and physical, is but the ABSORPTION of surrounding
+elements into the mind and body--an arrangement an 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.
+
+It is thus apparent that a great change in the system and principles now
+adopted in teaching is required, and if we change the principles we must,
+of course, change the instruments. These are now adapted to the method of
+teaching from WITHOUT inward. If we are to invert the system, and teach
+from within outward, then must our means and appliances be adapted to this
+change. The task, the forcing process, the stuffing and cramming must all
+give way to the natural mental growth, fostered, cherished, unfolded by
+culture, in accord with nature and with law. The inquiry then arises: What
+are to be the new means and appliances for mental culture? We have but to
+turn again to Nature as our teacher and our guide; her instincts are
+unerring. The seed germinates and pushes forth its root from within
+outward. The expansion or growth takes place by means of the elements
+which it attracts to itself, when these are placed within its reach, and
+towards which it stretches forth its organs. These elements it assimilates
+into and makes a part of itself. This process of Nature, so familiar to
+most of us, serves to illustrate exactly what should take place in
+intellectual growth. The mind hungers and feels out for and is impelled by
+a natural internal impulse to gather to itself the elements of knowledge;
+the wise teacher steps forward and becomes to the germinating intellect
+what the sun and dew and rain are to the plant. The mind must be fed in
+conformity with its longings, its wants, its desires. "Blessed are they
+that hunger and thirst after righteousness." The teacher develops this
+hunger and thirst by stimulating inquiry, and by presenting to the mind
+the use and beauty of knowledge; and when the mind gives signs that its
+hunger is temporarily appeased, that time is now required for mental
+digestion and assimilation, the wise teacher rests, and would no more
+attempt to stuff and cram the mind than the wise mother would seek to
+force food into her child's stomach.
+
+Intellectual growth of some kind, not less than bodily growth, whether
+good or evil, is constantly taking place. It should be the teacher's care
+to render that growth a healthy one, calculated to insure the happiness of
+the subject, and, in securing his own happiness, to contribute to the
+happiness of others.
+
+The body being visible to the physical eye, its growth is also visible,
+and we do not think of feeling impatient at the long months and years
+required for it to attain its full proportions; nor do we seek by any
+forcing process to produce a man at 10 instead of at 20 or 30 years of
+age.
+
+Were the mind and its growth also visible to the eye, we would be equally
+careful in our treatment of it. Man's first impulse in an uncivilized
+state has generally been a resort to force for the accomplishment of his
+objects; and as he took his first step forward the habits of his barbaric
+life remained with him. Hence, the first steps in teaching were by
+force--the lash, the rod, the school penal code; but even as when hungry,
+wholesome and well-dressed food rejoices us, so will the mind gladly
+accept the mental food carefully prepared for it by the true teacher.
+
+We live in a world adapted by its Creator to our happiness and highest
+well-being. It is not only possible, but easy, to win from Nature all that
+is necessary or desirable, for our sustenance and comfort. It is the true
+teacher's duty to fit the child thus to win its happiness; and such a
+teacher has ever present to his mind the question: How am I to perform
+this duty? What sort of teaching and training am I to give to the subjects
+of my care? Let us endeavor to find some direction to guide us to Nature's
+answer to this question.
+
+
+
+
+_TEACHING AND TRAINING_
+
+
+Whether we regard private schools or public schools, boarding or day
+schools, we find that much which goes on at them affords an important
+lesson, not as to what to follow, but what to avoid.
+
+Is there any thing worthy of the name, of confiding intercourse between
+teacher and pupil known upon this continent, or to extend our inquiry, we
+may say, known anywhere? Here and there exceptional instances will be
+found, as we have before said, both in this country and in Europe, of men
+and women devoted to their noble profession, between whom and their pupils
+there has grown up the strongest bond of parental and fraternal affection.
+To these teachers the pupils run in every difficulty for its solution, in
+every danger for protection; but with these exceptions the teacher is
+looked upon as a task-master, sometimes even as a spy; the tasks set to be
+shirked as much as possible, the observation of the teacher to be eluded
+and deceived.
+
+Lesson-time over, the children resort to their tame animals, to their
+weaving-machines, their wind-mills and dams; to their gardens, kites and
+ships; to swimming, rowing, foot-ball, marbles, leap-frog, base-ball and
+cricket. In the practice of these games, skill, dexterity and knowledge
+are acquired of which the pupils appreciate the utility, and enjoy not
+only for present, but for anticipated future use.
+
+Natural History, to be taught in school and made a reality, by following
+the guide given us by nature in the amusements to which children resort of
+their own accord, should be a prominent subject of instruction and
+training in the school. Cultivating the faculties of observation and of
+analysis, it should be among the earliest subjects of instruction, and, at
+the same time, of amusement.
+
+But they ought not to be taught from books; nature and the teacher are the
+only books to be employed until considerable progress has been made by the
+pupils. It is so easy to procure the things themselves for the study of
+botany; an abundant supply of wild flowers can be so readily obtained,
+sufficient to enable each child to be supplied with specimens for
+examination and dissection. The interest of the children in their study
+can be so easily awakened and sustained by the judicious teacher, the
+difficulties of the supposed hard words of scientific names disappear so
+readily, that the real difficulty is to understand how so obvious a
+subject of instruction is either wholly banished from the schools, or
+sought to be taught only from books, without any reference to living
+nature.
+
+The variety and multiplicity of insect life affords ample opportunity for
+the study of that branch of natural history--and entomology would be found
+not less beautiful and interesting than botany; the delightful excursions
+in which teachers and pupils would join for the gathering of objects of
+natural history would at the same time serve to strengthen the bond of
+affection which should exist between them. The nature of his own body and
+the functions of his various organs will soon interest the pupil, and
+along with instruction therein he would learn the qualities of the
+different kinds of animal and vegetable substances in use for food, their
+relative value and importance in building up his body; he would learn to
+compare the food now in use with that which was employed by our ancestors,
+and what has given rise to the adoption of the new and abandonment of the
+old; the methods of cookery best adapted to each kind of food, and what
+kinds of food are suitable for particular ages and states of health; what
+material, vegetable or animal, is most suitable for clothing, separately
+or in combination. He would learn to compare our present style of clothing
+with that adopted in past ages; he would learn the history of the changes
+which have been adopted, and while feeling desirous of retaining such as
+have been wisely adopted, might learn from past experience to desire to
+return to some good habits as to clothing which have been abandoned.
+
+The tight-fitting garments in which we unhealthily clothe our bodies, a
+fashion for which we are indebted to the use of armor in times when the
+chief occupation of man was mutual slaughter, and the great object of
+desire to secure protection against hostile weapons, might some time come
+to be discarded for the more healthful practices of the ancient Asiatics
+and Romans, if a general knowledge of the unhealthfulness of our present
+practices should come to prevail.
+
+The necessity and meaning of light and cleanliness, the indifference of
+the human body to all natural changes of temperature, when strengthened
+and maintained in health by wholesome food and efficient bathing, might
+lead to the taking of effective measures to restore the old Roman bath to
+general use.
+
+As regards shelter, why a building on the ground is generally to be
+preferred to a cave or shelter in the ground--what materials are best
+adapted for roofs, what for walls, floors, windows, why we use stone or
+brick in one part of the country and wood in another; what sizes, shapes,
+means of warmth and ventilation, for privacy and social enjoyment, should
+be adopted, and as regards furniture and utensils, what are most suitable
+for the several parts of a dwelling; what should guide our selection of
+material, fabrics, shape, size and pattern; how to establish a
+communication from one part of a building to another; how water and light
+are to be had most readily. All these things should form the subject of
+school study and inquiry.
+
+The means of locomotion, how streets, roads and paths should be laid out
+and maintained; the construction and use of carriages, cars, wagons,
+tramways, railroads, ships, steamers, propelling power; where bridges
+should be built, and how; viaducts and embankments to cross valleys,
+cuttings and tunnels to penetrate hills and mountains; these, too, simply
+at first, and afterwards in more elaborate detail, should form subjects of
+school instruction, the rules determining the selection of each and the
+methods of their construction not being preached in lectures, _ex
+Cathedra_, but evolved by a patient questioning of nature, by experiment
+and the Socratic method of inquiry. Exercise of the limbs under the
+direction of a skilled instructor, so that all the muscles of the body may
+be duly trained, and a healthy body built up to support a healthy mind.
+The kinds of recreation to be selected, whether bull-baiting,
+cock-fighting, rat-catching or prize-fighting, should be preferred to
+games of skill and strength, to the drama, literature, works of art,
+public walks, gardens, and museums; the comparative influence of all these
+upon the health, strength, courage, activity, humanity, refinement and
+happiness of society; how people may be led to prefer such as tend to
+general well-being to those which have a tendency to brutalize and debase.
+All these also should be dwelt upon in the school.
+
+How stores of food, of clothing, of fuel and of the materials for building
+may be collected and preserved; how present labor may be made to supply
+future wants, and the thought of future enjoyment be made to sweeten the
+present toil. How the means of instruction and of amusement may be
+secured. How all engaged in supplying one need of society co-operate with
+all who are engaged in supplying its other needs. What form of government
+is best, and how it may be best administered. How upright judges may be
+secured, justice administered, and society protected against internal and
+external foes. These and all the other subjects enumerated would, if
+handled by a true teacher, be found most attractive to children.
+
+The names given to the subjects at which we have glanced are: Natural
+History, the Mathematical and Physical Sciences in all their branches,
+Vegetable and Animal Physiology, the Political and Social Sciences; which
+should be presented in the order in which the attention and desire to
+learn could be aroused.
+
+It will hardly fail to strike the mind of the reader that nothing has yet
+been said about giving instruction in the use of those tools for acquiring
+knowledge, reading, writing, ciphering and drawing. The true teacher will
+understand the omission. The commencement of the instruction in reading,
+writing, ciphering, drawing, and in spelling, would take place as part of
+the object lesson which should be adopted as the first step to knowledge,
+and should be retained in the most advanced classes as the most perfect
+method of applying the knowledge which has been acquired. It would soon be
+understood by the pupils that the power of reading, of writing, of
+designing and of calculating is essential to the acquirement of knowledge,
+and to any thing like extent and variety of information on subjects
+relating to individual and social well-being. The desire of acquiring this
+knowledge would quicken the faculties of the children, augment their
+industry, and lighten the labors of the teacher to an indefinable extent.
+The teacher who should fail to impart a moderate degree of skill in these
+arts to most, and of excellence to many, at the same time that adequate
+progress was made in the study of the sciences we have named, should be
+deemed unfit for his profession, and not be allowed to relieve himself
+from disgrace by magnifying the difficulties of his task or by complaints
+of the idleness or want of capacity of his pupils. As children will take
+interest in what they learn in proportion to their understanding of its
+bearing upon their own happiness, and upon their actual life and
+surroundings, the knowledge of themselves as beings acted upon by
+surrounding objects and by their own kind, should be carefully imparted to
+them simultaneously with the knowledge of the qualities of the surrounding
+objects destined to act upon them.
+
+Children thus worked upon by skilled and earnest instructors; led to find
+out and observe the properties of that Nature of which they form a part;
+their minds nourished by the enjoyment which follows the mastering of
+every difficulty, and the addition of every fresh item of knowledge to
+their previous store; trained also in habits of healthfulness and of
+amiability; will not only cheerfully give themselves to study, but will
+also seek to dignify by their conduct and to improve by practice the
+knowledge they progressively acquire, soon understanding, among other
+things, why they are sent to school and the importance of that education,
+part of which they are to acquire at school.
+
+As the object of the school-teaching should be to prepare the pupils for
+actual life, they should be made familiar with the idea that all their
+means of subsistence and enjoyment can only be obtained by labor; not only
+should their attention be called to the fact, but they should be made
+sensible how much skill, knowledge and labor and economy were needed for
+the creation of existing stores, and are needed for their maintenance in
+undiminished quantity; nor can this be done in any way more fitly or
+completely than by performing under their eyes, and causing them to take
+part in, the actual business of production. The well-ordered school is an
+industrial school, in which every industrial occupation, manufacturing or
+agricultural, for the carrying on of which convenience can be made, should
+be successively practised by the children, under the direction of skilled
+workers.
+
+The farm, the factory, the shop, the counting-house and the kitchen,
+should each have its type in the school, and present to the minds of the
+children a picture of real life; while their practice would impart a skill
+and adaptability to the pupils which would insure their preparedness for
+all the vicissitudes of the most eventful life.
+
+Can any reason be suggested for adopting a different system of instruction
+for girls than that which shall be determined on as best fitted for boys?
+We confess to our inability to perceive any--both are organisms of the
+same all-pervading nature--to both the most intimate knowledge of that
+which skill and perseverance secure, seems to be desirable for their
+happiness, and that of all mankind. Of the two, perhaps, the greatest
+knowledge is needed for the woman, FOR HERS IS THE MORE IMPORTANT AND MORE
+PERFECTED ORGANISM; to her is committed the performance of the chief
+functions of the highest act of organized beings, viz., reproduction;
+therefore, upon her knowledge and conduct, far more than upon that of the
+man, depends the future of the beings in whom she is to live again.
+
+Another great object with the true teacher, will be so to train the
+judgment of his pupils as to avoid that forming of unconsidered opinion
+which is the parent of prejudice and a chief obstacle to progress. Trained
+to investigate the foundations of every fact in nature and in science, to
+weigh the evidences on which they are asked to receive assertions, whether
+of a physical, moral or social nature, they will ever have a reason for
+the faith that is in them; and will know how to SUSPEND JUDGMENT when the
+means of knowledge are insufficient.
+
+Such pupils will not be apt to form opinions either in physical science,
+politics, or industrial life, without having first thoroughly examined the
+bases of the opinions they form and express, while the prejudices imbibed
+from nurses or parents, will be subjected to vigorous investigation, and
+either received as sound doctrine, or discarded as ill-founded and
+superstitious. Of how many prejudices are we not the victims, without
+being ourselves in the least conscious of the fact! Our political
+opinions, our social customs, are taken up like the fashion of a coat,
+without reason or reflection; and habit and association, but too often
+hold us captive long after reason has pronounced her condemnation; our
+minds have been warped from truth, and we fail to perceive our own
+deficiency, to recognize the mental dishonesty with which we are
+afflicted. All this will be averted in the case of those who in their
+youth are trained to a rigorous investigation of every fact presented to
+their minds, until the habit of truth, not merely of speaking and telling
+the truth, but that mental truthfulness which shrinks from accepting a
+falsehood for truth, and acknowledges ignorance rather than utter what is
+not assured--will become as much a part of the pupil's nature as is his
+desire for food. In short, he would be so trained as to feel as great a
+repugnance to plunge his mind into moral, as his body into material filth.
+
+Again, while ever merciful and pitying to the criminal, he would be
+intolerant of falsehood wherever it might be found; and he would deem
+himself derelict in his duty, as a man and as a citizen, did he leave
+corruption to rot and fester in the Commonwealth, because he and others
+like him would not take the trouble to raise their voices against
+wrongdoers!
+
+What a different aspect would not this great city of New York offer to our
+inspection to what it now presents, had a generation been trained in the
+knowledge, and practised in the observance of their duties as citizens!
+
+Did those merchants and traders, who, in their private dealings would
+scorn a lie, but recognize the duty they owe as citizens and as men of
+truth, they would, by uniting, soon sweep away the serious discredit to
+our country and to Republican Institutions, the festering corruption of
+this city and of the State; yet it is to their supine, nay wicked
+tolerance of the evil that we owe the specimens of judicial corruption by
+which we are robbed and dishonored. Can it be said that any system of
+education can be sound, which shall fail to demonstrate, at least to the
+older pupils, their duties as citizens, to take an active, intelligent and
+upright interest in public affairs; that shall fail to instruct them in
+the principles by which their judgments should be guided, and lead them to
+discard every action in public affairs, which they would not approve in
+private life?
+
+We must cease to live in books, in past mystifications, in useless
+theories, in foolish and unprofitable discussions, in ancient ideas and
+customs, and grasp the living present with all the richness, fullness and
+beauty of its life. The chemistry of nature, the work of her great
+laboratory, should be the study of youth as of age, instead of dead
+languages and the vain and foolish mythology of Greeks and Romans
+wherewith at present we poison the minds of the young.
+
+"Can we take burning coals into our bosom and not be burned?" Can we
+suffer the impressionable minds of youth to be impregnated with the filth
+of the heathen poets in their imaginings of gods as disgusting as
+themselves, without staining the pure tablet of the mind with spots and
+grossness, while the children acquire a distaste for that glorious nature
+whose volume should be their constant study?
+
+We have to deal with the great present, with life, not with death--to
+promote health, physical and moral, not to propagate infectious sickness.
+The present, wisely improved, leads to a happy future, and is the only
+road to that goal. We can not jump the present and its duties and reach
+the future so as to enjoy it, neither can the dead past lighten the labors
+of the living present. There is a past which still lives and vivifies the
+present, but the quaint and filthy imagery in which the ancient priests
+disguised from the profane--from all but the initiated--the mysteries of
+their lore, can be of small account to a people whose great duty is the
+dissemination of light and truth.
+
+Every thing that has any relation to man's comfort and well-being, or to
+his happiness as a social being, that it is, and not the dead past that we
+should learn, and of the things that affect us most nearly we should learn
+first. What did the ancients know of steam, of electricity, of the
+material elements of nature, of her forces? And little as we know, how
+much of that little could be learned from a lifelong study of ancient
+lore? If there be aught of value in the laws of ancient Rome which has not
+been translated into our native tongue, let it be translated; but let not
+our youth waste precious years in learning to play upon an instrument
+(Greek or Latin) which when learned can give forth no sound. But if we
+turn to Nature and to her grand volume, we there find all the knowledge
+man can acquire. From her study, too, we can learn a lesson, not perhaps
+among the least important, as to the limits fixed by nature to human
+knowledge. To know of a surety what those things are which never can be
+known to mortal man, is a knowledge, the want of which has driven many to
+puerile and superstitious practices, and many more to madness and despair.
+
+From the great book of Nature, God's book, is to be learned the principle
+of justice, of love, of wisdom, of truth; and as the germ of justice is
+developed in the mind, the mind is brought in contact with the Great
+Fountain, absorbs a portion of its light, enlarges, develops, becomes
+stronger, assimilates to itself the essence of the great Godhead, and
+renders man godlike.
+
+So with each of the other faculties of man; each draws its nourishment
+from its special FOUNTAIN. Wisdom, love, justice, and truth should
+preside; and if judgment, sympathy and conscientiousness be judiciously
+trained and developed, they will help to develop harmoniously all the
+other faculties. But to this end they, and each and all of man's
+faculties, must be brought into a wholesome, natural contact, each with
+its proper food; and by natural we mean not that contact which might
+peradventure happen if left uncared for, but such as the nature of the
+faculty demands for its development in due harmony, to produce the
+greatest amount of happiness to its possessor. To supply this food, to
+bring to each faculty its proper aliment, is the business of the true
+teacher. If we desire a child to be truthful, we must bring it in contact
+with truth, and bring it to love truth by causing its practice to inure to
+the child's enjoyment. If we wish it to be wise, we must bring its mind in
+contact with wisdom, exercise its analytical powers, and train its
+judgment; let it see sound judgment producing happiness; let it see how
+beautiful and desirable is the possession of wisdom, and the child will
+soon learn to seek it for its own sake.
+
+To chastise a child for speaking that which is untrue may fill it with
+fear, but does not make it love truth. The love of truth and of wisdom
+must be cultivated as we cultivate the love of music. "Seek me early, and
+ye shall find me." "Knock, and it shall be opened unto you." That which
+the mind seeks it will find. The natural relationships are established,
+and it is only for us to work in harmony with, and not obstruct or
+interfere with them. It is the "true relationship of things" we need to
+learn. There is nothing in us that is not in nature. All the forces
+developed in man are but developments of nature; and all the forces
+required for his nourishment and strength exist in the bosom of Nature.
+Matter, light, heat, electricity are not produced by him. In nature they
+exist; remove any one of them and he perishes. To Nature then must we ever
+turn as the reservoir of nourishment and as the teacher, by the study of
+whose volume we learn all of wisdom that can be known of mortal man, or
+that can tend to his well-being; and her true relationships must be the
+constant object of our search. Before the knowledge of her true
+relationships disappear superstition and fear and mystery. The lightning's
+flash, the thunder's roar, the falling meteor and the sun's eclipse cease
+to terrify and alarm. Witches, hobgoblins and demons come no longer to
+trouble us; the most unusual phenomena awaken only philosophical research
+and curiosity. And what is true of the full-grown man is not less true of
+the child.
+
+That school wherein children above the age of infancy fail to assist the
+teacher in his instruction, is an ill-ordered school. It is not the
+subject, but the teacher who is uninteresting; he scolds, worries and
+punishes his pupils, when he himself is the fitter subject for the lash.
+He awakens the sense of fear which should lie dormant, while the other
+faculties of his pupils slumber in spiritless inactivity.
+
+As the object of education is to prepare children to enter successfully
+and happily into life, and wisely to discharge all the duties devolving
+upon them as they unfold into men and women, and occupy the sphere
+assigned to them, the simple rule for the course of instruction seems to
+be, that they should learn those things in the order in which they can be
+received by the child's mind, which most vitally affect their well-being
+and happiness.
+
+As only a healthy, well-developed body can afford a home to a healthy,
+well-developed mind, physical culture claims early and constant attention,
+and should receive that careful regard to which the truth contained in
+the well-known aphorism: "We are fearfully and wonderfully made," entitles
+it. The teachings of the sciences of Pathology and of sanitary science
+should be judiciously and carefully elucidated, practically and
+theoretically; presented step by step to the mind of the child; and the
+child's body and mind should be carefully trained, so as to develop all
+its physical and mental powers in harmony. Gymnasiums for the body,
+conducted by men who have made themselves masters of anatomy and
+physiology, should be an essential feature in every school, so that
+ignorance and the desire to excel may not lead to putting a strain upon
+the system calculated materially to injure organs which need careful and
+judicious development. Plays, games, dancing, marching and the gymnasium
+all require the careful supervision of a teacher well versed in a
+practical knowledge of the human system, and thoroughly appreciative of
+the great truth, "We are fearfully and wonderfully made." But the
+foundation for the school as for the life career must be laid at home, and
+much as the teacher can do, he can never supply deficiencies resulting
+from the want of a well-ordered home or of a healthy home training. Never,
+save under necessity, should the parent yield up his sacred duty to
+another, at least during the tender years of childhood.
+
+The education of the heart and of the affections, is as essential as the
+school education, and these can never be so well cultivated as under the
+influence of home. All must be developed in order to maintain the true
+equilibrium. The boarding-school is not the place for children to attain a
+sound moral development, and the sooner parents generally understand this
+truth, the better for their children, for themselves and for society. As
+well uproot the flower, or shrub or tree, and expect it to flourish, as to
+cut the child off from the influence of home, and the care of a loving
+mother, father, brother and sister, and hope that the sympathetic
+faculties of its mind can attain their just development.
+
+Physical culture, heretofore neglected among us--the body being left to
+grow up as it may happen or chance--will form a prominent feature of
+training in every well-ordered school. All the muscles of the body will be
+in turn exercised, developed. The ancient Greeks afforded us here also a
+wise example, which we have signally failed to imitate.
+
+Let us secure for our children all the advantages we can from an
+enlightened and natural system of education, and do all we can to perfect
+both mind and body. How often is the cry repeated, "Mamma, tell me a
+story," and mamma, tired and weary, says she is too busy, or, for the want
+of a better, tells over again for the hundredth time, "Little Red Riding
+Hood," or some other equally foolish or more injurious tale, such as
+Bluebeard or Cinderella. Anecdotes of great men, suitably arranged, events
+in history and biography, carrying with them valuable and important
+morals, will afford all the amusement the child desires, without
+developing a love for the marvellous and false, which leads it away in
+infancy from the simple, truthful, and natural. If children are to be
+taught to think naturally and truthfully, we can not begin too young, and
+it is the duty of parents to remember that Valentine and Orson,
+Cinderella, Bluebeard, and such stories, are a web of false and
+exaggerated statements that will, and do produce injurious effects upon
+the child's mind. The story of Aladdin's Lamp has made many a child desire
+to enjoy wealth without labor, and has exerted a most pernicious, though
+unsuspected, influence upon his future. Children, not less than men, seek
+an easy road to the objects of their desires; and while works of
+imagination are to be by no means discarded in mental training, such
+should not be selected as give false notions of the busy and industrial
+life into which the child is to be introduced. Even in the choice and use
+of the finest works of fiction, the greatest caution is necessary. The
+little one can hardly distinguish between a fable that amuses it, and a
+lie told to shield it from punishment. If it hear nothing but truth, it
+will know nothing but truth; and a truthful mind is a glorious thing to
+behold in children as in men. "An idle brain is the devil's workshop;"
+therefore let there be no idle brains, but let all work usefully and
+pleasantly. Usefully we say, for even amusement is useful. We live in a
+world of use, in a world of beauty, a world that can be greatly improved,
+and human happiness largely increased, according as we avail ourselves of
+the knowledge already acquired for the right teaching and training of the
+young, so that they may grow up and develop into happy, self-supporting
+men and women, diffusing happiness to all around, themselves happy in
+proportion to the happiness they cause.
+
+
+
+
+_THE SCHOOL._
+
+
+Upon the organization and arrangement of the school largely depends the
+success of the educator. Two things must be borne constantly in mind.
+First, to create truthful and intellectual atmosphere, where wisdom,
+honor, and knowledge can be inhaled as with the breath, and second, to
+make the school cheerful and attractive in every way possible. We must get
+rid of the idea now generally prevailing among children, that the school
+is to be resorted to with regret and escaped from with pleasure.
+
+So soon as the child will look at and become interested in pictures and
+toys, and will listen to tales and little stories, it can profitably be
+introduced in the school, the first department of which should be the
+Infant-school, or, as the Germans so aptly term it, the children's garden,
+or Kinder Garten.
+
+Here plaiting, modelling, and building, with simple object lessons for the
+older infants, develop their powers of observation, and give employment
+and impart skill to little fingers which might else be engaged in
+destroying furniture or clothes, or in pilfering from the sugar-bowl.
+Practical familiarity with the properties of lines, angles, circles,
+spheres, cylinders, cubes, cones, and the conic sections will be acquired,
+which will give a life and reality to the geometrical studies which will
+occupy them in their school career. Dancing and singing will relieve the
+tedium of sitting, shake off the surplus energy, give rest to the body,
+and power, time, and tune to the voice. Models of houses, stores,
+workshops, kitchens, farms, and factories, which later on they will assist
+in making, will be a source alike of amusement and instruction.
+
+In the children's garden no teacher should have charge of more than about
+twelve children, who should regard her as their mother-teacher, while she
+should seek to win the love and confidence of the little ones as the
+beginning of her work.
+
+Each class of twelve should have their own special room, while for general
+purposes, such as music, drilling, gymnastic exercises, games, tableaux,
+and exhibitions of the magic lantern, the oxyhydrogen microscope, the
+stereopticon, and the like, they should assemble in a large hall. The
+details of arrangements will readily suggest themselves. The main feature
+is to have all things natural, free, pleasant, cheerful, bright, refined,
+and unrestrained by external forms or rigid rules, at the same time that
+order is secured by an easy discipline.
+
+So deeply are we impressed with the importance and utility of the kinder
+garten, and with the high qualities required by the teacher of the very
+young, that we are more and more disposed to believe that the true order
+in rank and promotion among teachers should be, to speak in paradox,
+downwards; that is to say, the younger the children to be taught, the
+higher the rank and remuneration of the teacher; for not only is an
+extensive range of knowledge necessary to enable the teacher truthfully
+to answer the innumerable questions of inquisitive infancy, and to avoid
+giving false notions, to be afterwards with greater or less difficulty
+removed--always with a shock to the moral sentiment when the child
+discovers it has been deceived--but also a knowledge of the infant mind, a
+perception of the thoughts and fancies which chase one another through the
+infant brain, a knowledge and perceptive power which only a watchful and
+loving experience can acquire. An industry and a patience far beyond any
+needed by the teacher of more advanced pupils are also required by the
+highly-cultivated men and women, to whom alone the training of infant
+minds should be intrusted. Advanced pupils go more than half-way to meet
+their teacher--the infant can render no assistance to his, all has to be
+borne, suffered and done for him--his future habits depend mainly on those
+given to him in his earliest years. Yet the care of him in these important
+days is generally confided to ignorant nurses and to the less-skilled
+class of teachers.
+
+In building the school, a pleasing style of architecture should be
+adopted, and the walls of the main hall should be hung with diagrams of
+all kinds, illustrative of natural history in its largest sense, of the
+sciences and of the mechanical arts, and with portraits or busts of
+distinguished men. The walls of the class-rooms should be decorated with
+diagrams and maps and figures referring to the special branches taught
+therein.
+
+A large and commodious laboratory should be fitted up in the building, to
+enable every pupil to acquire experimentally that knowledge of chemical
+forces and action which books alone can never impart. A convenient
+observatory should afford facility for astronomical study and observation.
+
+On the top floors or around the building should be arranged workshops,
+where the use of tools and machinery could be taught. The classes should
+assemble in the large hall, in the morning, where they might join in
+singing or light gymnastic exercises, or listen to some short appropriate
+address before betaking themselves to their class-rooms.
+
+The teaching in these latter should be conducted, wherever practicable,
+upon the Socratic method, and every branch of science and of art could be
+thus explained. The mother unconsciously uses this method in educating or
+drawing out the first perceptions of infancy and early youth; and the
+impressions derived from this method of acquiring knowledge are the most
+lasting, being such as become most absolutely assimilated with the pupil's
+mind. The teacher would also, at frequent intervals, conduct his class
+into the fields and woods for the study of botany, entomology, and
+geology, where Nature would supply in abundance the materials, and the
+teacher would be the only book. Instruction in the various trades which
+could be conveniently practised should receive attention, the taste of the
+pupils being made a guide to selection.
+
+Some portion of the teaching which goes on in school should be performed
+by the pupils, under the supervision of the teacher. No adult can so
+thoroughly enter into a child's mind as can another child; nor is this the
+only reason.
+
+That is not fully known which can not be thoroughly used and applied, and
+knowledge can not be applied which its possessor can not himself impart.
+A perfect illustration of this truth is furnished us in the training of
+the soldier.
+
+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_.
+
+
+
+
+WORKS ON EDUCATION
+
+PUBLISHED BY
+
+HARPER & BROTHERS, NEW YORK.
+
+
+HARPER & BROTHERS _will send any of the following books by mail, postage
+prepaid, to any part of the United States, on receipt of the price_.
+
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+Five Cents, or they may be obtained gratuitously on application to the
+Publishers personally_.
+
+
+RANDALL'S POPULAR EDUCATION. First Principles of Popular Education and
+Public Instruction. By S. S. RANDALL, Superintendent of Public Schools of
+the City of New York. 12mo, Cloth, $1 50.
+
+SANDS'S PHILOSOPHY OF TEACHING. The Teacher, the Pupil, the School. By
+NATHANIEL SANDS. 8vo, Cloth.
+
+BURTON'S OBSERVING FACULTIES. The Culture of the Observing Faculties in
+the Family and the School; or, Things about Home, and how to make them
+Instructive to the Young. By WARREN BURTON, Author of "The District School
+as it was," "Helps to Education," &c. 16mo, Cloth, 75 cents.
+
+CALKINS'S PRIMARY OBJECT LESSONS. Primary Object Lessons for a Graduated
+Course of Development. A Manual for Teachers and Parents, with Lessons for
+the Proper Training of the Faculties of the Children. By N. A. CALKINS.
+Illustrations. 12mo, Cloth, $1 50.
+
+WILLSON'S OBJECT LESSONS A Manual of Information and Suggestions for
+Object Lessons, in a Course of Elementary Instruction. Adapted to the Use
+of the School and Family Charts, and other Aids in Teaching. By MARCIUS
+WILLSON. 12mo, Cloth, $1 50.
+
+ABBOTT'S TEACHER. Moral Influences Employed in the Instruction and
+Government of the Young. By JACOB ABBOTT. With Engravings.
+12mo, Cloth, $1 75.
+
+BOESÉ'S EDUCATION IN NEW YORK CITY. Public Education in the City of New
+York: its History, Condition, and Statistics. An Official Report to the
+Board of Education. By THOMAS BOESÉ, Clerk of the Board. With
+Illustrations. 8vo, Cloth, $1 50.
+
+BEECHER'S TRAINING OF CHILDREN. The Religious Training of Children in the
+Family, the School, and the Church. By CATHARINE E. BEECHER.
+12mo, Cloth, $1 75.
+
+EDGEWORTH'S PRACTICAL EDUCATION. A Treatise on Practical Education. By
+RICHARD LOVELL EDGEWORTH and MARIA EDGEWORTH. Engravings.
+12mo, Cloth, $1 50.
+
+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
+
+*** END OF THE PROJECT GUTENBERG EBOOK 30296 ***
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+      The Project Gutenberg eBook of The Philosophy of Teaching: The Teacher, the Pupil, the School, by Nathaniel Sands.
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+<div>*** START OF THE PROJECT GUTENBERG EBOOK 30296 ***</div>
+
+<h2><i>The Philosophy of Teaching.</i></h2>
+<p>&nbsp;</p>
+<h1>THE TEACHER,</h1>
+<p>&nbsp;</p><p>&nbsp;</p>
+<h2>THE PUPIL, THE SCHOOL.</h2>
+<p>&nbsp;</p><p>&nbsp;</p>
+<h5>BY</h5>
+<h3>NATHANIEL SANDS.</h3>
+<p>&nbsp;</p><p>&nbsp;</p>
+<h4><i>NEW YORK</i>:</h4>
+<h5>HARPER &amp; BROTHERS, PUBLISHERS,<br />
+FRANKLIN SQUARE.<br />
+1869.</h5>
+
+<p>&nbsp;</p><p>&nbsp;</p><p>&nbsp;</p>
+<p class="center">Entered, according to Act of Congress, in the year 1869, by</p>
+<p class="center">HARPER &amp; BROTHERS,</p>
+
+<p class="center">In the Clerk&#8217;s Office of the District Court of the United States for the<br />
+Southern District of New York.</p>
+
+<p>&nbsp;</p><p>&nbsp;</p>
+<hr style="width: 65%;" />
+<h2><i>TEACHER AND PUPIL.</i></h2>
+<p>&nbsp;</p><p>&nbsp;</p>
+
+<p><span class='pagenum'><a name="Page_5" id="Page_5">[Pg 5]</a></span></p>
+<h2><i>THE TEACHER, THE PUPIL, THE SCHOOL.</i></h2>
+
+<p>&nbsp;</p>
+<h3><i>TEACHER AND PUPIL.</i></h3>
+
+<p class='dropcap'><span class="caps">Of</span> the various callings to which the division of labor has caused man
+specially to devote himself, there is none to be compared for nobility or
+usefulness with that of the true teacher. Yet neither teachers nor people
+at present realize this truth.</p>
+
+<p>Among the very few lessons of value which might be derived from so-called
+&#8220;classical&#8221; studies, is that of the proper estimate in which the true
+teacher should be held; for among the Greeks no calling or occupation was
+more honored. Yet with a strange perversity, albeit for centuries the
+precious time of youth has been wasted, and the minds and morals of the
+young perverted by &#8220;classical&#8221; studies, this one lesson has been
+disregarded.</p>
+
+<p>What duty can be more responsible, what vocation more holy, than that of
+training the young in habits of industry, truthfulness, economy, and
+sobriety; of giving to them that knowledge and skill without which their
+lives would become a burden to themselves and to society? Yet, while the
+merchant<span class='pagenum'><a name="Page_6" id="Page_6">[Pg 6]</a></span> seeks to exercise the greatest caution in selecting the persons
+to whom he intrusts his merchandise, and yields respect to him who
+faithfully performs his commercial engagements; he makes but scant inquiry
+as to the character or qualifications of the <span class="smcap">mind-builder</span> upon whose
+skill, judgment, and trustworthiness the future of his children will
+greatly depend.</p>
+
+<p>The position assigned by our social rules to the teacher accords, not with
+the nobility of his functions, but with the insufficient appreciation
+entertained of them by the people, and is accompanied by a corresponding
+inadequate remuneration. And what is the result? Except a few
+single-hearted, noble men and women, by whom the profession of the teacher
+is illustrated and adorned; except a few self-sacrificing heroes and
+heroines whose love of children and of mankind reconciles them to an
+humble lot and ill-requited labors, the class of school-teachers
+throughout the whole civilized world barely reaches the level of that
+mediocrity which in all other callings suffices to obtain not merely a
+comfortable maintenance in the present, but a provision against sickness
+and for old age.</p>
+
+<p>What aspiring father, what Cornelia among mothers, select for their
+children the profession of a teacher as a field in which the talents and
+just ambition of such children may find scope? Nor can we hope for any
+improvement until a juster appreciation of the nobility of the teacher&#8217;s
+vocation, and a more generous remuneration of his labors shall generally
+prevail.</p>
+
+<p>It is to the desire to aid somewhat in bringing about a juster
+appreciation in the minds alike of teachers and of people of the utility
+and nobleness of<span class='pagenum'><a name="Page_7" id="Page_7">[Pg 7]</a></span> the teacher&#8217;s labors and vocation that these pages owe
+their origin.</p>
+
+<p>When we consider the nature of the Being over whose future the teacher is
+to exercise so great an influence, whose mind he is to store with
+knowledge, and whom he is to train in the practice of such conduct as
+shall lead to his happiness and well-being, we are lost in amazement at
+the extent of the knowledge and perfection of the moral attributes which
+should have been acquired by the teacher. It is his duty to make his
+pupils acquainted with that nature of which they form a part, by which
+they are surrounded, and which is &#8220;rubbing against them at every step in
+life.&#8221; But he can not teach that of which he himself is ignorant. Every
+science then may in turn become necessary or desirable to be employed as
+an instructive agent, every art may be made accessory to illustrate some
+item of knowledge or to elucidate some moral teaching.</p>
+
+<p>Man is his subject, and with the nature of that subject and of his
+surroundings he must be acquainted, that the object to be attained and the
+means for its attainment may be known to him.</p>
+
+<p>What is man? What are his powers, what is his destiny, and for what
+purpose and for what object was he created? Let us enter the laboratory of
+the chemist and commence our labors. Let us take down the crucible and
+begin the analysis, and endeavor to solve this important problem. In
+studying the great Cosmos we perceive each being seeking its happiness
+according to the instincts implanted in him by the Creator, and only in
+man we see his happiness made dependent on the extent to which he
+contributes to<span class='pagenum'><a name="Page_8" id="Page_8">[Pg 8]</a></span> the happiness of others. What, so far as we can see, would
+this earth be without any inhabitants? What great purpose in the economy
+of nature could it serve? A palace without a king, a house without an
+occupant, a lonely and tenantless world, while we now see it framed in all
+its beauty for the enjoyment of happiness.</p>
+
+<p>The Being upon whom the art and science of the teacher is to be exercised
+is one to whom food, clothing, fuel, and shelter are needful; possessed of
+organs of digestion, whose functions should be made familiar to their
+possessor; of breathing organs, to whose healthful exercise pure air is
+essential; a being full of life and animation, locomotive&mdash;desirous of
+moving from place to place; an emotional being, susceptible to emotions of
+joy and sorrow, love and hate, hope and fear, reverence and contempt, and
+whose emotions should be so directed that their exercise should be
+productive of happiness to others. He is also an intellectual being,
+provided with senses by which to receive impressions and acquire a
+knowledge of external things; with organs of comparison and of reason, by
+which to render available for future use the impressions received through
+the senses in the past. Lastly: he is also a social being, to whom
+perpetual solitude would be intolerable; sympathizing in the pains and
+pleasures of others, needing their protection, sympathy and co-operation
+for his own comfort, and desirous of conferring protection upon and of
+co-operating with them. But, further, he is a being who desires to be
+loved and esteemed, and finds the greatest charm of existence in the love
+and esteem he receives; to be loved and esteemed and<span class='pagenum'><a name="Page_9" id="Page_9">[Pg 9]</a></span> cared for, he must
+love, esteem and care for others, and be generally amiable and useful.</p>
+
+<p>Such is the Being, susceptible of pain and pleasure, of sorrow and joy,
+whom the <span class="smcap">mind-builder</span> is to train up so that, as far as possible, the
+former may be averted and the latter secured.</p>
+
+<p>The teacher, then, must train him in habits of industry and skill, that
+work may be pleasant and easy to him, and held in honorable esteem; for
+without work, skillfully performed, neither food, clothing, fuel nor
+shelter can be obtained in sufficient quantity to avoid poverty and
+suffering. Knowledge also must be acquired by the laborer, in order that
+the work which is to be skillfully performed may be performed with that
+attention to the conditions of mechanical, chemical, electrical, and vital
+agencies necessary to render labor productive. A knowledge of the
+conditions of mechanics, of chemistry, of electricity, and of vital
+phenomena should be imparted by the teacher; and to impart this knowledge,
+he must first possess it.</p>
+
+<p>How sublime, then, are the qualifications, natural and acquired, which the
+true teacher should possess! How deep should be our reverence for him who,
+by his skill and knowledge, is capable, and by his moral qualities
+willing, to perform duties so onerous and so difficult. What station in
+life can be regarded as more exalted; whose utility can be compared with
+that of him who proves himself faithful to the duties he assumes, when he
+takes upon himself the office of a teacher of youth?</p>
+
+<p>The question which is ever present to the mind of the true teacher is:
+What can I do to insure the hap<span class='pagenum'><a name="Page_10" id="Page_10">[Pg 10]</a></span>piness of these beings confided to my
+charge, whose minds it is given to me to fashion, not according to my
+will, but according as my skill and judgment shall, more or less, enable
+me to adapt my teachings to their natures? What shall I seek to engrave
+upon the clear tablets of their young and tender minds, in order that
+their future lot may be a joyous one? Let me illustrate (he will say) my
+profession. I will raise it high as the most honored among men, and for my
+monument I will say: &#8220;Look around; see the good works of those whom I have
+taught and trained; they are my memorials!&#8221;</p>
+
+<p>Such may, such will become the hope and aspiration common to teachers in
+that good day to come, when their labors shall be honored as they deserve;
+when parents, in all the different ranks into which society falls, shall
+vie with each other in the respect and honor tendered to the teacher,
+whose true place in society is at least not beneath that of the Judge.</p>
+
+<p>The teachers to be developed by such a state of society will, as their
+first step, seek to obtain a clear and comprehensive view of the work they
+propose to accomplish, and will then seek to adopt the most judicious
+means to reach the end proposed. They will adapt their methods of teaching
+to the nature of the object to be taught and to the order in which the
+faculties of the human mind naturally unfold themselves, for true
+education is the natural unfolding of the intellectual germ. In order to
+obtain the knowledge necessary of the object to be taught, the true
+teacher turns to nature as his guide, for the voice of nature is the voice
+of God, and in reading her statutes we read that grand volume in which He
+has left an<span class='pagenum'><a name="Page_11" id="Page_11">[Pg 11]</a></span> impress of Himself. The science of nature is nothing more
+than the ability to read and interpret correctly the lessons taught. There
+was a period when mankind knew very little of the planet upon which they
+lived and moved and had their being; <i>there was</i> a time when they knew
+almost nothing; and there <i>will</i> come a time when they will know almost
+every thing that can be known by finite man. The earth is our <i>mother</i>,
+and <i>nature</i> is our teacher, and if we listen to her voice, she will lead
+us higher and higher until we will stand the master and the king in the
+glorified temple of wisdom. To reach results so grand and a position so
+exalted, our natures must unfold in exact harmony with all the laws and
+forces which surround and control us from the time our existence commences
+until its close.</p>
+
+<p>From the period of conception until birth the child draws to itself all
+the essential elements required for the organization of a human being; the
+capabilities and powers of the parent are taxed and called upon to
+contribute their material to enable nature to reproduce itself.</p>
+
+<p>The child is born, and then, in a higher and more enlarged and more
+independent state of existence, commences drawing to itself the materials
+and substances necessary for its growth and unfolding. It draws in its
+mother&#8217;s milk, it draws in the air, and it builds up in itself the unseen
+forces of life. Nature, true to her mission, goes on unfolding the child,
+and teaches it daily and hourly the lessons best adapted to its condition.
+In a few days after it is born, its powers of observation begin to show
+signs of life and action, and it can distinguish light from darkness; in<span class='pagenum'><a name="Page_12" id="Page_12">[Pg 12]</a></span>
+a few weeks its mother and nurse are known&mdash;in a few months quickened
+intelligence displays itself in all its actions; in about twelve months it
+has learned the most difficult art of balancing itself so as to walk, and
+also to speak a few words; at from two to two and a half years of age,
+only thirty months from birth, it has learned a language which it speaks,
+and has become familiar with a vast number of things surrounding it. From
+a state of entire ignorance it has in thirty months learned what would
+fill volumes. Horses, cows, pigs, dogs, toys, whips, birds, people, trees,
+houses, fruit, food, clothes, music, sounds, parents, friends, and a
+thousand other things are all familiar to it. Without professional
+teachers, almost without effort, all this valuable and indispensable
+knowledge has been acquired, through the unconscious adoption on the part
+of the mother of the true system of education&mdash;<i>e duco</i>&mdash;I lead forth, and
+hence nurse, cherish, build up, develop.</p>
+
+<p>The child feels or reaches out, like the tendril, to the material world,
+seeking to make itself acquainted with that world; even the young infant
+soon begins to observe closely, soon knows its mother from all other
+persons, clings to her, loves her above all; soon it recognizes light from
+darkness, sweet from bitter; soon, when it sees a dog it will recognize it
+and jump with delight almost out of its mother&#8217;s arms; it will show an
+eager delight to watch the motions of the horse, and imitates the sounds
+employed by adults when driving. He spreads forth the tentacles of his
+feeble mind for knowledge, and his mind &#8220;grows by what it feeds upon,&#8221; and
+it is for those intrusted with the infant&#8217;s training to respond
+intelligently to the<span class='pagenum'><a name="Page_13" id="Page_13">[Pg 13]</a></span> child&#8217;s desire, to place within its reach the mental
+food adapted to its digestion, to nourish and develop it so that its
+mental hunger shall be at once gratified and excited anew.</p>
+
+<p>It is here, and to this end, that the able teacher steps in, to perfect
+the development of the future man and woman. He educates, by assisting the
+natural unfolding of the intellectual germ, he places within reach of the
+child-mind the food needed to its growth, and the child-mind reaches out
+its tentacles and absorbs the nourishment offered to it. Thus the mind
+grows from <i>within outward</i>, and the teacher aids its development, as the
+careful husbandman by tilling and enriching the soil according to the
+nature of the plant he cultivates, produces a healthy and fruitful plant.</p>
+
+<p>The true teacher does not seek to teach by simply putting books into the
+child&#8217;s hand, and bidding it to learn; he addresses himself to those
+faculties and powers of the child&#8217;s mind, which bring it in relation with
+the world in which it lives. Sight, hearing, touch, smell, taste, and
+thence observation, judgment, perception, reason, memory, hope,
+imagination, and the love of the beautiful are appealed to, developed and
+strengthened by natural exercise, even as the organs and limbs of the body
+are developed and strengthened by gymnastic and other appropriate
+exercises.</p>
+
+<p>Education, mental and physical, is but the <span class="smcap">Absorption</span> of surrounding
+elements into the mind and body&mdash;an arrangement an assimilation of
+materials so as to incorporate them into the being to whose nourishment
+they are applied, just as the tree or plant as<span class='pagenum'><a name="Page_14" id="Page_14">[Pg 14]</a></span>similates to its growth and
+subsistence the materials which it draws from the air and the soil.</p>
+
+<p>It is thus apparent that a great change in the system and principles now
+adopted in teaching is required, and if we change the principles we must,
+of course, change the instruments. These are now adapted to the method of
+teaching from <span class="smcap">without</span> inward. If we are to invert the system, and teach
+from within outward, then must our means and appliances be adapted to this
+change. The task, the forcing process, the stuffing and cramming must all
+give way to the natural mental growth, fostered, cherished, unfolded by
+culture, in accord with nature and with law. The inquiry then arises: What
+are to be the new means and appliances for mental culture? We have but to
+turn again to Nature as our teacher and our guide; her instincts are
+unerring. The seed germinates and pushes forth its root from within
+outward. The expansion or growth takes place by means of the elements
+which it attracts to itself, when these are placed within its reach, and
+towards which it stretches forth its organs. These elements it assimilates
+into and makes a part of itself. This process of Nature, so familiar to
+most of us, serves to illustrate exactly what should take place in
+intellectual growth. The mind hungers and feels out for and is impelled by
+a natural internal impulse to gather to itself the elements of knowledge;
+the wise teacher steps forward and becomes to the germinating intellect
+what the sun and dew and rain are to the plant. The mind must be fed in
+conformity with its longings, its wants, its desires. &#8220;Blessed are they
+that hunger and thirst after righteousness.&#8221;<span class='pagenum'><a name="Page_15" id="Page_15">[Pg 15]</a></span> The teacher develops this
+hunger and thirst by stimulating inquiry, and by presenting to the mind
+the use and beauty of knowledge; and when the mind gives signs that its
+hunger is temporarily appeased, that time is now required for mental
+digestion and assimilation, the wise teacher rests, and would no more
+attempt to stuff and cram the mind than the wise mother would seek to
+force food into her child&#8217;s stomach.</p>
+
+<p>Intellectual growth of some kind, not less than bodily growth, whether
+good or evil, is constantly taking place. It should be the teacher&#8217;s care
+to render that growth a healthy one, calculated to insure the happiness of
+the subject, and, in securing his own happiness, to contribute to the
+happiness of others.</p>
+
+<p>The body being visible to the physical eye, its growth is also visible,
+and we do not think of feeling impatient at the long months and years
+required for it to attain its full proportions; nor do we seek by any
+forcing process to produce a man at 10 instead of at 20 or 30 years of
+age.</p>
+
+<p>Were the mind and its growth also visible to the eye, we would be equally
+careful in our treatment of it. Man&#8217;s first impulse in an uncivilized
+state has generally been a resort to force for the accomplishment of his
+objects; and as he took his first step forward the habits of his barbaric
+life remained with him. Hence, the first steps in teaching were by
+force&mdash;the lash, the rod, the school penal code; but even as when hungry,
+wholesome and well-dressed food rejoices us, so will the mind gladly
+accept the mental food carefully prepared for it by the true teacher.</p>
+
+<p><span class='pagenum'><a name="Page_16" id="Page_16">[Pg 16]</a></span>We live in a world adapted by its Creator to our happiness and highest
+well-being. It is not only possible, but easy, to win from Nature all that
+is necessary or desirable, for our sustenance and comfort. It is the true
+teacher&#8217;s duty to fit the child thus to win its happiness; and such a
+teacher has ever present to his mind the question: How am I to perform
+this duty? What sort of teaching and training am I to give to the subjects
+of my care? Let us endeavor to find some direction to guide us to Nature&#8217;s
+answer to this question.</p>
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_17" id="Page_17">[Pg 17]</a></span></p>
+
+<h2><i>TEACHING AND TRAINING.</i></h2>
+
+<p><span class='pagenum'><a name="Page_18" id="Page_18">[Pg 18]</a></span></p>
+
+<p>&nbsp;</p><p>&nbsp;</p>
+<p><span class='pagenum'><a name="Page_19" id="Page_19">[Pg 19]</a></span></p>
+<h3><i>TEACHING AND TRAINING</i></h3>
+
+
+<p class='dropcap'><span class="caps">Whether</span> we regard private schools or public schools, boarding or day
+schools, we find that much which goes on at them affords an important
+lesson, not as to what to follow, but what to avoid.</p>
+
+<p>Is there any thing worthy of the name, of confiding intercourse between
+teacher and pupil known upon this continent, or to extend our inquiry, we
+may say, known anywhere? Here and there exceptional instances will be
+found, as we have before said, both in this country and in Europe, of men
+and women devoted to their noble profession, between whom and their pupils
+there has grown up the strongest bond of parental and fraternal affection.
+To these teachers the pupils run in every difficulty for its solution, in
+every danger for protection; but with these exceptions the teacher is
+looked upon as a task-master, sometimes even as a spy; the tasks set to be
+shirked as much as possible, the observation of the teacher to be eluded
+and deceived.</p>
+
+<p>Lesson-time over, the children resort to their tame animals, to their
+weaving-machines, their wind-mills and dams; to their gardens, kites and
+ships; to swimming, rowing, foot-ball, marbles, leap-frog, base-ball and
+cricket. In the practice of these games,<span class='pagenum'><a name="Page_20" id="Page_20">[Pg 20]</a></span> skill, dexterity and knowledge
+are acquired of which the pupils appreciate the utility, and enjoy not
+only for present, but for anticipated future use.</p>
+
+<p>Natural History, to be taught in school and made a reality, by following
+the guide given us by nature in the amusements to which children resort of
+their own accord, should be a prominent subject of instruction and
+training in the school. Cultivating the faculties of observation and of
+analysis, it should be among the earliest subjects of instruction, and, at
+the same time, of amusement.</p>
+
+<p>But they ought not to be taught from books; nature and the teacher are the
+only books to be employed until considerable progress has been made by the
+pupils. It is so easy to procure the things themselves for the study of
+botany; an abundant supply of wild flowers can be so readily obtained,
+sufficient to enable each child to be supplied with specimens for
+examination and dissection. The interest of the children in their study
+can be so easily awakened and sustained by the judicious teacher, the
+difficulties of the supposed hard words of scientific names disappear so
+readily, that the real difficulty is to understand how so obvious a
+subject of instruction is either wholly banished from the schools, or
+sought to be taught only from books, without any reference to living
+nature.</p>
+
+<p>The variety and multiplicity of insect life affords ample opportunity for
+the study of that branch of natural history&mdash;and entomology would be found
+not less beautiful and interesting than botany; the delightful excursions
+in which teachers and pupils would join for the gathering of objects of
+natural his<span class='pagenum'><a name="Page_21" id="Page_21">[Pg 21]</a></span>tory would at the same time serve to strengthen the bond of
+affection which should exist between them. The nature of his own body and
+the functions of his various organs will soon interest the pupil, and
+along with instruction therein he would learn the qualities of the
+different kinds of animal and vegetable substances in use for food, their
+relative value and importance in building up his body; he would learn to
+compare the food now in use with that which was employed by our ancestors,
+and what has given rise to the adoption of the new and abandonment of the
+old; the methods of cookery best adapted to each kind of food, and what
+kinds of food are suitable for particular ages and states of health; what
+material, vegetable or animal, is most suitable for clothing, separately
+or in combination. He would learn to compare our present style of clothing
+with that adopted in past ages; he would learn the history of the changes
+which have been adopted, and while feeling desirous of retaining such as
+have been wisely adopted, might learn from past experience to desire to
+return to some good habits as to clothing which have been abandoned.</p>
+
+<p>The tight-fitting garments in which we unhealthily clothe our bodies, a
+fashion for which we are indebted to the use of armor in times when the
+chief occupation of man was mutual slaughter, and the great object of
+desire to secure protection against hostile weapons, might some time come
+to be discarded for the more healthful practices of the ancient Asiatics
+and Romans, if a general knowledge of the unhealthfulness of our present
+practices should come to prevail.</p>
+
+<p><span class='pagenum'><a name="Page_22" id="Page_22">[Pg 22]</a></span>The necessity and meaning of light and cleanliness, the indifference of
+the human body to all natural changes of temperature, when strengthened
+and maintained in health by wholesome food and efficient bathing, might
+lead to the taking of effective measures to restore the old Roman bath to
+general use.</p>
+
+<p>As regards shelter, why a building on the ground is generally to be
+preferred to a cave or shelter in the ground&mdash;what materials are best
+adapted for roofs, what for walls, floors, windows, why we use stone or
+brick in one part of the country and wood in another; what sizes, shapes,
+means of warmth and ventilation, for privacy and social enjoyment, should
+be adopted, and as regards furniture and utensils, what are most suitable
+for the several parts of a dwelling; what should guide our selection of
+material, fabrics, shape, size and pattern; how to establish a
+communication from one part of a building to another; how water and light
+are to be had most readily. All these things should form the subject of
+school study and inquiry.</p>
+
+<p>The means of locomotion, how streets, roads and paths should be laid out
+and maintained; the construction and use of carriages, cars, wagons,
+tramways, railroads, ships, steamers, propelling power; where bridges
+should be built, and how; viaducts and embankments to cross valleys,
+cuttings and tunnels to penetrate hills and mountains; these, too, simply
+at first, and afterwards in more elaborate detail, should form subjects of
+school instruction, the rules determining the selection of each and the
+methods of their construction not being preached in lectures, <i>ex
+Cathedra</i>, but evolved by a patient questioning of nature,<span class='pagenum'><a name="Page_23" id="Page_23">[Pg 23]</a></span> by experiment
+and the Socratic method of inquiry. Exercise of the limbs under the
+direction of a skilled instructor, so that all the muscles of the body may
+be duly trained, and a healthy body built up to support a healthy mind.
+The kinds of recreation to be selected, whether bull-baiting,
+cock-fighting, rat-catching or prize-fighting, should be preferred to
+games of skill and strength, to the drama, literature, works of art,
+public walks, gardens, and museums; the comparative influence of all these
+upon the health, strength, courage, activity, humanity, refinement and
+happiness of society; how people may be led to prefer such as tend to
+general well-being to those which have a tendency to brutalize and debase.
+All these also should be dwelt upon in the school.</p>
+
+<p>How stores of food, of clothing, of fuel and of the materials for building
+may be collected and preserved; how present labor may be made to supply
+future wants, and the thought of future enjoyment be made to sweeten the
+present toil. How the means of instruction and of amusement may be
+secured. How all engaged in supplying one need of society co-operate with
+all who are engaged in supplying its other needs. What form of government
+is best, and how it may be best administered. How upright judges may be
+secured, justice administered, and society protected against internal and
+external foes. These and all the other subjects enumerated would, if
+handled by a true teacher, be found most attractive to children.</p>
+
+<p>The names given to the subjects at which we have glanced are: Natural
+History, the Mathematical and Physical Sciences in all their branches,
+Vegetable and<span class='pagenum'><a name="Page_24" id="Page_24">[Pg 24]</a></span> Animal Physiology, the Political and Social Sciences; which
+should be presented in the order in which the attention and desire to
+learn could be aroused.</p>
+
+<p>It will hardly fail to strike the mind of the reader that nothing has yet
+been said about giving instruction in the use of those tools for acquiring
+knowledge, reading, writing, ciphering and drawing. The true teacher will
+understand the omission. The commencement of the instruction in reading,
+writing, ciphering, drawing, and in spelling, would take place as part of
+the object lesson which should be adopted as the first step to knowledge,
+and should be retained in the most advanced classes as the most perfect
+method of applying the knowledge which has been acquired. It would soon be
+understood by the pupils that the power of reading, of writing, of
+designing and of calculating is essential to the acquirement of knowledge,
+and to any thing like extent and variety of information on subjects
+relating to individual and social well-being. The desire of acquiring this
+knowledge would quicken the faculties of the children, augment their
+industry, and lighten the labors of the teacher to an indefinable extent.
+The teacher who should fail to impart a moderate degree of skill in these
+arts to most, and of excellence to many, at the same time that adequate
+progress was made in the study of the sciences we have named, should be
+deemed unfit for his profession, and not be allowed to relieve himself
+from disgrace by magnifying the difficulties of his task or by complaints
+of the idleness or want of capacity of his pupils. As children will take
+interest in what they learn in proportion to their understanding of its
+bearing upon their own happi<span class='pagenum'><a name="Page_25" id="Page_25">[Pg 25]</a></span>ness, and upon their actual life and
+surroundings, the knowledge of themselves as beings acted upon by
+surrounding objects and by their own kind, should be carefully imparted to
+them simultaneously with the knowledge of the qualities of the surrounding
+objects destined to act upon them.</p>
+
+<p>Children thus worked upon by skilled and earnest instructors; led to find
+out and observe the properties of that Nature of which they form a part;
+their minds nourished by the enjoyment which follows the mastering of
+every difficulty, and the addition of every fresh item of knowledge to
+their previous store; trained also in habits of healthfulness and of
+amiability; will not only cheerfully give themselves to study, but will
+also seek to dignify by their conduct and to improve by practice the
+knowledge they progressively acquire, soon understanding, among other
+things, why they are sent to school and the importance of that education,
+part of which they are to acquire at school.</p>
+
+<p>As the object of the school-teaching should be to prepare the pupils for
+actual life, they should be made familiar with the idea that all their
+means of subsistence and enjoyment can only be obtained by labor; not only
+should their attention be called to the fact, but they should be made
+sensible how much skill, knowledge and labor and economy were needed for
+the creation of existing stores, and are needed for their maintenance in
+undiminished quantity; nor can this be done in any way more fitly or
+completely than by performing under their eyes, and causing them to take
+part in, the actual business of production. The well-ordered school is an
+industrial school, in which every industrial occupation, manufacturing<span class='pagenum'><a name="Page_26" id="Page_26">[Pg 26]</a></span> or
+agricultural, for the carrying on of which convenience can be made, should
+be successively practised by the children, under the direction of skilled
+workers.</p>
+
+<p>The farm, the factory, the shop, the counting-house and the kitchen,
+should each have its type in the school, and present to the minds of the
+children a picture of real life; while their practice would impart a skill
+and adaptability to the pupils which would insure their preparedness for
+all the vicissitudes of the most eventful life.</p>
+
+<p>Can any reason be suggested for adopting a different system of instruction
+for girls than that which shall be determined on as best fitted for boys?
+We confess to our inability to perceive any&mdash;both are organisms of the
+same all-pervading nature&mdash;to both the most intimate knowledge of that
+which skill and perseverance secure, seems to be desirable for their
+happiness, and that of all mankind. Of the two, perhaps, the greatest
+knowledge is needed for the woman, <span class="smcap">for hers is the more important and more
+perfected organism</span>; to her is committed the performance of the chief
+functions of the highest act of organized beings, viz., reproduction;
+therefore, upon her knowledge and conduct, far more than upon that of the
+man, depends the future of the beings in whom she is to live again.</p>
+
+<p>Another great object with the true teacher, will be so to train the
+judgment of his pupils as to avoid that forming of unconsidered opinion
+which is the parent of prejudice and a chief obstacle to progress. Trained
+to investigate the foundations of every fact in nature and in science, to
+weigh the evidences on which they are asked to receive assertions, whether
+of a<span class='pagenum'><a name="Page_27" id="Page_27">[Pg 27]</a></span> physical, moral or social nature, they will ever have a reason for
+the faith that is in them; and will know how to <span class="smcap">suspend judgment</span> when the
+means of knowledge are insufficient.</p>
+
+<p>Such pupils will not be apt to form opinions either in physical science,
+politics, or industrial life, without having first thoroughly examined the
+bases of the opinions they form and express, while the prejudices imbibed
+from nurses or parents, will be subjected to vigorous investigation, and
+either received as sound doctrine, or discarded as ill-founded and
+superstitious. Of how many prejudices are we not the victims, without
+being ourselves in the least conscious of the fact! Our political
+opinions, our social customs, are taken up like the fashion of a coat,
+without reason or reflection; and habit and association, but too often
+hold us captive long after reason has pronounced her condemnation; our
+minds have been warped from truth, and we fail to perceive our own
+deficiency, to recognize the mental dishonesty with which we are
+afflicted. All this will be averted in the case of those who in their
+youth are trained to a rigorous investigation of every fact presented to
+their minds, until the habit of truth, not merely of speaking and telling
+the truth, but that mental truthfulness which shrinks from accepting a
+falsehood for truth, and acknowledges ignorance rather than utter what is
+not assured&mdash;will become as much a part of the pupil&#8217;s nature as is his
+desire for food. In short, he would be so trained as to feel as great a
+repugnance to plunge his mind into moral, as his body into material filth.</p>
+
+<p>Again, while ever merciful and pitying to the<span class='pagenum'><a name="Page_28" id="Page_28">[Pg 28]</a></span> criminal, he would be
+intolerant of falsehood wherever it might be found; and he would deem
+himself derelict in his duty, as a man and as a citizen, did he leave
+corruption to rot and fester in the Commonwealth, because he and others
+like him would not take the trouble to raise their voices against
+wrongdoers!</p>
+
+<p>What a different aspect would not this great city of New York offer to our
+inspection to what it now presents, had a generation been trained in the
+knowledge, and practised in the observance of their duties as citizens!</p>
+
+<p>Did those merchants and traders, who, in their private dealings would
+scorn a lie, but recognize the duty they owe as citizens and as men of
+truth, they would, by uniting, soon sweep away the serious discredit to
+our country and to Republican Institutions, the festering corruption of
+this city and of the State; yet it is to their supine, nay wicked
+tolerance of the evil that we owe the specimens of judicial corruption by
+which we are robbed and dishonored. Can it be said that any system of
+education can be sound, which shall fail to demonstrate, at least to the
+older pupils, their duties as citizens, to take an active, intelligent and
+upright interest in public affairs; that shall fail to instruct them in
+the principles by which their judgments should be guided, and lead them to
+discard every action in public affairs, which they would not approve in
+private life?</p>
+
+<p>We must cease to live in books, in past mystifications, in useless
+theories, in foolish and unprofitable discussions, in ancient ideas and
+customs, and grasp the living present with all the richness, fullness and<span class='pagenum'><a name="Page_29" id="Page_29">[Pg 29]</a></span>
+beauty of its life. The chemistry of nature, the work of her great
+laboratory, should be the study of youth as of age, instead of dead
+languages and the vain and foolish mythology of Greeks and Romans
+wherewith at present we poison the minds of the young.</p>
+
+<p>&#8220;Can we take burning coals into our bosom and not be burned?&#8221; Can we
+suffer the impressionable minds of youth to be impregnated with the filth
+of the heathen poets in their imaginings of gods as disgusting as
+themselves, without staining the pure tablet of the mind with spots and
+grossness, while the children acquire a distaste for that glorious nature
+whose volume should be their constant study?</p>
+
+<p>We have to deal with the great present, with life, not with death&mdash;to
+promote health, physical and moral, not to propagate infectious sickness.
+The present, wisely improved, leads to a happy future, and is the only
+road to that goal. We can not jump the present and its duties and reach
+the future so as to enjoy it, neither can the dead past lighten the labors
+of the living present. There is a past which still lives and vivifies the
+present, but the quaint and filthy imagery in which the ancient priests
+disguised from the profane&mdash;from all but the initiated&mdash;the mysteries of
+their lore, can be of small account to a people whose great duty is the
+dissemination of light and truth.</p>
+
+<p>Every thing that has any relation to man&#8217;s comfort and well-being, or to
+his happiness as a social being, that it is, and not the dead past that we
+should learn, and of the things that affect us most nearly we should learn
+first. What did the ancients know of steam, of electricity, of the
+material elements of nature, of her forces? And little as we know, how<span class='pagenum'><a name="Page_30" id="Page_30">[Pg 30]</a></span>
+much of that little could be learned from a lifelong study of ancient
+lore? If there be aught of value in the laws of ancient Rome which has not
+been translated into our native tongue, let it be translated; but let not
+our youth waste precious years in learning to play upon an instrument
+(Greek or Latin) which when learned can give forth no sound. But if we
+turn to Nature and to her grand volume, we there find all the knowledge
+man can acquire. From her study, too, we can learn a lesson, not perhaps
+among the least important, as to the limits fixed by nature to human
+knowledge. To know of a surety what those things are which never can be
+known to mortal man, is a knowledge, the want of which has driven many to
+puerile and superstitious practices, and many more to madness and despair.</p>
+
+<p>From the great book of Nature, God&#8217;s book, is to be learned the principle
+of justice, of love, of wisdom, of truth; and as the germ of justice is
+developed in the mind, the mind is brought in contact with the Great
+Fountain, absorbs a portion of its light, enlarges, develops, becomes
+stronger, assimilates to itself the essence of the great Godhead, and
+renders man godlike.</p>
+
+<p>So with each of the other faculties of man; each draws its nourishment
+from its special <span class="smcap">Fountain</span>. Wisdom, love, justice, and truth should
+preside; and if judgment, sympathy and conscientiousness be judiciously
+trained and developed, they will help to develop harmoniously all the
+other faculties. But to this end they, and each and all of man&#8217;s
+faculties, must be brought into a wholesome, natural contact, each with
+its proper food; and by natural we mean<span class='pagenum'><a name="Page_31" id="Page_31">[Pg 31]</a></span> not that contact which might
+peradventure happen if left uncared for, but such as the nature of the
+faculty demands for its development in due harmony, to produce the
+greatest amount of happiness to its possessor. To supply this food, to
+bring to each faculty its proper aliment, is the business of the true
+teacher. If we desire a child to be truthful, we must bring it in contact
+with truth, and bring it to love truth by causing its practice to inure to
+the child&#8217;s enjoyment. If we wish it to be wise, we must bring its mind in
+contact with wisdom, exercise its analytical powers, and train its
+judgment; let it see sound judgment producing happiness; let it see how
+beautiful and desirable is the possession of wisdom, and the child will
+soon learn to seek it for its own sake.</p>
+
+<p>To chastise a child for speaking that which is untrue may fill it with
+fear, but does not make it love truth. The love of truth and of wisdom
+must be cultivated as we cultivate the love of music. &#8220;Seek me early, and
+ye shall find me.&#8221; &#8220;Knock, and it shall be opened unto you.&#8221; That which
+the mind seeks it will find. The natural relationships are established,
+and it is only for us to work in harmony with, and not obstruct or
+interfere with them. It is the &#8220;true relationship of things&#8221; we need to
+learn. There is nothing in us that is not in nature. All the forces
+developed in man are but developments of nature; and all the forces
+required for his nourishment and strength exist in the bosom of Nature.
+Matter, light, heat, electricity are not produced by him. In nature they
+exist; remove any one of them and he perishes. To Nature then must we ever
+turn as the reservoir of nourishment and as the teacher, by the<span class='pagenum'><a name="Page_32" id="Page_32">[Pg 32]</a></span> study of
+whose volume we learn all of wisdom that can be known of mortal man, or
+that can tend to his well-being; and her true relationships must be the
+constant object of our search. Before the knowledge of her true
+relationships disappear superstition and fear and mystery. The lightning&#8217;s
+flash, the thunder&#8217;s roar, the falling meteor and the sun&#8217;s eclipse cease
+to terrify and alarm. Witches, hobgoblins and demons come no longer to
+trouble us; the most unusual phenomena awaken only philosophical research
+and curiosity. And what is true of the full-grown man is not less true of
+the child.</p>
+
+<p>That school wherein children above the age of infancy fail to assist the
+teacher in his instruction, is an ill-ordered school. It is not the
+subject, but the teacher who is uninteresting; he scolds, worries and
+punishes his pupils, when he himself is the fitter subject for the lash.
+He awakens the sense of fear which should lie dormant, while the other
+faculties of his pupils slumber in spiritless inactivity.</p>
+
+<p>As the object of education is to prepare children to enter successfully
+and happily into life, and wisely to discharge all the duties devolving
+upon them as they unfold into men and women, and occupy the sphere
+assigned to them, the simple rule for the course of instruction seems to
+be, that they should learn those things in the order in which they can be
+received by the child&#8217;s mind, which most vitally affect their well-being
+and happiness.</p>
+
+<p>As only a healthy, well-developed body can afford a home to a healthy,
+well-developed mind, physical culture claims early and constant attention,
+and should receive that careful regard to which the truth<span class='pagenum'><a name="Page_33" id="Page_33">[Pg 33]</a></span> contained in
+the well-known aphorism: &#8220;We are fearfully and wonderfully made,&#8221; entitles
+it. The teachings of the sciences of Pathology and of sanitary science
+should be judiciously and carefully elucidated, practically and
+theoretically; presented step by step to the mind of the child; and the
+child&#8217;s body and mind should be carefully trained, so as to develop all
+its physical and mental powers in harmony. Gymnasiums for the body,
+conducted by men who have made themselves masters of anatomy and
+physiology, should be an essential feature in every school, so that
+ignorance and the desire to excel may not lead to putting a strain upon
+the system calculated materially to injure organs which need careful and
+judicious development. Plays, games, dancing, marching and the gymnasium
+all require the careful supervision of a teacher well versed in a
+practical knowledge of the human system, and thoroughly appreciative of
+the great truth, &#8220;We are fearfully and wonderfully made.&#8221; But the
+foundation for the school as for the life career must be laid at home, and
+much as the teacher can do, he can never supply deficiencies resulting
+from the want of a well-ordered home or of a healthy home training. Never,
+save under necessity, should the parent yield up his sacred duty to
+another, at least during the tender years of childhood.</p>
+
+<p>The education of the heart and of the affections, is as essential as the
+school education, and these can never be so well cultivated as under the
+influence of home. All must be developed in order to maintain the true
+equilibrium. The boarding-school is not the place for children to attain a
+sound moral devel<span class='pagenum'><a name="Page_34" id="Page_34">[Pg 34]</a></span>opment, and the sooner parents generally understand this
+truth, the better for their children, for themselves and for society. As
+well uproot the flower, or shrub or tree, and expect it to flourish, as to
+cut the child off from the influence of home, and the care of a loving
+mother, father, brother and sister, and hope that the sympathetic
+faculties of its mind can attain their just development.</p>
+
+<p>Physical culture, heretofore neglected among us&mdash;the body being left to
+grow up as it may happen or chance&mdash;will form a prominent feature of
+training in every well-ordered school. All the muscles of the body will be
+in turn exercised, developed. The ancient Greeks afforded us here also a
+wise example, which we have signally failed to imitate.</p>
+
+<p>Let us secure for our children all the advantages we can from an
+enlightened and natural system of education, and do all we can to perfect
+both mind and body. How often is the cry repeated, &#8220;Mamma, tell me a
+story,&#8221; and mamma, tired and weary, says she is too busy, or, for the want
+of a better, tells over again for the hundredth time, &#8220;Little Red Riding
+Hood,&#8221; or some other equally foolish or more injurious tale, such as
+Bluebeard or Cinderella. Anecdotes of great men, suitably arranged, events
+in history and biography, carrying with them valuable and important
+morals, will afford all the amusement the child desires, without
+developing a love for the marvellous and false, which leads it away in
+infancy from the simple, truthful, and natural. If children are to be
+taught to think naturally and truthfully, we can not begin too young, and
+it is the duty of parents to remember that Valentine and Orson,
+Cinder<span class='pagenum'><a name="Page_35" id="Page_35">[Pg 35]</a></span>ella, Bluebeard, and such stories, are a web of false and
+exaggerated statements that will, and do produce injurious effects upon
+the child&#8217;s mind. The story of Aladdin&#8217;s Lamp has made many a child desire
+to enjoy wealth without labor, and has exerted a most pernicious, though
+unsuspected, influence upon his future. Children, not less than men, seek
+an easy road to the objects of their desires; and while works of
+imagination are to be by no means discarded in mental training, such
+should not be selected as give false notions of the busy and industrial
+life into which the child is to be introduced. Even in the choice and use
+of the finest works of fiction, the greatest caution is necessary. The
+little one can hardly distinguish between a fable that amuses it, and a
+lie told to shield it from punishment. If it hear nothing but truth, it
+will know nothing but truth; and a truthful mind is a glorious thing to
+behold in children as in men. &#8220;An idle brain is the devil&#8217;s workshop;&#8221;
+therefore let there be no idle brains, but let all work usefully and
+pleasantly. Usefully we say, for even amusement is useful. We live in a
+world of use, in a world of beauty, a world that can be greatly improved,
+and human happiness largely increased, according as we avail ourselves of
+the knowledge already acquired for the right teaching and training of the
+young, so that they may grow up and develop into happy, self-supporting
+men and women, diffusing happiness to all around, themselves happy in
+proportion to the happiness they cause.</p>
+
+
+<p><span class='pagenum'><a name="Page_36" id="Page_36">[Pg 36]</a></span></p>
+
+
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_37" id="Page_37">[Pg 37]</a></span></p>
+<h2><i>THE SCHOOL.</i></h2>
+<p><span class='pagenum'><a name="Page_38" id="Page_38">[Pg 38]</a></span></p>
+<p>&nbsp;</p><p>&nbsp;</p>
+<p><span class='pagenum'><a name="Page_39" id="Page_39">[Pg 39]</a></span></p>
+<h3><i>THE SCHOOL.</i></h3>
+
+
+<p class='dropcap'><span class="caps">Upon</span> the organization and arrangement of the school largely depends the
+success of the educator. Two things must be borne constantly in mind.
+First, to create truthful and intellectual atmosphere, where wisdom,
+honor, and knowledge can be inhaled as with the breath, and second, to
+make the school cheerful and attractive in every way possible. We must get
+rid of the idea now generally prevailing among children, that the school
+is to be resorted to with regret and escaped from with pleasure.</p>
+
+<p>So soon as the child will look at and become interested in pictures and
+toys, and will listen to tales and little stories, it can profitably be
+introduced in the school, the first department of which should be the
+Infant-school, or, as the Germans so aptly term it, the children&#8217;s garden,
+or Kinder Garten.</p>
+
+<p>Here plaiting, modelling, and building, with simple object lessons for the
+older infants, develop their powers of observation, and give employment
+and impart skill to little fingers which might else be engaged in
+destroying furniture or clothes, or in pilfering from the sugar-bowl.
+Practical familiarity with the properties of lines, angles, circles,
+spheres, cylinders, cubes, cones, and the conic sections will be acquired,
+which<span class='pagenum'><a name="Page_40" id="Page_40">[Pg 40]</a></span> will give a life and reality to the geometrical studies which will
+occupy them in their school career. Dancing and singing will relieve the
+tedium of sitting, shake off the surplus energy, give rest to the body,
+and power, time, and tune to the voice. Models of houses, stores,
+workshops, kitchens, farms, and factories, which later on they will assist
+in making, will be a source alike of amusement and instruction.</p>
+
+<p>In the children&#8217;s garden no teacher should have charge of more than about
+twelve children, who should regard her as their mother-teacher, while she
+should seek to win the love and confidence of the little ones as the
+beginning of her work.</p>
+
+<p>Each class of twelve should have their own special room, while for general
+purposes, such as music, drilling, gymnastic exercises, games, tableaux,
+and exhibitions of the magic lantern, the oxyhydrogen microscope, the
+stereopticon, and the like, they should assemble in a large hall. The
+details of arrangements will readily suggest themselves. The main feature
+is to have all things natural, free, pleasant, cheerful, bright, refined,
+and unrestrained by external forms or rigid rules, at the same time that
+order is secured by an easy discipline.</p>
+
+<p>So deeply are we impressed with the importance and utility of the kinder
+garten, and with the high qualities required by the teacher of the very
+young, that we are more and more disposed to believe that the true order
+in rank and promotion among teachers should be, to speak in paradox,
+downwards; that is to say, the younger the children to be taught, the
+higher the rank and remuneration of the teacher; for not only is an
+extensive range of knowledge neces<span class='pagenum'><a name="Page_41" id="Page_41">[Pg 41]</a></span>sary to enable the teacher truthfully
+to answer the innumerable questions of inquisitive infancy, and to avoid
+giving false notions, to be afterwards with greater or less difficulty
+removed&mdash;always with a shock to the moral sentiment when the child
+discovers it has been deceived&mdash;but also a knowledge of the infant mind, a
+perception of the thoughts and fancies which chase one another through the
+infant brain, a knowledge and perceptive power which only a watchful and
+loving experience can acquire. An industry and a patience far beyond any
+needed by the teacher of more advanced pupils are also required by the
+highly-cultivated men and women, to whom alone the training of infant
+minds should be intrusted. Advanced pupils go more than half-way to meet
+their teacher&mdash;the infant can render no assistance to his, all has to be
+borne, suffered and done for him&mdash;his future habits depend mainly on those
+given to him in his earliest years. Yet the care of him in these important
+days is generally confided to ignorant nurses and to the less-skilled
+class of teachers.</p>
+
+<p>In building the school, a pleasing style of architecture should be
+adopted, and the walls of the main hall should be hung with diagrams of
+all kinds, illustrative of natural history in its largest sense, of the
+sciences and of the mechanical arts, and with portraits or busts of
+distinguished men. The walls of the class-rooms should be decorated with
+diagrams and maps and figures referring to the special branches taught
+therein.</p>
+
+<p>A large and commodious laboratory should be fitted up in the building, to
+enable every pupil to acquire experimentally that knowledge of chemical
+forces and action which books alone can never im<span class='pagenum'><a name="Page_42" id="Page_42">[Pg 42]</a></span>part. A convenient
+observatory should afford facility for astronomical study and observation.</p>
+
+<p>On the top floors or around the building should be arranged workshops,
+where the use of tools and machinery could be taught. The classes should
+assemble in the large hall, in the morning, where they might join in
+singing or light gymnastic exercises, or listen to some short appropriate
+address before betaking themselves to their class-rooms.</p>
+
+<p>The teaching in these latter should be conducted, wherever practicable,
+upon the Socratic method, and every branch of science and of art could be
+thus explained. The mother unconsciously uses this method in educating or
+drawing out the first perceptions of infancy and early youth; and the
+impressions derived from this method of acquiring knowledge are the most
+lasting, being such as become most absolutely assimilated with the pupil&#8217;s
+mind. The teacher would also, at frequent intervals, conduct his class
+into the fields and woods for the study of botany, entomology, and
+geology, where Nature would supply in abundance the materials, and the
+teacher would be the only book. Instruction in the various trades which
+could be conveniently practised should receive attention, the taste of the
+pupils being made a guide to selection.</p>
+
+<p>Some portion of the teaching which goes on in school should be performed
+by the pupils, under the supervision of the teacher. No adult can so
+thoroughly enter into a child&#8217;s mind as can another child; nor is this the
+only reason.</p>
+
+<p>That is not fully known which can not be thoroughly used and applied, and
+knowledge can not be applied which its possessor can not himself impart.<span class='pagenum'><a name="Page_43" id="Page_43">[Pg 43]</a></span>
+A perfect illustration of this truth is furnished us in the training of
+the soldier.</p>
+
+<p>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&#8217; 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.</p>
+
+<p>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.</p>
+
+<p>Every day&mdash;in the middle of the day, in winter, in the summer, early in
+the morning, or in the evening&mdash;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.</p>
+
+<p>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
+Ben<span class='pagenum'><a name="Page_44" id="Page_44">[Pg 44]</a></span>tham, a Stevenson, a Morse, and a Cobden distinguished from the false
+glare and tinsel of a Louis XIV. and a Marlborough.</p>
+
+<p>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.</p>
+
+<p>We have reserved for the last, to enumerate what is, perhaps, the most
+important of all the subjects of instruction.</p>
+
+<p>To <span class="smcap">all</span> children, so soon as they can be promoted from the <i>kinder
+garten</i>&mdash;perhaps even to the higher grades therein&mdash;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.</p>
+
+<p>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&mdash;to teach the future capitalists the laws by which their profits
+will be deter<span class='pagenum'><a name="Page_45" id="Page_45">[Pg 45]</a></span>mined, how large profits may be secured, and loss, failure,
+crises, and panics avoided&mdash;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&mdash;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, &#8217;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&mdash;by the employment of
+the Socratic method of instruction&mdash;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&#8217; instruction, would put
+to the blush, with few exceptions, alike the members of both<span class='pagenum'><a name="Page_46" id="Page_46">[Pg 46]</a></span> houses of
+the United States Congress and of the British Parliament.</p>
+
+<p>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&#8217;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.</p>
+
+<p>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.</p>
+
+<p>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.</p>
+
+<p>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<span class='pagenum'><a name="Page_47" id="Page_47">[Pg 47]</a></span> 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.</p>
+
+<p>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.</p>
+
+<p>The chief position in society should be assured to the principal and his
+assistants by the proprietors of the school.</p>
+
+<p>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.</p>
+
+<p>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.</p>
+
+<p>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&#8217;s organ<span class='pagenum'><a name="Page_48" id="Page_48">[Pg 48]</a></span>isms&mdash;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&#8217;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 &#8220;the noblest study of
+mankind.&#8221; Let us try and draw the picture of the developed man!</p>
+
+<p>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&#8217;s laws, and guiding his conduct
+to be in accord therewith, &#8220;sitting beneath his own vine and fig-tree,&#8221;
+&#8220;blessed in all the works of his hands,&#8221; and diffusing blessings and
+happiness around. Such is the picture of <span class="smcap">the healthy mind in a healthy
+frame</span>, which it is in man&#8217;s power to procreate and rear!</p>
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_49" id="Page_49">[Pg 49]</a></span></p>
+<h2><i>APPENDIX.</i></h2>
+<p><span class='pagenum'><a name="Page_50" id="Page_50">[Pg 50]</a></span></p>
+<p>&nbsp;</p>
+<p><span class='pagenum'><a name="Page_51" id="Page_51">[Pg 51]</a></span></p>
+
+<h3><i>APPENDIX.</i></h3>
+
+
+<p>
+<span class="smcap">Department of Public Instruction,<br />
+<span style="margin-left: 1em;">Corner of Grand and Elm Streets,</span><br />
+<span style="margin-left: 2em;">New York,</span> June 5th, 1869.</span><br />
+<br />
+<span class="smcap">To Magnus Gross</span>, Esq.,</p>
+
+<p class="center"><i>Chairman of the &#8220;Executive Committee for the Care, Government and
+Management of the College of the City of New York:&#8221;</i></p>
+
+<p><span class="smcap">Dear Sir</span>,&mdash;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.</p>
+
+<p>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.</p>
+
+<p>These ends we shall no doubt all agree to be&mdash;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<span class='pagenum'><a name="Page_52" id="Page_52">[Pg 52]</a></span> 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.</p>
+
+<p>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.</p>
+
+<p>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.</p>
+
+<p>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&#8217; 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.</p>
+
+<p>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 <i>picked youth from the many thousands
+attending the public schools</i>, 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
+re<span class='pagenum'><a name="Page_53" id="Page_53">[Pg 53]</a></span>sult. 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.</p>
+
+<p>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.</p>
+
+<p>The first observation which must strike the mind of every thinker is the
+fact that the primary analysis&mdash;the main classification which has been
+adopted of studies which ought to be framed to fit the students for
+&#8220;complete living&#8221;&mdash;is one of &#8220;words,&#8221; <i>i. e.</i>, the tools of knowledge,
+instead of knowledge itself. Or in the words of the Report: &#8220;There are two
+courses of studies&mdash;ancient and modern&mdash;differing only in the languages
+studied.&#8221;</p>
+
+<p>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.</p>
+
+<p>Even if &#8220;<i>words</i>&#8221; 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 <i>five hours a week through both terms in Latin and
+Greek</i>, and <i>one lesson per week during one term in the English language</i>.
+The students of the modern course substitute for Latin and Greek the
+French and Spanish languages.</p>
+
+<p>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<span class='pagenum'><a name="Page_54" id="Page_54">[Pg 54]</a></span> of our Committee to
+his essay on &#8220;Early Mental Training, and the Studies best fitted for it.&#8221;</p>
+
+<p>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? <i>One lesson a week</i> 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&#8217;s chapter on &#8220;What Knowledge is of Most Worth,&#8221; in his work on
+Education, in farther illustration of this subject, instead of making
+extracts from it as I would otherwise like to do.</p>
+
+<p>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 <i>none at all</i>!
+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!</p>
+
+<p>Restrained again from quotation by the fear of wearying the Committee,
+permit me to refer them to the lec<span class='pagenum'><a name="Page_55" id="Page_55">[Pg 55]</a></span>ture of Dr. Hodgson, delivered at the
+Royal Institution of Great Britain, on &#8220;The Importance of the Study of
+Economic Science,&#8221; which will be found in the work of Professor Youmans,
+on &#8220;The Culture demanded by Modern Life.&#8221;</p>
+
+<p>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&#8217;s Essay on &#8220;Early Mental Training, and the Studies best fitted for
+it.&#8221;</p>
+
+<div class="blockquot"><p>&#8220;Whatever may be the value of the study of the classics in a
+subjective point of view, <i>nothing could possibly more thoroughly
+unfit a man for any immediate usefulness</i> in this matter-of-fact
+world, or make him <i>more completely a stranger in his own home</i>, 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 <i>Times</i> some twelve or thirteen years ago.</p>
+
+<p>&#8220;Common things are quite as much neglected and despised in the
+education of the rich as in that of the poor. It is wonderful <i>how
+little</i> a young gentleman may know when he has taken his university
+degrees, <i>especially if he has been industrious, and has stuck to his
+studies</i>. He may really <i>spend a long time in looking for somebody
+more ignorant than himself</i>. If he talks with the driver of the
+stage-coach that lands him at his father&#8217;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&#8217;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&mdash;the novels of the last century, or even of the
+last generation&mdash;history and poetry having been almost studiously
+omitted in his education. <i>The girl who has never stirred from home,
+and</i><span class='pagenum'><a name="Page_56" id="Page_56">[Pg 56]</a></span> <i>whose education has been economized, not to say neglected, in
+order to send her own brother to college</i>, 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. <i>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</i>&mdash;everywhere out of his element, everywhere at sea, in the
+clouds, adrift, or by whatever word <i>utter ignorance</i> and
+<i>incapacity</i> 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.&#8221;</p></div>
+
+<p>&nbsp;</p>
+<p>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, <i>none whatever is given on the science of Government
+throughout the entire course of five years</i>!</p>
+
+<p>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.</p>
+
+<p><i>Words! words!</i> 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 <i>unfit</i> them for the great battle of life!</p>
+
+<p>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:</p>
+
+<div class="blockquot"><p><span class='pagenum'><a name="Page_57" id="Page_57">[Pg 57]</a></span>&#8220;That English is composed of&mdash;</p>
+
+<p>&#8220;<i>First.</i> Saxon and Danish words of Teutonic and Gothic origin.</p>
+
+<p>&#8220;<i>Second.</i> British or Welsh, Cornish and Amoric, which may be
+considered as of Celtic origin.</p>
+
+<p>&#8220;<i>Third.</i> Norman, a mixture of French and Gothic.</p>
+
+<p>&#8220;<i>Fourth.</i> Latin, a language formed on the Celtic and Teutonic.</p>
+
+<p>&#8220;<i>Fifth.</i> French, chiefly Latin corrupted, but with a mixture of
+Celtic.</p>
+
+<p>&#8220;<i>Sixth.</i> Greek formed on the Celtic and Teutonic, with some Coptic.</p>
+
+<p>&#8220;<i>Seventh.</i> A few words directly from the Italian, Spanish, German,
+and other languages of the Continent.</p>
+
+<p>&#8220;<i>Eighth.</i> A few foreign words, introduced by commerce, or by
+political and literary intercourse.</p>
+
+<p>&#8220;Of these, <i>the Saxon words constitute our mother-tongue</i>, being
+words which our ancestors brought with them from Asia.</p>
+
+<p>&#8220;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.&#8221;</p></div>
+
+<p>&nbsp;</p>
+<p>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&#8217;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?</p>
+
+<p>Driven from this position, the advocates of &#8220;<i>classical</i>&#8221; 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 <span class="smcap">science</span> 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<span class='pagenum'><a name="Page_58" id="Page_58">[Pg 58]</a></span>
+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 <i>mere a luxury</i> 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, <span class="smcap">science</span> is the true curriculum!</p>
+
+<p>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. &#8220;No artist,&#8221; says Mr.
+Spencer, &#8220;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&mdash;a question of psychology.&#8221; The spectator or listener must
+equally be acquainted with the laws of such phenomena, or he fails to
+attain to the highest appreciation.</p>
+
+<p>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.</p>
+
+<p>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!</p>
+
+<p>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<span class='pagenum'><a name="Page_59" id="Page_59">[Pg 59]</a></span> 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 <i>educational science</i>, <i>Bastiat</i> and <i>Herbert
+Spencer</i>. To a modified extent, the name of Mr. John Stuart Mill may be
+quoted&mdash;for he loudly advocates science for all&mdash;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.</p>
+
+<p>Neither is it without importance as a guide to ourselves to observe that
+in the very best school in this country&mdash;a school perhaps not surpassed by
+any in the world, viz., the Military Academy at West Point&mdash;neither Latin
+nor Greek studies are permitted.</p>
+
+<p>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, <i>not</i> 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 <i>highest scientific</i> and <i>practical</i> employment?</p>
+
+<p>Our duty to the people is clear; let us neither waste the precious time of
+our youth on worse than useless<span class='pagenum'><a name="Page_60" id="Page_60">[Pg 60]</a></span> studies, nor the money of the citizens on
+worse than useless expenditure.</p>
+
+<p>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 &#8220;Latin and Greek are essential to the
+education of a gentleman;&#8221; that &#8220;classical studies are indispensable to a
+liberal education;&#8221; 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.</p>
+
+<p>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 medi&aelig;val ignorance, and
+supply to the pupils of the College &#8220;the culture demanded by modern life.&#8221;
+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 &#8220;for the advancement of learning,&#8221; and so prove ourselves
+worthy of the sacred trust we have assumed.</p>
+
+<p><span style="margin-left: 4em;">I am, dear sir, very truly yours,</span></p>
+
+<p><span style="margin-left: 12em;">NATHANIEL SANDS,</span></p>
+
+<p><span style="margin-left: 4em;"><i>Member of &#8220;The Executive Committee for the Care,</i></span><br />
+<span style="margin-left: 6em;"><i>Government, and Management of the College of the</i></span><br />
+<span style="margin-left: 8em;"><i>City of New York.&#8221;</i></span></p>
+
+
+
+<hr style="width: 65%;" />
+<h2><i>The Philosophy of Teaching.</i></h2>
+
+<h1>THE TEACHER,</h1>
+<h2>THE PUPIL, THE SCHOOL.</h2>
+<h2>BY NATHANIEL SANDS.</h2>
+<h3>8vo, Cloth, $1 00.</h3>
+
+<div class="ads">
+<p>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&mdash;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.&mdash;<i>N. Y.
+Times.</i></p>
+
+<p>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.&mdash;<i>N. Y. World.</i></p>
+
+<p>Much has been written upon education&mdash;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 &#8220;The Teacher, the Pupil, the School,&#8221; by Mr. Nathaniel Sands. Small as
+it is, it contains more ideas than many bulky volumes.&mdash;<i>N. Y. Tribune.</i></p>
+
+<p>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
+&#8220;culture demanded by modern life&#8221;&mdash;chemistry, mining, anatomy, natural
+history, political and social economy, the science of government,
+etc.&mdash;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 &#8220;as worse than mere waste of time the years devoted
+to Greek and Latin,&#8221; and would bar them out altogether.&mdash;<i>Journal of
+Commerce.</i></p>
+
+<p>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.&mdash;<i>N. Y. Sun.</i></p>
+
+<p>We have in this compact and unpretentious treatise a great deal of pith
+and acumen, brought to bear upon a most important subject&mdash;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&#8217;s breast, proceeds through all the quiet processes
+of mental development in infancy, childhood, and maturity.&mdash;<i>N. Y.
+Dispatch.</i></p>
+
+<p>His hints may well arrest the attention of thoughtful men.&mdash;<i>N. Y.
+Tribune.</i></p>
+
+<p>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.&mdash;<i>N. Y.
+Evening Post.</i></p>
+
+
+<h3>HARPER &amp; BROTHERS, <span class="smcap">Publishers</span>,<br />
+<span class="smcap">Franklin Square, New York.</span></h3>
+
+<p class="hang">&#9758; <span class="smcap">Harper &amp; Brothers</span> <i>will send the above work by mail,
+postage prepaid, to any part of the United States, on receipt of $1&nbsp;00</i>.</p></div>
+
+
+
+<hr style="width: 65%;" />
+<h1><span class="smcap">Works on Education</span></h1>
+<h5>PUBLISHED BY</h5>
+<h3>HARPER &amp; BROTHERS, <span class="smcap">New York</span>.</h3>
+
+<div class="ads">
+<p>&nbsp;</p>
+<p class="hang">&#9758; <span class="smcap">Harper &amp; Brothers</span> <i>will send any of the following books
+by mail, postage prepaid, to any part of the United States, on receipt of the price</i>.</p>
+
+<p class="hang">&#9758; <span class="smcap">Harper&#8217;s Catalogue</span> <i>and</i> <span class="smcap">Trade-list</span> <i>will be sent by mail
+on receipt of Five Cents, or they may be obtained gratuitously on application to the Publishers personally</i>.</p>
+
+<p>&nbsp;</p>
+<p class="hang">RANDALL&#8217;S POPULAR EDUCATION. First Principles of Popular Education and
+Public Instruction. By <span class="smcap">S. S. Randall</span>, Superintendent of Public Schools of
+the City of New York. 12mo, Cloth, $1&nbsp;50.</p>
+
+<p class="hang">SANDS&#8217;S PHILOSOPHY OF TEACHING. The Teacher, the Pupil, the School. By
+<span class="smcap">Nathaniel Sands</span>. 8vo, Cloth.</p>
+
+<p class="hang">BURTON&#8217;S OBSERVING FACULTIES. The Culture of the Observing Faculties in
+the Family and the School; or, Things about Home, and how to make them
+Instructive to the Young. By <span class="smcap">Warren Burton</span>, Author of &#8220;The District School
+as it was,&#8221; &#8220;Helps to Education,&#8221; &amp;c. 16mo, Cloth, 75 cents.</p>
+
+<p class="hang">CALKINS&#8217;S PRIMARY OBJECT LESSONS. Primary Object Lessons for a Graduated
+Course of Development. A Manual for Teachers and Parents, with Lessons for
+the Proper Training of the Faculties of the Children. By <span class="smcap">N. A. Calkins</span>.
+Illustrations. 12mo, Cloth, $1&nbsp;50.</p>
+
+<p class="hang">WILLSON&#8217;S OBJECT LESSONS A Manual of Information and Suggestions for
+Object Lessons, in a Course of Elementary Instruction. Adapted to the Use
+of the School and Family Charts, and other Aids in Teaching. By <span class="smcap">Marcius
+Willson</span>. 12mo, Cloth, $1&nbsp;50.</p>
+
+<p class="hang">ABBOTT&#8217;S TEACHER. Moral Influences Employed in the Instruction and
+Government of the Young. By <span class="smcap">Jacob Abbott</span>. With Engravings.
+12mo, Cloth, $1&nbsp;75.</p>
+
+<p class="hang">BOES&Eacute;&#8217;S EDUCATION IN NEW YORK CITY. Public Education in the City of New
+York: its History, Condition, and Statistics. An Official Report to the
+Board of Education. By <span class="smcap">Thomas Boes&eacute;</span>, Clerk of the Board. With
+Illustrations. 8vo, Cloth, $1&nbsp;50.</p>
+
+<p class="hang">BEECHER&#8217;S TRAINING OF CHILDREN. The Religious Training of Children in the
+Family, the School, and the Church. By <span class="smcap">Catharine E. Beecher</span>.
+12mo, Cloth, $1&nbsp;75.</p>
+
+<p class="hang">EDGEWORTH&#8217;S PRACTICAL EDUCATION. A Treatise on Practical Education. By
+<span class="smcap">Richard Lovell Edgeworth</span> and <span class="smcap">Maria Edgeworth</span>. Engravings.
+12mo, Cloth, $1&nbsp;50.</p>
+
+<p class="hang">SIR WILLIAM HAMILTON&#8217;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
+<span class="smcap">William Hamilton</span>, Bart. With an Introductory Essay, by Rev. <span class="smcap">Robert
+Turnbull</span>, D.D. 8vo, Cloth, $3&nbsp;00.</p>
+
+<p class="hang">DR. OLIN&#8217;S COLLEGE ADDRESSES. College Life: its Theory and Practice. By
+Rev. <span class="smcap">Stephen Olin</span>, D.D., L.L.D., late President of the Wesleyan
+University. 12mo, Cloth, $1&nbsp;50.</p>
+
+<p class="hang">POTTER &amp; EMERSON&#8217;S MANUAL. The School and the Schoolmaster. A Manual for
+the Use of Teachers, Employers, Trustees, Inspectors, &amp;c., &amp;c. In Two
+Parts. Part I. By Rt. Rev. <span class="smcap">Alonzo Potter</span>, D.D. Part II. By <span class="smcap">George B.
+Emerson</span>, 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, &amp;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&nbsp;50.</p>
+
+<p class="hang">EVERETT ON PRACTICAL EDUCATION. Importance of Practical Education and
+Useful Knowledge: being a Selection from the Orations and Discourses of
+<span class="smcap">Edward Everett</span>, President of Harvard University. 12mo, Cloth, $1&nbsp;50.</p></div>
+
+<p>&nbsp;</p>
+<hr style="width: 65%;" />
+
+<p>Transcriber&#8217;s Note:</p>
+
+<p>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.</p>
+
+<div>*** END OF THE PROJECT GUTENBERG EBOOK 30296 ***</div>
+</body>
+</html>
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+Project Gutenberg (https://www.gutenberg.org) public repository for
+eBook #30296 (https://www.gutenberg.org/ebooks/30296)
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+The Project Gutenberg EBook of The Philosophy of Teaching, by Nathaniel Sands
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: The Philosophy of Teaching
+       The Teacher, The Pupil, The School
+
+Author: Nathaniel Sands
+
+Release Date: October 20, 2009 [EBook #30296]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK THE PHILOSOPHY OF TEACHING ***
+
+
+
+
+Produced by Jonathan Ingram, Stephanie Eason, and the
+Online Distributed Proofreading Team at https://www.pgdp.net.
+(This file was produced from images generously made
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+
+
+
+
+
+
+
+
+
+  _The Philosophy of Teaching._
+
+  THE TEACHER,
+  THE PUPIL, THE SCHOOL.
+
+  BY
+  NATHANIEL SANDS.
+
+
+  _NEW YORK_:
+  HARPER & BROTHERS, PUBLISHERS,
+  FRANKLIN SQUARE.
+  1869.
+
+
+
+Entered, according to Act of Congress, in the year 1869, by
+
+HARPER & BROTHERS,
+
+In the Clerk's Office of the District Court of the United States for the
+Southern District of New York.
+
+
+
+
+_THE TEACHER, THE PUPIL, THE SCHOOL._
+
+
+_TEACHER AND PUPIL._
+
+
+Of the various callings to which the division of labor has caused man
+specially to devote himself, there is none to be compared for nobility or
+usefulness with that of the true teacher. Yet neither teachers nor people
+at present realize this truth.
+
+Among the very few lessons of value which might be derived from so-called
+"classical" studies, is that of the proper estimate in which the true
+teacher should be held; for among the Greeks no calling or occupation was
+more honored. Yet with a strange perversity, albeit for centuries the
+precious time of youth has been wasted, and the minds and morals of the
+young perverted by "classical" studies, this one lesson has been
+disregarded.
+
+What duty can be more responsible, what vocation more holy, than that of
+training the young in habits of industry, truthfulness, economy, and
+sobriety; of giving to them that knowledge and skill without which their
+lives would become a burden to themselves and to society? Yet, while the
+merchant seeks to exercise the greatest caution in selecting the persons
+to whom he intrusts his merchandise, and yields respect to him who
+faithfully performs his commercial engagements; he makes but scant inquiry
+as to the character or qualifications of the MIND-BUILDER upon whose
+skill, judgment, and trustworthiness the future of his children will
+greatly depend.
+
+The position assigned by our social rules to the teacher accords, not with
+the nobility of his functions, but with the insufficient appreciation
+entertained of them by the people, and is accompanied by a corresponding
+inadequate remuneration. And what is the result? Except a few
+single-hearted, noble men and women, by whom the profession of the teacher
+is illustrated and adorned; except a few self-sacrificing heroes and
+heroines whose love of children and of mankind reconciles them to an
+humble lot and ill-requited labors, the class of school-teachers
+throughout the whole civilized world barely reaches the level of that
+mediocrity which in all other callings suffices to obtain not merely a
+comfortable maintenance in the present, but a provision against sickness
+and for old age.
+
+What aspiring father, what Cornelia among mothers, select for their
+children the profession of a teacher as a field in which the talents and
+just ambition of such children may find scope? Nor can we hope for any
+improvement until a juster appreciation of the nobility of the teacher's
+vocation, and a more generous remuneration of his labors shall generally
+prevail.
+
+It is to the desire to aid somewhat in bringing about a juster
+appreciation in the minds alike of teachers and of people of the utility
+and nobleness of the teacher's labors and vocation that these pages owe
+their origin.
+
+When we consider the nature of the Being over whose future the teacher is
+to exercise so great an influence, whose mind he is to store with
+knowledge, and whom he is to train in the practice of such conduct as
+shall lead to his happiness and well-being, we are lost in amazement at
+the extent of the knowledge and perfection of the moral attributes which
+should have been acquired by the teacher. It is his duty to make his
+pupils acquainted with that nature of which they form a part, by which
+they are surrounded, and which is "rubbing against them at every step in
+life." But he can not teach that of which he himself is ignorant. Every
+science then may in turn become necessary or desirable to be employed as
+an instructive agent, every art may be made accessory to illustrate some
+item of knowledge or to elucidate some moral teaching.
+
+Man is his subject, and with the nature of that subject and of his
+surroundings he must be acquainted, that the object to be attained and the
+means for its attainment may be known to him.
+
+What is man? What are his powers, what is his destiny, and for what
+purpose and for what object was he created? Let us enter the laboratory of
+the chemist and commence our labors. Let us take down the crucible and
+begin the analysis, and endeavor to solve this important problem. In
+studying the great Cosmos we perceive each being seeking its happiness
+according to the instincts implanted in him by the Creator, and only in
+man we see his happiness made dependent on the extent to which he
+contributes to the happiness of others. What, so far as we can see, would
+this earth be without any inhabitants? What great purpose in the economy
+of nature could it serve? A palace without a king, a house without an
+occupant, a lonely and tenantless world, while we now see it framed in all
+its beauty for the enjoyment of happiness.
+
+The Being upon whom the art and science of the teacher is to be exercised
+is one to whom food, clothing, fuel, and shelter are needful; possessed of
+organs of digestion, whose functions should be made familiar to their
+possessor; of breathing organs, to whose healthful exercise pure air is
+essential; a being full of life and animation, locomotive--desirous of
+moving from place to place; an emotional being, susceptible to emotions of
+joy and sorrow, love and hate, hope and fear, reverence and contempt, and
+whose emotions should be so directed that their exercise should be
+productive of happiness to others. He is also an intellectual being,
+provided with senses by which to receive impressions and acquire a
+knowledge of external things; with organs of comparison and of reason, by
+which to render available for future use the impressions received through
+the senses in the past. Lastly: he is also a social being, to whom
+perpetual solitude would be intolerable; sympathizing in the pains and
+pleasures of others, needing their protection, sympathy and co-operation
+for his own comfort, and desirous of conferring protection upon and of
+co-operating with them. But, further, he is a being who desires to be
+loved and esteemed, and finds the greatest charm of existence in the love
+and esteem he receives; to be loved and esteemed and cared for, he must
+love, esteem and care for others, and be generally amiable and useful.
+
+Such is the Being, susceptible of pain and pleasure, of sorrow and joy,
+whom the MIND-BUILDER is to train up so that, as far as possible, the
+former may be averted and the latter secured.
+
+The teacher, then, must train him in habits of industry and skill, that
+work may be pleasant and easy to him, and held in honorable esteem; for
+without work, skillfully performed, neither food, clothing, fuel nor
+shelter can be obtained in sufficient quantity to avoid poverty and
+suffering. Knowledge also must be acquired by the laborer, in order that
+the work which is to be skillfully performed may be performed with that
+attention to the conditions of mechanical, chemical, electrical, and vital
+agencies necessary to render labor productive. A knowledge of the
+conditions of mechanics, of chemistry, of electricity, and of vital
+phenomena should be imparted by the teacher; and to impart this knowledge,
+he must first possess it.
+
+How sublime, then, are the qualifications, natural and acquired, which the
+true teacher should possess! How deep should be our reverence for him who,
+by his skill and knowledge, is capable, and by his moral qualities
+willing, to perform duties so onerous and so difficult. What station in
+life can be regarded as more exalted; whose utility can be compared with
+that of him who proves himself faithful to the duties he assumes, when he
+takes upon himself the office of a teacher of youth?
+
+The question which is ever present to the mind of the true teacher is:
+What can I do to insure the happiness of these beings confided to my
+charge, whose minds it is given to me to fashion, not according to my
+will, but according as my skill and judgment shall, more or less, enable
+me to adapt my teachings to their natures? What shall I seek to engrave
+upon the clear tablets of their young and tender minds, in order that
+their future lot may be a joyous one? Let me illustrate (he will say) my
+profession. I will raise it high as the most honored among men, and for my
+monument I will say: "Look around; see the good works of those whom I have
+taught and trained; they are my memorials!"
+
+Such may, such will become the hope and aspiration common to teachers in
+that good day to come, when their labors shall be honored as they deserve;
+when parents, in all the different ranks into which society falls, shall
+vie with each other in the respect and honor tendered to the teacher,
+whose true place in society is at least not beneath that of the Judge.
+
+The teachers to be developed by such a state of society will, as their
+first step, seek to obtain a clear and comprehensive view of the work they
+propose to accomplish, and will then seek to adopt the most judicious
+means to reach the end proposed. They will adapt their methods of teaching
+to the nature of the object to be taught and to the order in which the
+faculties of the human mind naturally unfold themselves, for true
+education is the natural unfolding of the intellectual germ. In order to
+obtain the knowledge necessary of the object to be taught, the true
+teacher turns to nature as his guide, for the voice of nature is the voice
+of God, and in reading her statutes we read that grand volume in which He
+has left an impress of Himself. The science of nature is nothing more
+than the ability to read and interpret correctly the lessons taught. There
+was a period when mankind knew very little of the planet upon which they
+lived and moved and had their being; _there was_ a time when they knew
+almost nothing; and there _will_ come a time when they will know almost
+every thing that can be known by finite man. The earth is our _mother_,
+and _nature_ is our teacher, and if we listen to her voice, she will lead
+us higher and higher until we will stand the master and the king in the
+glorified temple of wisdom. To reach results so grand and a position so
+exalted, our natures must unfold in exact harmony with all the laws and
+forces which surround and control us from the time our existence commences
+until its close.
+
+From the period of conception until birth the child draws to itself all
+the essential elements required for the organization of a human being; the
+capabilities and powers of the parent are taxed and called upon to
+contribute their material to enable nature to reproduce itself.
+
+The child is born, and then, in a higher and more enlarged and more
+independent state of existence, commences drawing to itself the materials
+and substances necessary for its growth and unfolding. It draws in its
+mother's milk, it draws in the air, and it builds up in itself the unseen
+forces of life. Nature, true to her mission, goes on unfolding the child,
+and teaches it daily and hourly the lessons best adapted to its condition.
+In a few days after it is born, its powers of observation begin to show
+signs of life and action, and it can distinguish light from darkness; in
+a few weeks its mother and nurse are known--in a few months quickened
+intelligence displays itself in all its actions; in about twelve months it
+has learned the most difficult art of balancing itself so as to walk, and
+also to speak a few words; at from two to two and a half years of age,
+only thirty months from birth, it has learned a language which it speaks,
+and has become familiar with a vast number of things surrounding it. From
+a state of entire ignorance it has in thirty months learned what would
+fill volumes. Horses, cows, pigs, dogs, toys, whips, birds, people, trees,
+houses, fruit, food, clothes, music, sounds, parents, friends, and a
+thousand other things are all familiar to it. Without professional
+teachers, almost without effort, all this valuable and indispensable
+knowledge has been acquired, through the unconscious adoption on the part
+of the mother of the true system of education--_e duco_--I lead forth, and
+hence nurse, cherish, build up, develop.
+
+The child feels or reaches out, like the tendril, to the material world,
+seeking to make itself acquainted with that world; even the young infant
+soon begins to observe closely, soon knows its mother from all other
+persons, clings to her, loves her above all; soon it recognizes light from
+darkness, sweet from bitter; soon, when it sees a dog it will recognize it
+and jump with delight almost out of its mother's arms; it will show an
+eager delight to watch the motions of the horse, and imitates the sounds
+employed by adults when driving. He spreads forth the tentacles of his
+feeble mind for knowledge, and his mind "grows by what it feeds upon," and
+it is for those intrusted with the infant's training to respond
+intelligently to the child's desire, to place within its reach the mental
+food adapted to its digestion, to nourish and develop it so that its
+mental hunger shall be at once gratified and excited anew.
+
+It is here, and to this end, that the able teacher steps in, to perfect
+the development of the future man and woman. He educates, by assisting the
+natural unfolding of the intellectual germ, he places within reach of the
+child-mind the food needed to its growth, and the child-mind reaches out
+its tentacles and absorbs the nourishment offered to it. Thus the mind
+grows from _within outward_, and the teacher aids its development, as the
+careful husbandman by tilling and enriching the soil according to the
+nature of the plant he cultivates, produces a healthy and fruitful plant.
+
+The true teacher does not seek to teach by simply putting books into the
+child's hand, and bidding it to learn; he addresses himself to those
+faculties and powers of the child's mind, which bring it in relation with
+the world in which it lives. Sight, hearing, touch, smell, taste, and
+thence observation, judgment, perception, reason, memory, hope,
+imagination, and the love of the beautiful are appealed to, developed and
+strengthened by natural exercise, even as the organs and limbs of the body
+are developed and strengthened by gymnastic and other appropriate
+exercises.
+
+Education, mental and physical, is but the ABSORPTION of surrounding
+elements into the mind and body--an arrangement an 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.
+
+It is thus apparent that a great change in the system and principles now
+adopted in teaching is required, and if we change the principles we must,
+of course, change the instruments. These are now adapted to the method of
+teaching from WITHOUT inward. If we are to invert the system, and teach
+from within outward, then must our means and appliances be adapted to this
+change. The task, the forcing process, the stuffing and cramming must all
+give way to the natural mental growth, fostered, cherished, unfolded by
+culture, in accord with nature and with law. The inquiry then arises: What
+are to be the new means and appliances for mental culture? We have but to
+turn again to Nature as our teacher and our guide; her instincts are
+unerring. The seed germinates and pushes forth its root from within
+outward. The expansion or growth takes place by means of the elements
+which it attracts to itself, when these are placed within its reach, and
+towards which it stretches forth its organs. These elements it assimilates
+into and makes a part of itself. This process of Nature, so familiar to
+most of us, serves to illustrate exactly what should take place in
+intellectual growth. The mind hungers and feels out for and is impelled by
+a natural internal impulse to gather to itself the elements of knowledge;
+the wise teacher steps forward and becomes to the germinating intellect
+what the sun and dew and rain are to the plant. The mind must be fed in
+conformity with its longings, its wants, its desires. "Blessed are they
+that hunger and thirst after righteousness." The teacher develops this
+hunger and thirst by stimulating inquiry, and by presenting to the mind
+the use and beauty of knowledge; and when the mind gives signs that its
+hunger is temporarily appeased, that time is now required for mental
+digestion and assimilation, the wise teacher rests, and would no more
+attempt to stuff and cram the mind than the wise mother would seek to
+force food into her child's stomach.
+
+Intellectual growth of some kind, not less than bodily growth, whether
+good or evil, is constantly taking place. It should be the teacher's care
+to render that growth a healthy one, calculated to insure the happiness of
+the subject, and, in securing his own happiness, to contribute to the
+happiness of others.
+
+The body being visible to the physical eye, its growth is also visible,
+and we do not think of feeling impatient at the long months and years
+required for it to attain its full proportions; nor do we seek by any
+forcing process to produce a man at 10 instead of at 20 or 30 years of
+age.
+
+Were the mind and its growth also visible to the eye, we would be equally
+careful in our treatment of it. Man's first impulse in an uncivilized
+state has generally been a resort to force for the accomplishment of his
+objects; and as he took his first step forward the habits of his barbaric
+life remained with him. Hence, the first steps in teaching were by
+force--the lash, the rod, the school penal code; but even as when hungry,
+wholesome and well-dressed food rejoices us, so will the mind gladly
+accept the mental food carefully prepared for it by the true teacher.
+
+We live in a world adapted by its Creator to our happiness and highest
+well-being. It is not only possible, but easy, to win from Nature all that
+is necessary or desirable, for our sustenance and comfort. It is the true
+teacher's duty to fit the child thus to win its happiness; and such a
+teacher has ever present to his mind the question: How am I to perform
+this duty? What sort of teaching and training am I to give to the subjects
+of my care? Let us endeavor to find some direction to guide us to Nature's
+answer to this question.
+
+
+
+
+_TEACHING AND TRAINING_
+
+
+Whether we regard private schools or public schools, boarding or day
+schools, we find that much which goes on at them affords an important
+lesson, not as to what to follow, but what to avoid.
+
+Is there any thing worthy of the name, of confiding intercourse between
+teacher and pupil known upon this continent, or to extend our inquiry, we
+may say, known anywhere? Here and there exceptional instances will be
+found, as we have before said, both in this country and in Europe, of men
+and women devoted to their noble profession, between whom and their pupils
+there has grown up the strongest bond of parental and fraternal affection.
+To these teachers the pupils run in every difficulty for its solution, in
+every danger for protection; but with these exceptions the teacher is
+looked upon as a task-master, sometimes even as a spy; the tasks set to be
+shirked as much as possible, the observation of the teacher to be eluded
+and deceived.
+
+Lesson-time over, the children resort to their tame animals, to their
+weaving-machines, their wind-mills and dams; to their gardens, kites and
+ships; to swimming, rowing, foot-ball, marbles, leap-frog, base-ball and
+cricket. In the practice of these games, skill, dexterity and knowledge
+are acquired of which the pupils appreciate the utility, and enjoy not
+only for present, but for anticipated future use.
+
+Natural History, to be taught in school and made a reality, by following
+the guide given us by nature in the amusements to which children resort of
+their own accord, should be a prominent subject of instruction and
+training in the school. Cultivating the faculties of observation and of
+analysis, it should be among the earliest subjects of instruction, and, at
+the same time, of amusement.
+
+But they ought not to be taught from books; nature and the teacher are the
+only books to be employed until considerable progress has been made by the
+pupils. It is so easy to procure the things themselves for the study of
+botany; an abundant supply of wild flowers can be so readily obtained,
+sufficient to enable each child to be supplied with specimens for
+examination and dissection. The interest of the children in their study
+can be so easily awakened and sustained by the judicious teacher, the
+difficulties of the supposed hard words of scientific names disappear so
+readily, that the real difficulty is to understand how so obvious a
+subject of instruction is either wholly banished from the schools, or
+sought to be taught only from books, without any reference to living
+nature.
+
+The variety and multiplicity of insect life affords ample opportunity for
+the study of that branch of natural history--and entomology would be found
+not less beautiful and interesting than botany; the delightful excursions
+in which teachers and pupils would join for the gathering of objects of
+natural history would at the same time serve to strengthen the bond of
+affection which should exist between them. The nature of his own body and
+the functions of his various organs will soon interest the pupil, and
+along with instruction therein he would learn the qualities of the
+different kinds of animal and vegetable substances in use for food, their
+relative value and importance in building up his body; he would learn to
+compare the food now in use with that which was employed by our ancestors,
+and what has given rise to the adoption of the new and abandonment of the
+old; the methods of cookery best adapted to each kind of food, and what
+kinds of food are suitable for particular ages and states of health; what
+material, vegetable or animal, is most suitable for clothing, separately
+or in combination. He would learn to compare our present style of clothing
+with that adopted in past ages; he would learn the history of the changes
+which have been adopted, and while feeling desirous of retaining such as
+have been wisely adopted, might learn from past experience to desire to
+return to some good habits as to clothing which have been abandoned.
+
+The tight-fitting garments in which we unhealthily clothe our bodies, a
+fashion for which we are indebted to the use of armor in times when the
+chief occupation of man was mutual slaughter, and the great object of
+desire to secure protection against hostile weapons, might some time come
+to be discarded for the more healthful practices of the ancient Asiatics
+and Romans, if a general knowledge of the unhealthfulness of our present
+practices should come to prevail.
+
+The necessity and meaning of light and cleanliness, the indifference of
+the human body to all natural changes of temperature, when strengthened
+and maintained in health by wholesome food and efficient bathing, might
+lead to the taking of effective measures to restore the old Roman bath to
+general use.
+
+As regards shelter, why a building on the ground is generally to be
+preferred to a cave or shelter in the ground--what materials are best
+adapted for roofs, what for walls, floors, windows, why we use stone or
+brick in one part of the country and wood in another; what sizes, shapes,
+means of warmth and ventilation, for privacy and social enjoyment, should
+be adopted, and as regards furniture and utensils, what are most suitable
+for the several parts of a dwelling; what should guide our selection of
+material, fabrics, shape, size and pattern; how to establish a
+communication from one part of a building to another; how water and light
+are to be had most readily. All these things should form the subject of
+school study and inquiry.
+
+The means of locomotion, how streets, roads and paths should be laid out
+and maintained; the construction and use of carriages, cars, wagons,
+tramways, railroads, ships, steamers, propelling power; where bridges
+should be built, and how; viaducts and embankments to cross valleys,
+cuttings and tunnels to penetrate hills and mountains; these, too, simply
+at first, and afterwards in more elaborate detail, should form subjects of
+school instruction, the rules determining the selection of each and the
+methods of their construction not being preached in lectures, _ex
+Cathedra_, but evolved by a patient questioning of nature, by experiment
+and the Socratic method of inquiry. Exercise of the limbs under the
+direction of a skilled instructor, so that all the muscles of the body may
+be duly trained, and a healthy body built up to support a healthy mind.
+The kinds of recreation to be selected, whether bull-baiting,
+cock-fighting, rat-catching or prize-fighting, should be preferred to
+games of skill and strength, to the drama, literature, works of art,
+public walks, gardens, and museums; the comparative influence of all these
+upon the health, strength, courage, activity, humanity, refinement and
+happiness of society; how people may be led to prefer such as tend to
+general well-being to those which have a tendency to brutalize and debase.
+All these also should be dwelt upon in the school.
+
+How stores of food, of clothing, of fuel and of the materials for building
+may be collected and preserved; how present labor may be made to supply
+future wants, and the thought of future enjoyment be made to sweeten the
+present toil. How the means of instruction and of amusement may be
+secured. How all engaged in supplying one need of society co-operate with
+all who are engaged in supplying its other needs. What form of government
+is best, and how it may be best administered. How upright judges may be
+secured, justice administered, and society protected against internal and
+external foes. These and all the other subjects enumerated would, if
+handled by a true teacher, be found most attractive to children.
+
+The names given to the subjects at which we have glanced are: Natural
+History, the Mathematical and Physical Sciences in all their branches,
+Vegetable and Animal Physiology, the Political and Social Sciences; which
+should be presented in the order in which the attention and desire to
+learn could be aroused.
+
+It will hardly fail to strike the mind of the reader that nothing has yet
+been said about giving instruction in the use of those tools for acquiring
+knowledge, reading, writing, ciphering and drawing. The true teacher will
+understand the omission. The commencement of the instruction in reading,
+writing, ciphering, drawing, and in spelling, would take place as part of
+the object lesson which should be adopted as the first step to knowledge,
+and should be retained in the most advanced classes as the most perfect
+method of applying the knowledge which has been acquired. It would soon be
+understood by the pupils that the power of reading, of writing, of
+designing and of calculating is essential to the acquirement of knowledge,
+and to any thing like extent and variety of information on subjects
+relating to individual and social well-being. The desire of acquiring this
+knowledge would quicken the faculties of the children, augment their
+industry, and lighten the labors of the teacher to an indefinable extent.
+The teacher who should fail to impart a moderate degree of skill in these
+arts to most, and of excellence to many, at the same time that adequate
+progress was made in the study of the sciences we have named, should be
+deemed unfit for his profession, and not be allowed to relieve himself
+from disgrace by magnifying the difficulties of his task or by complaints
+of the idleness or want of capacity of his pupils. As children will take
+interest in what they learn in proportion to their understanding of its
+bearing upon their own happiness, and upon their actual life and
+surroundings, the knowledge of themselves as beings acted upon by
+surrounding objects and by their own kind, should be carefully imparted to
+them simultaneously with the knowledge of the qualities of the surrounding
+objects destined to act upon them.
+
+Children thus worked upon by skilled and earnest instructors; led to find
+out and observe the properties of that Nature of which they form a part;
+their minds nourished by the enjoyment which follows the mastering of
+every difficulty, and the addition of every fresh item of knowledge to
+their previous store; trained also in habits of healthfulness and of
+amiability; will not only cheerfully give themselves to study, but will
+also seek to dignify by their conduct and to improve by practice the
+knowledge they progressively acquire, soon understanding, among other
+things, why they are sent to school and the importance of that education,
+part of which they are to acquire at school.
+
+As the object of the school-teaching should be to prepare the pupils for
+actual life, they should be made familiar with the idea that all their
+means of subsistence and enjoyment can only be obtained by labor; not only
+should their attention be called to the fact, but they should be made
+sensible how much skill, knowledge and labor and economy were needed for
+the creation of existing stores, and are needed for their maintenance in
+undiminished quantity; nor can this be done in any way more fitly or
+completely than by performing under their eyes, and causing them to take
+part in, the actual business of production. The well-ordered school is an
+industrial school, in which every industrial occupation, manufacturing or
+agricultural, for the carrying on of which convenience can be made, should
+be successively practised by the children, under the direction of skilled
+workers.
+
+The farm, the factory, the shop, the counting-house and the kitchen,
+should each have its type in the school, and present to the minds of the
+children a picture of real life; while their practice would impart a skill
+and adaptability to the pupils which would insure their preparedness for
+all the vicissitudes of the most eventful life.
+
+Can any reason be suggested for adopting a different system of instruction
+for girls than that which shall be determined on as best fitted for boys?
+We confess to our inability to perceive any--both are organisms of the
+same all-pervading nature--to both the most intimate knowledge of that
+which skill and perseverance secure, seems to be desirable for their
+happiness, and that of all mankind. Of the two, perhaps, the greatest
+knowledge is needed for the woman, FOR HERS IS THE MORE IMPORTANT AND MORE
+PERFECTED ORGANISM; to her is committed the performance of the chief
+functions of the highest act of organized beings, viz., reproduction;
+therefore, upon her knowledge and conduct, far more than upon that of the
+man, depends the future of the beings in whom she is to live again.
+
+Another great object with the true teacher, will be so to train the
+judgment of his pupils as to avoid that forming of unconsidered opinion
+which is the parent of prejudice and a chief obstacle to progress. Trained
+to investigate the foundations of every fact in nature and in science, to
+weigh the evidences on which they are asked to receive assertions, whether
+of a physical, moral or social nature, they will ever have a reason for
+the faith that is in them; and will know how to SUSPEND JUDGMENT when the
+means of knowledge are insufficient.
+
+Such pupils will not be apt to form opinions either in physical science,
+politics, or industrial life, without having first thoroughly examined the
+bases of the opinions they form and express, while the prejudices imbibed
+from nurses or parents, will be subjected to vigorous investigation, and
+either received as sound doctrine, or discarded as ill-founded and
+superstitious. Of how many prejudices are we not the victims, without
+being ourselves in the least conscious of the fact! Our political
+opinions, our social customs, are taken up like the fashion of a coat,
+without reason or reflection; and habit and association, but too often
+hold us captive long after reason has pronounced her condemnation; our
+minds have been warped from truth, and we fail to perceive our own
+deficiency, to recognize the mental dishonesty with which we are
+afflicted. All this will be averted in the case of those who in their
+youth are trained to a rigorous investigation of every fact presented to
+their minds, until the habit of truth, not merely of speaking and telling
+the truth, but that mental truthfulness which shrinks from accepting a
+falsehood for truth, and acknowledges ignorance rather than utter what is
+not assured--will become as much a part of the pupil's nature as is his
+desire for food. In short, he would be so trained as to feel as great a
+repugnance to plunge his mind into moral, as his body into material filth.
+
+Again, while ever merciful and pitying to the criminal, he would be
+intolerant of falsehood wherever it might be found; and he would deem
+himself derelict in his duty, as a man and as a citizen, did he leave
+corruption to rot and fester in the Commonwealth, because he and others
+like him would not take the trouble to raise their voices against
+wrongdoers!
+
+What a different aspect would not this great city of New York offer to our
+inspection to what it now presents, had a generation been trained in the
+knowledge, and practised in the observance of their duties as citizens!
+
+Did those merchants and traders, who, in their private dealings would
+scorn a lie, but recognize the duty they owe as citizens and as men of
+truth, they would, by uniting, soon sweep away the serious discredit to
+our country and to Republican Institutions, the festering corruption of
+this city and of the State; yet it is to their supine, nay wicked
+tolerance of the evil that we owe the specimens of judicial corruption by
+which we are robbed and dishonored. Can it be said that any system of
+education can be sound, which shall fail to demonstrate, at least to the
+older pupils, their duties as citizens, to take an active, intelligent and
+upright interest in public affairs; that shall fail to instruct them in
+the principles by which their judgments should be guided, and lead them to
+discard every action in public affairs, which they would not approve in
+private life?
+
+We must cease to live in books, in past mystifications, in useless
+theories, in foolish and unprofitable discussions, in ancient ideas and
+customs, and grasp the living present with all the richness, fullness and
+beauty of its life. The chemistry of nature, the work of her great
+laboratory, should be the study of youth as of age, instead of dead
+languages and the vain and foolish mythology of Greeks and Romans
+wherewith at present we poison the minds of the young.
+
+"Can we take burning coals into our bosom and not be burned?" Can we
+suffer the impressionable minds of youth to be impregnated with the filth
+of the heathen poets in their imaginings of gods as disgusting as
+themselves, without staining the pure tablet of the mind with spots and
+grossness, while the children acquire a distaste for that glorious nature
+whose volume should be their constant study?
+
+We have to deal with the great present, with life, not with death--to
+promote health, physical and moral, not to propagate infectious sickness.
+The present, wisely improved, leads to a happy future, and is the only
+road to that goal. We can not jump the present and its duties and reach
+the future so as to enjoy it, neither can the dead past lighten the labors
+of the living present. There is a past which still lives and vivifies the
+present, but the quaint and filthy imagery in which the ancient priests
+disguised from the profane--from all but the initiated--the mysteries of
+their lore, can be of small account to a people whose great duty is the
+dissemination of light and truth.
+
+Every thing that has any relation to man's comfort and well-being, or to
+his happiness as a social being, that it is, and not the dead past that we
+should learn, and of the things that affect us most nearly we should learn
+first. What did the ancients know of steam, of electricity, of the
+material elements of nature, of her forces? And little as we know, how
+much of that little could be learned from a lifelong study of ancient
+lore? If there be aught of value in the laws of ancient Rome which has not
+been translated into our native tongue, let it be translated; but let not
+our youth waste precious years in learning to play upon an instrument
+(Greek or Latin) which when learned can give forth no sound. But if we
+turn to Nature and to her grand volume, we there find all the knowledge
+man can acquire. From her study, too, we can learn a lesson, not perhaps
+among the least important, as to the limits fixed by nature to human
+knowledge. To know of a surety what those things are which never can be
+known to mortal man, is a knowledge, the want of which has driven many to
+puerile and superstitious practices, and many more to madness and despair.
+
+From the great book of Nature, God's book, is to be learned the principle
+of justice, of love, of wisdom, of truth; and as the germ of justice is
+developed in the mind, the mind is brought in contact with the Great
+Fountain, absorbs a portion of its light, enlarges, develops, becomes
+stronger, assimilates to itself the essence of the great Godhead, and
+renders man godlike.
+
+So with each of the other faculties of man; each draws its nourishment
+from its special FOUNTAIN. Wisdom, love, justice, and truth should
+preside; and if judgment, sympathy and conscientiousness be judiciously
+trained and developed, they will help to develop harmoniously all the
+other faculties. But to this end they, and each and all of man's
+faculties, must be brought into a wholesome, natural contact, each with
+its proper food; and by natural we mean not that contact which might
+peradventure happen if left uncared for, but such as the nature of the
+faculty demands for its development in due harmony, to produce the
+greatest amount of happiness to its possessor. To supply this food, to
+bring to each faculty its proper aliment, is the business of the true
+teacher. If we desire a child to be truthful, we must bring it in contact
+with truth, and bring it to love truth by causing its practice to inure to
+the child's enjoyment. If we wish it to be wise, we must bring its mind in
+contact with wisdom, exercise its analytical powers, and train its
+judgment; let it see sound judgment producing happiness; let it see how
+beautiful and desirable is the possession of wisdom, and the child will
+soon learn to seek it for its own sake.
+
+To chastise a child for speaking that which is untrue may fill it with
+fear, but does not make it love truth. The love of truth and of wisdom
+must be cultivated as we cultivate the love of music. "Seek me early, and
+ye shall find me." "Knock, and it shall be opened unto you." That which
+the mind seeks it will find. The natural relationships are established,
+and it is only for us to work in harmony with, and not obstruct or
+interfere with them. It is the "true relationship of things" we need to
+learn. There is nothing in us that is not in nature. All the forces
+developed in man are but developments of nature; and all the forces
+required for his nourishment and strength exist in the bosom of Nature.
+Matter, light, heat, electricity are not produced by him. In nature they
+exist; remove any one of them and he perishes. To Nature then must we ever
+turn as the reservoir of nourishment and as the teacher, by the study of
+whose volume we learn all of wisdom that can be known of mortal man, or
+that can tend to his well-being; and her true relationships must be the
+constant object of our search. Before the knowledge of her true
+relationships disappear superstition and fear and mystery. The lightning's
+flash, the thunder's roar, the falling meteor and the sun's eclipse cease
+to terrify and alarm. Witches, hobgoblins and demons come no longer to
+trouble us; the most unusual phenomena awaken only philosophical research
+and curiosity. And what is true of the full-grown man is not less true of
+the child.
+
+That school wherein children above the age of infancy fail to assist the
+teacher in his instruction, is an ill-ordered school. It is not the
+subject, but the teacher who is uninteresting; he scolds, worries and
+punishes his pupils, when he himself is the fitter subject for the lash.
+He awakens the sense of fear which should lie dormant, while the other
+faculties of his pupils slumber in spiritless inactivity.
+
+As the object of education is to prepare children to enter successfully
+and happily into life, and wisely to discharge all the duties devolving
+upon them as they unfold into men and women, and occupy the sphere
+assigned to them, the simple rule for the course of instruction seems to
+be, that they should learn those things in the order in which they can be
+received by the child's mind, which most vitally affect their well-being
+and happiness.
+
+As only a healthy, well-developed body can afford a home to a healthy,
+well-developed mind, physical culture claims early and constant attention,
+and should receive that careful regard to which the truth contained in
+the well-known aphorism: "We are fearfully and wonderfully made," entitles
+it. The teachings of the sciences of Pathology and of sanitary science
+should be judiciously and carefully elucidated, practically and
+theoretically; presented step by step to the mind of the child; and the
+child's body and mind should be carefully trained, so as to develop all
+its physical and mental powers in harmony. Gymnasiums for the body,
+conducted by men who have made themselves masters of anatomy and
+physiology, should be an essential feature in every school, so that
+ignorance and the desire to excel may not lead to putting a strain upon
+the system calculated materially to injure organs which need careful and
+judicious development. Plays, games, dancing, marching and the gymnasium
+all require the careful supervision of a teacher well versed in a
+practical knowledge of the human system, and thoroughly appreciative of
+the great truth, "We are fearfully and wonderfully made." But the
+foundation for the school as for the life career must be laid at home, and
+much as the teacher can do, he can never supply deficiencies resulting
+from the want of a well-ordered home or of a healthy home training. Never,
+save under necessity, should the parent yield up his sacred duty to
+another, at least during the tender years of childhood.
+
+The education of the heart and of the affections, is as essential as the
+school education, and these can never be so well cultivated as under the
+influence of home. All must be developed in order to maintain the true
+equilibrium. The boarding-school is not the place for children to attain a
+sound moral development, and the sooner parents generally understand this
+truth, the better for their children, for themselves and for society. As
+well uproot the flower, or shrub or tree, and expect it to flourish, as to
+cut the child off from the influence of home, and the care of a loving
+mother, father, brother and sister, and hope that the sympathetic
+faculties of its mind can attain their just development.
+
+Physical culture, heretofore neglected among us--the body being left to
+grow up as it may happen or chance--will form a prominent feature of
+training in every well-ordered school. All the muscles of the body will be
+in turn exercised, developed. The ancient Greeks afforded us here also a
+wise example, which we have signally failed to imitate.
+
+Let us secure for our children all the advantages we can from an
+enlightened and natural system of education, and do all we can to perfect
+both mind and body. How often is the cry repeated, "Mamma, tell me a
+story," and mamma, tired and weary, says she is too busy, or, for the want
+of a better, tells over again for the hundredth time, "Little Red Riding
+Hood," or some other equally foolish or more injurious tale, such as
+Bluebeard or Cinderella. Anecdotes of great men, suitably arranged, events
+in history and biography, carrying with them valuable and important
+morals, will afford all the amusement the child desires, without
+developing a love for the marvellous and false, which leads it away in
+infancy from the simple, truthful, and natural. If children are to be
+taught to think naturally and truthfully, we can not begin too young, and
+it is the duty of parents to remember that Valentine and Orson,
+Cinderella, Bluebeard, and such stories, are a web of false and
+exaggerated statements that will, and do produce injurious effects upon
+the child's mind. The story of Aladdin's Lamp has made many a child desire
+to enjoy wealth without labor, and has exerted a most pernicious, though
+unsuspected, influence upon his future. Children, not less than men, seek
+an easy road to the objects of their desires; and while works of
+imagination are to be by no means discarded in mental training, such
+should not be selected as give false notions of the busy and industrial
+life into which the child is to be introduced. Even in the choice and use
+of the finest works of fiction, the greatest caution is necessary. The
+little one can hardly distinguish between a fable that amuses it, and a
+lie told to shield it from punishment. If it hear nothing but truth, it
+will know nothing but truth; and a truthful mind is a glorious thing to
+behold in children as in men. "An idle brain is the devil's workshop;"
+therefore let there be no idle brains, but let all work usefully and
+pleasantly. Usefully we say, for even amusement is useful. We live in a
+world of use, in a world of beauty, a world that can be greatly improved,
+and human happiness largely increased, according as we avail ourselves of
+the knowledge already acquired for the right teaching and training of the
+young, so that they may grow up and develop into happy, self-supporting
+men and women, diffusing happiness to all around, themselves happy in
+proportion to the happiness they cause.
+
+
+
+
+_THE SCHOOL._
+
+
+Upon the organization and arrangement of the school largely depends the
+success of the educator. Two things must be borne constantly in mind.
+First, to create truthful and intellectual atmosphere, where wisdom,
+honor, and knowledge can be inhaled as with the breath, and second, to
+make the school cheerful and attractive in every way possible. We must get
+rid of the idea now generally prevailing among children, that the school
+is to be resorted to with regret and escaped from with pleasure.
+
+So soon as the child will look at and become interested in pictures and
+toys, and will listen to tales and little stories, it can profitably be
+introduced in the school, the first department of which should be the
+Infant-school, or, as the Germans so aptly term it, the children's garden,
+or Kinder Garten.
+
+Here plaiting, modelling, and building, with simple object lessons for the
+older infants, develop their powers of observation, and give employment
+and impart skill to little fingers which might else be engaged in
+destroying furniture or clothes, or in pilfering from the sugar-bowl.
+Practical familiarity with the properties of lines, angles, circles,
+spheres, cylinders, cubes, cones, and the conic sections will be acquired,
+which will give a life and reality to the geometrical studies which will
+occupy them in their school career. Dancing and singing will relieve the
+tedium of sitting, shake off the surplus energy, give rest to the body,
+and power, time, and tune to the voice. Models of houses, stores,
+workshops, kitchens, farms, and factories, which later on they will assist
+in making, will be a source alike of amusement and instruction.
+
+In the children's garden no teacher should have charge of more than about
+twelve children, who should regard her as their mother-teacher, while she
+should seek to win the love and confidence of the little ones as the
+beginning of her work.
+
+Each class of twelve should have their own special room, while for general
+purposes, such as music, drilling, gymnastic exercises, games, tableaux,
+and exhibitions of the magic lantern, the oxyhydrogen microscope, the
+stereopticon, and the like, they should assemble in a large hall. The
+details of arrangements will readily suggest themselves. The main feature
+is to have all things natural, free, pleasant, cheerful, bright, refined,
+and unrestrained by external forms or rigid rules, at the same time that
+order is secured by an easy discipline.
+
+So deeply are we impressed with the importance and utility of the kinder
+garten, and with the high qualities required by the teacher of the very
+young, that we are more and more disposed to believe that the true order
+in rank and promotion among teachers should be, to speak in paradox,
+downwards; that is to say, the younger the children to be taught, the
+higher the rank and remuneration of the teacher; for not only is an
+extensive range of knowledge necessary to enable the teacher truthfully
+to answer the innumerable questions of inquisitive infancy, and to avoid
+giving false notions, to be afterwards with greater or less difficulty
+removed--always with a shock to the moral sentiment when the child
+discovers it has been deceived--but also a knowledge of the infant mind, a
+perception of the thoughts and fancies which chase one another through the
+infant brain, a knowledge and perceptive power which only a watchful and
+loving experience can acquire. An industry and a patience far beyond any
+needed by the teacher of more advanced pupils are also required by the
+highly-cultivated men and women, to whom alone the training of infant
+minds should be intrusted. Advanced pupils go more than half-way to meet
+their teacher--the infant can render no assistance to his, all has to be
+borne, suffered and done for him--his future habits depend mainly on those
+given to him in his earliest years. Yet the care of him in these important
+days is generally confided to ignorant nurses and to the less-skilled
+class of teachers.
+
+In building the school, a pleasing style of architecture should be
+adopted, and the walls of the main hall should be hung with diagrams of
+all kinds, illustrative of natural history in its largest sense, of the
+sciences and of the mechanical arts, and with portraits or busts of
+distinguished men. The walls of the class-rooms should be decorated with
+diagrams and maps and figures referring to the special branches taught
+therein.
+
+A large and commodious laboratory should be fitted up in the building, to
+enable every pupil to acquire experimentally that knowledge of chemical
+forces and action which books alone can never impart. A convenient
+observatory should afford facility for astronomical study and observation.
+
+On the top floors or around the building should be arranged workshops,
+where the use of tools and machinery could be taught. The classes should
+assemble in the large hall, in the morning, where they might join in
+singing or light gymnastic exercises, or listen to some short appropriate
+address before betaking themselves to their class-rooms.
+
+The teaching in these latter should be conducted, wherever practicable,
+upon the Socratic method, and every branch of science and of art could be
+thus explained. The mother unconsciously uses this method in educating or
+drawing out the first perceptions of infancy and early youth; and the
+impressions derived from this method of acquiring knowledge are the most
+lasting, being such as become most absolutely assimilated with the pupil's
+mind. The teacher would also, at frequent intervals, conduct his class
+into the fields and woods for the study of botany, entomology, and
+geology, where Nature would supply in abundance the materials, and the
+teacher would be the only book. Instruction in the various trades which
+could be conveniently practised should receive attention, the taste of the
+pupils being made a guide to selection.
+
+Some portion of the teaching which goes on in school should be performed
+by the pupils, under the supervision of the teacher. No adult can so
+thoroughly enter into a child's mind as can another child; nor is this the
+only reason.
+
+That is not fully known which can not be thoroughly used and applied, and
+knowledge can not be applied which its possessor can not himself impart.
+A perfect illustration of this truth is furnished us in the training of
+the soldier.
+
+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_.
+
+
+
+
+WORKS ON EDUCATION
+
+PUBLISHED BY
+
+HARPER & BROTHERS, NEW YORK.
+
+
+HARPER & BROTHERS _will send any of the following books by mail, postage
+prepaid, to any part of the United States, on receipt of the price_.
+
+HARPER'S CATALOGUE _and_ TRADE-LIST _will be sent by mail on receipt of
+Five Cents, or they may be obtained gratuitously on application to the
+Publishers personally_.
+
+
+RANDALL'S POPULAR EDUCATION. First Principles of Popular Education and
+Public Instruction. By S. S. RANDALL, Superintendent of Public Schools of
+the City of New York. 12mo, Cloth, $1 50.
+
+SANDS'S PHILOSOPHY OF TEACHING. The Teacher, the Pupil, the School. By
+NATHANIEL SANDS. 8vo, Cloth.
+
+BURTON'S OBSERVING FACULTIES. The Culture of the Observing Faculties in
+the Family and the School; or, Things about Home, and how to make them
+Instructive to the Young. By WARREN BURTON, Author of "The District School
+as it was," "Helps to Education," &c. 16mo, Cloth, 75 cents.
+
+CALKINS'S PRIMARY OBJECT LESSONS. Primary Object Lessons for a Graduated
+Course of Development. A Manual for Teachers and Parents, with Lessons for
+the Proper Training of the Faculties of the Children. By N. A. CALKINS.
+Illustrations. 12mo, Cloth, $1 50.
+
+WILLSON'S OBJECT LESSONS A Manual of Information and Suggestions for
+Object Lessons, in a Course of Elementary Instruction. Adapted to the Use
+of the School and Family Charts, and other Aids in Teaching. By MARCIUS
+WILLSON. 12mo, Cloth, $1 50.
+
+ABBOTT'S TEACHER. Moral Influences Employed in the Instruction and
+Government of the Young. By JACOB ABBOTT. With Engravings.
+12mo, Cloth, $1 75.
+
+BOESÉ'S EDUCATION IN NEW YORK CITY. Public Education in the City of New
+York: its History, Condition, and Statistics. An Official Report to the
+Board of Education. By THOMAS BOESÉ, Clerk of the Board. With
+Illustrations. 8vo, Cloth, $1 50.
+
+BEECHER'S TRAINING OF CHILDREN. The Religious Training of Children in the
+Family, the School, and the Church. By CATHARINE E. BEECHER.
+12mo, Cloth, $1 75.
+
+EDGEWORTH'S PRACTICAL EDUCATION. A Treatise on Practical Education. By
+RICHARD LOVELL EDGEWORTH and MARIA EDGEWORTH. Engravings.
+12mo, Cloth, $1 50.
+
+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
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+      The Project Gutenberg eBook of The Philosophy of Teaching: The Teacher, the Pupil, the School, by Nathaniel Sands.
+    </title>
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+The Project Gutenberg EBook of The Philosophy of Teaching, by Nathaniel Sands
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
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+
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+Title: The Philosophy of Teaching
+       The Teacher, The Pupil, The School
+
+Author: Nathaniel Sands
+
+Release Date: October 20, 2009 [EBook #30296]
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+*** START OF THIS PROJECT GUTENBERG EBOOK THE PHILOSOPHY OF TEACHING ***
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+
+
+<h2><i>The Philosophy of Teaching.</i></h2>
+<p>&nbsp;</p>
+<h1>THE TEACHER,</h1>
+<p>&nbsp;</p><p>&nbsp;</p>
+<h2>THE PUPIL, THE SCHOOL.</h2>
+<p>&nbsp;</p><p>&nbsp;</p>
+<h5>BY</h5>
+<h3>NATHANIEL SANDS.</h3>
+<p>&nbsp;</p><p>&nbsp;</p>
+<h4><i>NEW YORK</i>:</h4>
+<h5>HARPER &amp; BROTHERS, PUBLISHERS,<br />
+FRANKLIN SQUARE.<br />
+1869.</h5>
+
+<p>&nbsp;</p><p>&nbsp;</p><p>&nbsp;</p>
+<p class="center">Entered, according to Act of Congress, in the year 1869, by</p>
+<p class="center">HARPER &amp; BROTHERS,</p>
+
+<p class="center">In the Clerk&#8217;s Office of the District Court of the United States for the<br />
+Southern District of New York.</p>
+
+<p>&nbsp;</p><p>&nbsp;</p>
+<hr style="width: 65%;" />
+<h2><i>TEACHER AND PUPIL.</i></h2>
+<p>&nbsp;</p><p>&nbsp;</p>
+
+<p><span class='pagenum'><a name="Page_5" id="Page_5">[Pg 5]</a></span></p>
+<h2><i>THE TEACHER, THE PUPIL, THE SCHOOL.</i></h2>
+
+<p>&nbsp;</p>
+<h3><i>TEACHER AND PUPIL.</i></h3>
+
+<p class='dropcap'><span class="caps">Of</span> the various callings to which the division of labor has caused man
+specially to devote himself, there is none to be compared for nobility or
+usefulness with that of the true teacher. Yet neither teachers nor people
+at present realize this truth.</p>
+
+<p>Among the very few lessons of value which might be derived from so-called
+&#8220;classical&#8221; studies, is that of the proper estimate in which the true
+teacher should be held; for among the Greeks no calling or occupation was
+more honored. Yet with a strange perversity, albeit for centuries the
+precious time of youth has been wasted, and the minds and morals of the
+young perverted by &#8220;classical&#8221; studies, this one lesson has been
+disregarded.</p>
+
+<p>What duty can be more responsible, what vocation more holy, than that of
+training the young in habits of industry, truthfulness, economy, and
+sobriety; of giving to them that knowledge and skill without which their
+lives would become a burden to themselves and to society? Yet, while the
+merchant<span class='pagenum'><a name="Page_6" id="Page_6">[Pg 6]</a></span> seeks to exercise the greatest caution in selecting the persons
+to whom he intrusts his merchandise, and yields respect to him who
+faithfully performs his commercial engagements; he makes but scant inquiry
+as to the character or qualifications of the <span class="smcap">mind-builder</span> upon whose
+skill, judgment, and trustworthiness the future of his children will
+greatly depend.</p>
+
+<p>The position assigned by our social rules to the teacher accords, not with
+the nobility of his functions, but with the insufficient appreciation
+entertained of them by the people, and is accompanied by a corresponding
+inadequate remuneration. And what is the result? Except a few
+single-hearted, noble men and women, by whom the profession of the teacher
+is illustrated and adorned; except a few self-sacrificing heroes and
+heroines whose love of children and of mankind reconciles them to an
+humble lot and ill-requited labors, the class of school-teachers
+throughout the whole civilized world barely reaches the level of that
+mediocrity which in all other callings suffices to obtain not merely a
+comfortable maintenance in the present, but a provision against sickness
+and for old age.</p>
+
+<p>What aspiring father, what Cornelia among mothers, select for their
+children the profession of a teacher as a field in which the talents and
+just ambition of such children may find scope? Nor can we hope for any
+improvement until a juster appreciation of the nobility of the teacher&#8217;s
+vocation, and a more generous remuneration of his labors shall generally
+prevail.</p>
+
+<p>It is to the desire to aid somewhat in bringing about a juster
+appreciation in the minds alike of teachers and of people of the utility
+and nobleness of<span class='pagenum'><a name="Page_7" id="Page_7">[Pg 7]</a></span> the teacher&#8217;s labors and vocation that these pages owe
+their origin.</p>
+
+<p>When we consider the nature of the Being over whose future the teacher is
+to exercise so great an influence, whose mind he is to store with
+knowledge, and whom he is to train in the practice of such conduct as
+shall lead to his happiness and well-being, we are lost in amazement at
+the extent of the knowledge and perfection of the moral attributes which
+should have been acquired by the teacher. It is his duty to make his
+pupils acquainted with that nature of which they form a part, by which
+they are surrounded, and which is &#8220;rubbing against them at every step in
+life.&#8221; But he can not teach that of which he himself is ignorant. Every
+science then may in turn become necessary or desirable to be employed as
+an instructive agent, every art may be made accessory to illustrate some
+item of knowledge or to elucidate some moral teaching.</p>
+
+<p>Man is his subject, and with the nature of that subject and of his
+surroundings he must be acquainted, that the object to be attained and the
+means for its attainment may be known to him.</p>
+
+<p>What is man? What are his powers, what is his destiny, and for what
+purpose and for what object was he created? Let us enter the laboratory of
+the chemist and commence our labors. Let us take down the crucible and
+begin the analysis, and endeavor to solve this important problem. In
+studying the great Cosmos we perceive each being seeking its happiness
+according to the instincts implanted in him by the Creator, and only in
+man we see his happiness made dependent on the extent to which he
+contributes to<span class='pagenum'><a name="Page_8" id="Page_8">[Pg 8]</a></span> the happiness of others. What, so far as we can see, would
+this earth be without any inhabitants? What great purpose in the economy
+of nature could it serve? A palace without a king, a house without an
+occupant, a lonely and tenantless world, while we now see it framed in all
+its beauty for the enjoyment of happiness.</p>
+
+<p>The Being upon whom the art and science of the teacher is to be exercised
+is one to whom food, clothing, fuel, and shelter are needful; possessed of
+organs of digestion, whose functions should be made familiar to their
+possessor; of breathing organs, to whose healthful exercise pure air is
+essential; a being full of life and animation, locomotive&mdash;desirous of
+moving from place to place; an emotional being, susceptible to emotions of
+joy and sorrow, love and hate, hope and fear, reverence and contempt, and
+whose emotions should be so directed that their exercise should be
+productive of happiness to others. He is also an intellectual being,
+provided with senses by which to receive impressions and acquire a
+knowledge of external things; with organs of comparison and of reason, by
+which to render available for future use the impressions received through
+the senses in the past. Lastly: he is also a social being, to whom
+perpetual solitude would be intolerable; sympathizing in the pains and
+pleasures of others, needing their protection, sympathy and co-operation
+for his own comfort, and desirous of conferring protection upon and of
+co-operating with them. But, further, he is a being who desires to be
+loved and esteemed, and finds the greatest charm of existence in the love
+and esteem he receives; to be loved and esteemed and<span class='pagenum'><a name="Page_9" id="Page_9">[Pg 9]</a></span> cared for, he must
+love, esteem and care for others, and be generally amiable and useful.</p>
+
+<p>Such is the Being, susceptible of pain and pleasure, of sorrow and joy,
+whom the <span class="smcap">mind-builder</span> is to train up so that, as far as possible, the
+former may be averted and the latter secured.</p>
+
+<p>The teacher, then, must train him in habits of industry and skill, that
+work may be pleasant and easy to him, and held in honorable esteem; for
+without work, skillfully performed, neither food, clothing, fuel nor
+shelter can be obtained in sufficient quantity to avoid poverty and
+suffering. Knowledge also must be acquired by the laborer, in order that
+the work which is to be skillfully performed may be performed with that
+attention to the conditions of mechanical, chemical, electrical, and vital
+agencies necessary to render labor productive. A knowledge of the
+conditions of mechanics, of chemistry, of electricity, and of vital
+phenomena should be imparted by the teacher; and to impart this knowledge,
+he must first possess it.</p>
+
+<p>How sublime, then, are the qualifications, natural and acquired, which the
+true teacher should possess! How deep should be our reverence for him who,
+by his skill and knowledge, is capable, and by his moral qualities
+willing, to perform duties so onerous and so difficult. What station in
+life can be regarded as more exalted; whose utility can be compared with
+that of him who proves himself faithful to the duties he assumes, when he
+takes upon himself the office of a teacher of youth?</p>
+
+<p>The question which is ever present to the mind of the true teacher is:
+What can I do to insure the hap<span class='pagenum'><a name="Page_10" id="Page_10">[Pg 10]</a></span>piness of these beings confided to my
+charge, whose minds it is given to me to fashion, not according to my
+will, but according as my skill and judgment shall, more or less, enable
+me to adapt my teachings to their natures? What shall I seek to engrave
+upon the clear tablets of their young and tender minds, in order that
+their future lot may be a joyous one? Let me illustrate (he will say) my
+profession. I will raise it high as the most honored among men, and for my
+monument I will say: &#8220;Look around; see the good works of those whom I have
+taught and trained; they are my memorials!&#8221;</p>
+
+<p>Such may, such will become the hope and aspiration common to teachers in
+that good day to come, when their labors shall be honored as they deserve;
+when parents, in all the different ranks into which society falls, shall
+vie with each other in the respect and honor tendered to the teacher,
+whose true place in society is at least not beneath that of the Judge.</p>
+
+<p>The teachers to be developed by such a state of society will, as their
+first step, seek to obtain a clear and comprehensive view of the work they
+propose to accomplish, and will then seek to adopt the most judicious
+means to reach the end proposed. They will adapt their methods of teaching
+to the nature of the object to be taught and to the order in which the
+faculties of the human mind naturally unfold themselves, for true
+education is the natural unfolding of the intellectual germ. In order to
+obtain the knowledge necessary of the object to be taught, the true
+teacher turns to nature as his guide, for the voice of nature is the voice
+of God, and in reading her statutes we read that grand volume in which He
+has left an<span class='pagenum'><a name="Page_11" id="Page_11">[Pg 11]</a></span> impress of Himself. The science of nature is nothing more
+than the ability to read and interpret correctly the lessons taught. There
+was a period when mankind knew very little of the planet upon which they
+lived and moved and had their being; <i>there was</i> a time when they knew
+almost nothing; and there <i>will</i> come a time when they will know almost
+every thing that can be known by finite man. The earth is our <i>mother</i>,
+and <i>nature</i> is our teacher, and if we listen to her voice, she will lead
+us higher and higher until we will stand the master and the king in the
+glorified temple of wisdom. To reach results so grand and a position so
+exalted, our natures must unfold in exact harmony with all the laws and
+forces which surround and control us from the time our existence commences
+until its close.</p>
+
+<p>From the period of conception until birth the child draws to itself all
+the essential elements required for the organization of a human being; the
+capabilities and powers of the parent are taxed and called upon to
+contribute their material to enable nature to reproduce itself.</p>
+
+<p>The child is born, and then, in a higher and more enlarged and more
+independent state of existence, commences drawing to itself the materials
+and substances necessary for its growth and unfolding. It draws in its
+mother&#8217;s milk, it draws in the air, and it builds up in itself the unseen
+forces of life. Nature, true to her mission, goes on unfolding the child,
+and teaches it daily and hourly the lessons best adapted to its condition.
+In a few days after it is born, its powers of observation begin to show
+signs of life and action, and it can distinguish light from darkness; in<span class='pagenum'><a name="Page_12" id="Page_12">[Pg 12]</a></span>
+a few weeks its mother and nurse are known&mdash;in a few months quickened
+intelligence displays itself in all its actions; in about twelve months it
+has learned the most difficult art of balancing itself so as to walk, and
+also to speak a few words; at from two to two and a half years of age,
+only thirty months from birth, it has learned a language which it speaks,
+and has become familiar with a vast number of things surrounding it. From
+a state of entire ignorance it has in thirty months learned what would
+fill volumes. Horses, cows, pigs, dogs, toys, whips, birds, people, trees,
+houses, fruit, food, clothes, music, sounds, parents, friends, and a
+thousand other things are all familiar to it. Without professional
+teachers, almost without effort, all this valuable and indispensable
+knowledge has been acquired, through the unconscious adoption on the part
+of the mother of the true system of education&mdash;<i>e duco</i>&mdash;I lead forth, and
+hence nurse, cherish, build up, develop.</p>
+
+<p>The child feels or reaches out, like the tendril, to the material world,
+seeking to make itself acquainted with that world; even the young infant
+soon begins to observe closely, soon knows its mother from all other
+persons, clings to her, loves her above all; soon it recognizes light from
+darkness, sweet from bitter; soon, when it sees a dog it will recognize it
+and jump with delight almost out of its mother&#8217;s arms; it will show an
+eager delight to watch the motions of the horse, and imitates the sounds
+employed by adults when driving. He spreads forth the tentacles of his
+feeble mind for knowledge, and his mind &#8220;grows by what it feeds upon,&#8221; and
+it is for those intrusted with the infant&#8217;s training to respond
+intelligently to the<span class='pagenum'><a name="Page_13" id="Page_13">[Pg 13]</a></span> child&#8217;s desire, to place within its reach the mental
+food adapted to its digestion, to nourish and develop it so that its
+mental hunger shall be at once gratified and excited anew.</p>
+
+<p>It is here, and to this end, that the able teacher steps in, to perfect
+the development of the future man and woman. He educates, by assisting the
+natural unfolding of the intellectual germ, he places within reach of the
+child-mind the food needed to its growth, and the child-mind reaches out
+its tentacles and absorbs the nourishment offered to it. Thus the mind
+grows from <i>within outward</i>, and the teacher aids its development, as the
+careful husbandman by tilling and enriching the soil according to the
+nature of the plant he cultivates, produces a healthy and fruitful plant.</p>
+
+<p>The true teacher does not seek to teach by simply putting books into the
+child&#8217;s hand, and bidding it to learn; he addresses himself to those
+faculties and powers of the child&#8217;s mind, which bring it in relation with
+the world in which it lives. Sight, hearing, touch, smell, taste, and
+thence observation, judgment, perception, reason, memory, hope,
+imagination, and the love of the beautiful are appealed to, developed and
+strengthened by natural exercise, even as the organs and limbs of the body
+are developed and strengthened by gymnastic and other appropriate
+exercises.</p>
+
+<p>Education, mental and physical, is but the <span class="smcap">Absorption</span> of surrounding
+elements into the mind and body&mdash;an arrangement an assimilation of
+materials so as to incorporate them into the being to whose nourishment
+they are applied, just as the tree or plant as<span class='pagenum'><a name="Page_14" id="Page_14">[Pg 14]</a></span>similates to its growth and
+subsistence the materials which it draws from the air and the soil.</p>
+
+<p>It is thus apparent that a great change in the system and principles now
+adopted in teaching is required, and if we change the principles we must,
+of course, change the instruments. These are now adapted to the method of
+teaching from <span class="smcap">without</span> inward. If we are to invert the system, and teach
+from within outward, then must our means and appliances be adapted to this
+change. The task, the forcing process, the stuffing and cramming must all
+give way to the natural mental growth, fostered, cherished, unfolded by
+culture, in accord with nature and with law. The inquiry then arises: What
+are to be the new means and appliances for mental culture? We have but to
+turn again to Nature as our teacher and our guide; her instincts are
+unerring. The seed germinates and pushes forth its root from within
+outward. The expansion or growth takes place by means of the elements
+which it attracts to itself, when these are placed within its reach, and
+towards which it stretches forth its organs. These elements it assimilates
+into and makes a part of itself. This process of Nature, so familiar to
+most of us, serves to illustrate exactly what should take place in
+intellectual growth. The mind hungers and feels out for and is impelled by
+a natural internal impulse to gather to itself the elements of knowledge;
+the wise teacher steps forward and becomes to the germinating intellect
+what the sun and dew and rain are to the plant. The mind must be fed in
+conformity with its longings, its wants, its desires. &#8220;Blessed are they
+that hunger and thirst after righteousness.&#8221;<span class='pagenum'><a name="Page_15" id="Page_15">[Pg 15]</a></span> The teacher develops this
+hunger and thirst by stimulating inquiry, and by presenting to the mind
+the use and beauty of knowledge; and when the mind gives signs that its
+hunger is temporarily appeased, that time is now required for mental
+digestion and assimilation, the wise teacher rests, and would no more
+attempt to stuff and cram the mind than the wise mother would seek to
+force food into her child&#8217;s stomach.</p>
+
+<p>Intellectual growth of some kind, not less than bodily growth, whether
+good or evil, is constantly taking place. It should be the teacher&#8217;s care
+to render that growth a healthy one, calculated to insure the happiness of
+the subject, and, in securing his own happiness, to contribute to the
+happiness of others.</p>
+
+<p>The body being visible to the physical eye, its growth is also visible,
+and we do not think of feeling impatient at the long months and years
+required for it to attain its full proportions; nor do we seek by any
+forcing process to produce a man at 10 instead of at 20 or 30 years of
+age.</p>
+
+<p>Were the mind and its growth also visible to the eye, we would be equally
+careful in our treatment of it. Man&#8217;s first impulse in an uncivilized
+state has generally been a resort to force for the accomplishment of his
+objects; and as he took his first step forward the habits of his barbaric
+life remained with him. Hence, the first steps in teaching were by
+force&mdash;the lash, the rod, the school penal code; but even as when hungry,
+wholesome and well-dressed food rejoices us, so will the mind gladly
+accept the mental food carefully prepared for it by the true teacher.</p>
+
+<p><span class='pagenum'><a name="Page_16" id="Page_16">[Pg 16]</a></span>We live in a world adapted by its Creator to our happiness and highest
+well-being. It is not only possible, but easy, to win from Nature all that
+is necessary or desirable, for our sustenance and comfort. It is the true
+teacher&#8217;s duty to fit the child thus to win its happiness; and such a
+teacher has ever present to his mind the question: How am I to perform
+this duty? What sort of teaching and training am I to give to the subjects
+of my care? Let us endeavor to find some direction to guide us to Nature&#8217;s
+answer to this question.</p>
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_17" id="Page_17">[Pg 17]</a></span></p>
+
+<h2><i>TEACHING AND TRAINING.</i></h2>
+
+<p><span class='pagenum'><a name="Page_18" id="Page_18">[Pg 18]</a></span></p>
+
+<p>&nbsp;</p><p>&nbsp;</p>
+<p><span class='pagenum'><a name="Page_19" id="Page_19">[Pg 19]</a></span></p>
+<h3><i>TEACHING AND TRAINING</i></h3>
+
+
+<p class='dropcap'><span class="caps">Whether</span> we regard private schools or public schools, boarding or day
+schools, we find that much which goes on at them affords an important
+lesson, not as to what to follow, but what to avoid.</p>
+
+<p>Is there any thing worthy of the name, of confiding intercourse between
+teacher and pupil known upon this continent, or to extend our inquiry, we
+may say, known anywhere? Here and there exceptional instances will be
+found, as we have before said, both in this country and in Europe, of men
+and women devoted to their noble profession, between whom and their pupils
+there has grown up the strongest bond of parental and fraternal affection.
+To these teachers the pupils run in every difficulty for its solution, in
+every danger for protection; but with these exceptions the teacher is
+looked upon as a task-master, sometimes even as a spy; the tasks set to be
+shirked as much as possible, the observation of the teacher to be eluded
+and deceived.</p>
+
+<p>Lesson-time over, the children resort to their tame animals, to their
+weaving-machines, their wind-mills and dams; to their gardens, kites and
+ships; to swimming, rowing, foot-ball, marbles, leap-frog, base-ball and
+cricket. In the practice of these games,<span class='pagenum'><a name="Page_20" id="Page_20">[Pg 20]</a></span> skill, dexterity and knowledge
+are acquired of which the pupils appreciate the utility, and enjoy not
+only for present, but for anticipated future use.</p>
+
+<p>Natural History, to be taught in school and made a reality, by following
+the guide given us by nature in the amusements to which children resort of
+their own accord, should be a prominent subject of instruction and
+training in the school. Cultivating the faculties of observation and of
+analysis, it should be among the earliest subjects of instruction, and, at
+the same time, of amusement.</p>
+
+<p>But they ought not to be taught from books; nature and the teacher are the
+only books to be employed until considerable progress has been made by the
+pupils. It is so easy to procure the things themselves for the study of
+botany; an abundant supply of wild flowers can be so readily obtained,
+sufficient to enable each child to be supplied with specimens for
+examination and dissection. The interest of the children in their study
+can be so easily awakened and sustained by the judicious teacher, the
+difficulties of the supposed hard words of scientific names disappear so
+readily, that the real difficulty is to understand how so obvious a
+subject of instruction is either wholly banished from the schools, or
+sought to be taught only from books, without any reference to living
+nature.</p>
+
+<p>The variety and multiplicity of insect life affords ample opportunity for
+the study of that branch of natural history&mdash;and entomology would be found
+not less beautiful and interesting than botany; the delightful excursions
+in which teachers and pupils would join for the gathering of objects of
+natural his<span class='pagenum'><a name="Page_21" id="Page_21">[Pg 21]</a></span>tory would at the same time serve to strengthen the bond of
+affection which should exist between them. The nature of his own body and
+the functions of his various organs will soon interest the pupil, and
+along with instruction therein he would learn the qualities of the
+different kinds of animal and vegetable substances in use for food, their
+relative value and importance in building up his body; he would learn to
+compare the food now in use with that which was employed by our ancestors,
+and what has given rise to the adoption of the new and abandonment of the
+old; the methods of cookery best adapted to each kind of food, and what
+kinds of food are suitable for particular ages and states of health; what
+material, vegetable or animal, is most suitable for clothing, separately
+or in combination. He would learn to compare our present style of clothing
+with that adopted in past ages; he would learn the history of the changes
+which have been adopted, and while feeling desirous of retaining such as
+have been wisely adopted, might learn from past experience to desire to
+return to some good habits as to clothing which have been abandoned.</p>
+
+<p>The tight-fitting garments in which we unhealthily clothe our bodies, a
+fashion for which we are indebted to the use of armor in times when the
+chief occupation of man was mutual slaughter, and the great object of
+desire to secure protection against hostile weapons, might some time come
+to be discarded for the more healthful practices of the ancient Asiatics
+and Romans, if a general knowledge of the unhealthfulness of our present
+practices should come to prevail.</p>
+
+<p><span class='pagenum'><a name="Page_22" id="Page_22">[Pg 22]</a></span>The necessity and meaning of light and cleanliness, the indifference of
+the human body to all natural changes of temperature, when strengthened
+and maintained in health by wholesome food and efficient bathing, might
+lead to the taking of effective measures to restore the old Roman bath to
+general use.</p>
+
+<p>As regards shelter, why a building on the ground is generally to be
+preferred to a cave or shelter in the ground&mdash;what materials are best
+adapted for roofs, what for walls, floors, windows, why we use stone or
+brick in one part of the country and wood in another; what sizes, shapes,
+means of warmth and ventilation, for privacy and social enjoyment, should
+be adopted, and as regards furniture and utensils, what are most suitable
+for the several parts of a dwelling; what should guide our selection of
+material, fabrics, shape, size and pattern; how to establish a
+communication from one part of a building to another; how water and light
+are to be had most readily. All these things should form the subject of
+school study and inquiry.</p>
+
+<p>The means of locomotion, how streets, roads and paths should be laid out
+and maintained; the construction and use of carriages, cars, wagons,
+tramways, railroads, ships, steamers, propelling power; where bridges
+should be built, and how; viaducts and embankments to cross valleys,
+cuttings and tunnels to penetrate hills and mountains; these, too, simply
+at first, and afterwards in more elaborate detail, should form subjects of
+school instruction, the rules determining the selection of each and the
+methods of their construction not being preached in lectures, <i>ex
+Cathedra</i>, but evolved by a patient questioning of nature,<span class='pagenum'><a name="Page_23" id="Page_23">[Pg 23]</a></span> by experiment
+and the Socratic method of inquiry. Exercise of the limbs under the
+direction of a skilled instructor, so that all the muscles of the body may
+be duly trained, and a healthy body built up to support a healthy mind.
+The kinds of recreation to be selected, whether bull-baiting,
+cock-fighting, rat-catching or prize-fighting, should be preferred to
+games of skill and strength, to the drama, literature, works of art,
+public walks, gardens, and museums; the comparative influence of all these
+upon the health, strength, courage, activity, humanity, refinement and
+happiness of society; how people may be led to prefer such as tend to
+general well-being to those which have a tendency to brutalize and debase.
+All these also should be dwelt upon in the school.</p>
+
+<p>How stores of food, of clothing, of fuel and of the materials for building
+may be collected and preserved; how present labor may be made to supply
+future wants, and the thought of future enjoyment be made to sweeten the
+present toil. How the means of instruction and of amusement may be
+secured. How all engaged in supplying one need of society co-operate with
+all who are engaged in supplying its other needs. What form of government
+is best, and how it may be best administered. How upright judges may be
+secured, justice administered, and society protected against internal and
+external foes. These and all the other subjects enumerated would, if
+handled by a true teacher, be found most attractive to children.</p>
+
+<p>The names given to the subjects at which we have glanced are: Natural
+History, the Mathematical and Physical Sciences in all their branches,
+Vegetable and<span class='pagenum'><a name="Page_24" id="Page_24">[Pg 24]</a></span> Animal Physiology, the Political and Social Sciences; which
+should be presented in the order in which the attention and desire to
+learn could be aroused.</p>
+
+<p>It will hardly fail to strike the mind of the reader that nothing has yet
+been said about giving instruction in the use of those tools for acquiring
+knowledge, reading, writing, ciphering and drawing. The true teacher will
+understand the omission. The commencement of the instruction in reading,
+writing, ciphering, drawing, and in spelling, would take place as part of
+the object lesson which should be adopted as the first step to knowledge,
+and should be retained in the most advanced classes as the most perfect
+method of applying the knowledge which has been acquired. It would soon be
+understood by the pupils that the power of reading, of writing, of
+designing and of calculating is essential to the acquirement of knowledge,
+and to any thing like extent and variety of information on subjects
+relating to individual and social well-being. The desire of acquiring this
+knowledge would quicken the faculties of the children, augment their
+industry, and lighten the labors of the teacher to an indefinable extent.
+The teacher who should fail to impart a moderate degree of skill in these
+arts to most, and of excellence to many, at the same time that adequate
+progress was made in the study of the sciences we have named, should be
+deemed unfit for his profession, and not be allowed to relieve himself
+from disgrace by magnifying the difficulties of his task or by complaints
+of the idleness or want of capacity of his pupils. As children will take
+interest in what they learn in proportion to their understanding of its
+bearing upon their own happi<span class='pagenum'><a name="Page_25" id="Page_25">[Pg 25]</a></span>ness, and upon their actual life and
+surroundings, the knowledge of themselves as beings acted upon by
+surrounding objects and by their own kind, should be carefully imparted to
+them simultaneously with the knowledge of the qualities of the surrounding
+objects destined to act upon them.</p>
+
+<p>Children thus worked upon by skilled and earnest instructors; led to find
+out and observe the properties of that Nature of which they form a part;
+their minds nourished by the enjoyment which follows the mastering of
+every difficulty, and the addition of every fresh item of knowledge to
+their previous store; trained also in habits of healthfulness and of
+amiability; will not only cheerfully give themselves to study, but will
+also seek to dignify by their conduct and to improve by practice the
+knowledge they progressively acquire, soon understanding, among other
+things, why they are sent to school and the importance of that education,
+part of which they are to acquire at school.</p>
+
+<p>As the object of the school-teaching should be to prepare the pupils for
+actual life, they should be made familiar with the idea that all their
+means of subsistence and enjoyment can only be obtained by labor; not only
+should their attention be called to the fact, but they should be made
+sensible how much skill, knowledge and labor and economy were needed for
+the creation of existing stores, and are needed for their maintenance in
+undiminished quantity; nor can this be done in any way more fitly or
+completely than by performing under their eyes, and causing them to take
+part in, the actual business of production. The well-ordered school is an
+industrial school, in which every industrial occupation, manufacturing<span class='pagenum'><a name="Page_26" id="Page_26">[Pg 26]</a></span> or
+agricultural, for the carrying on of which convenience can be made, should
+be successively practised by the children, under the direction of skilled
+workers.</p>
+
+<p>The farm, the factory, the shop, the counting-house and the kitchen,
+should each have its type in the school, and present to the minds of the
+children a picture of real life; while their practice would impart a skill
+and adaptability to the pupils which would insure their preparedness for
+all the vicissitudes of the most eventful life.</p>
+
+<p>Can any reason be suggested for adopting a different system of instruction
+for girls than that which shall be determined on as best fitted for boys?
+We confess to our inability to perceive any&mdash;both are organisms of the
+same all-pervading nature&mdash;to both the most intimate knowledge of that
+which skill and perseverance secure, seems to be desirable for their
+happiness, and that of all mankind. Of the two, perhaps, the greatest
+knowledge is needed for the woman, <span class="smcap">for hers is the more important and more
+perfected organism</span>; to her is committed the performance of the chief
+functions of the highest act of organized beings, viz., reproduction;
+therefore, upon her knowledge and conduct, far more than upon that of the
+man, depends the future of the beings in whom she is to live again.</p>
+
+<p>Another great object with the true teacher, will be so to train the
+judgment of his pupils as to avoid that forming of unconsidered opinion
+which is the parent of prejudice and a chief obstacle to progress. Trained
+to investigate the foundations of every fact in nature and in science, to
+weigh the evidences on which they are asked to receive assertions, whether
+of a<span class='pagenum'><a name="Page_27" id="Page_27">[Pg 27]</a></span> physical, moral or social nature, they will ever have a reason for
+the faith that is in them; and will know how to <span class="smcap">suspend judgment</span> when the
+means of knowledge are insufficient.</p>
+
+<p>Such pupils will not be apt to form opinions either in physical science,
+politics, or industrial life, without having first thoroughly examined the
+bases of the opinions they form and express, while the prejudices imbibed
+from nurses or parents, will be subjected to vigorous investigation, and
+either received as sound doctrine, or discarded as ill-founded and
+superstitious. Of how many prejudices are we not the victims, without
+being ourselves in the least conscious of the fact! Our political
+opinions, our social customs, are taken up like the fashion of a coat,
+without reason or reflection; and habit and association, but too often
+hold us captive long after reason has pronounced her condemnation; our
+minds have been warped from truth, and we fail to perceive our own
+deficiency, to recognize the mental dishonesty with which we are
+afflicted. All this will be averted in the case of those who in their
+youth are trained to a rigorous investigation of every fact presented to
+their minds, until the habit of truth, not merely of speaking and telling
+the truth, but that mental truthfulness which shrinks from accepting a
+falsehood for truth, and acknowledges ignorance rather than utter what is
+not assured&mdash;will become as much a part of the pupil&#8217;s nature as is his
+desire for food. In short, he would be so trained as to feel as great a
+repugnance to plunge his mind into moral, as his body into material filth.</p>
+
+<p>Again, while ever merciful and pitying to the<span class='pagenum'><a name="Page_28" id="Page_28">[Pg 28]</a></span> criminal, he would be
+intolerant of falsehood wherever it might be found; and he would deem
+himself derelict in his duty, as a man and as a citizen, did he leave
+corruption to rot and fester in the Commonwealth, because he and others
+like him would not take the trouble to raise their voices against
+wrongdoers!</p>
+
+<p>What a different aspect would not this great city of New York offer to our
+inspection to what it now presents, had a generation been trained in the
+knowledge, and practised in the observance of their duties as citizens!</p>
+
+<p>Did those merchants and traders, who, in their private dealings would
+scorn a lie, but recognize the duty they owe as citizens and as men of
+truth, they would, by uniting, soon sweep away the serious discredit to
+our country and to Republican Institutions, the festering corruption of
+this city and of the State; yet it is to their supine, nay wicked
+tolerance of the evil that we owe the specimens of judicial corruption by
+which we are robbed and dishonored. Can it be said that any system of
+education can be sound, which shall fail to demonstrate, at least to the
+older pupils, their duties as citizens, to take an active, intelligent and
+upright interest in public affairs; that shall fail to instruct them in
+the principles by which their judgments should be guided, and lead them to
+discard every action in public affairs, which they would not approve in
+private life?</p>
+
+<p>We must cease to live in books, in past mystifications, in useless
+theories, in foolish and unprofitable discussions, in ancient ideas and
+customs, and grasp the living present with all the richness, fullness and<span class='pagenum'><a name="Page_29" id="Page_29">[Pg 29]</a></span>
+beauty of its life. The chemistry of nature, the work of her great
+laboratory, should be the study of youth as of age, instead of dead
+languages and the vain and foolish mythology of Greeks and Romans
+wherewith at present we poison the minds of the young.</p>
+
+<p>&#8220;Can we take burning coals into our bosom and not be burned?&#8221; Can we
+suffer the impressionable minds of youth to be impregnated with the filth
+of the heathen poets in their imaginings of gods as disgusting as
+themselves, without staining the pure tablet of the mind with spots and
+grossness, while the children acquire a distaste for that glorious nature
+whose volume should be their constant study?</p>
+
+<p>We have to deal with the great present, with life, not with death&mdash;to
+promote health, physical and moral, not to propagate infectious sickness.
+The present, wisely improved, leads to a happy future, and is the only
+road to that goal. We can not jump the present and its duties and reach
+the future so as to enjoy it, neither can the dead past lighten the labors
+of the living present. There is a past which still lives and vivifies the
+present, but the quaint and filthy imagery in which the ancient priests
+disguised from the profane&mdash;from all but the initiated&mdash;the mysteries of
+their lore, can be of small account to a people whose great duty is the
+dissemination of light and truth.</p>
+
+<p>Every thing that has any relation to man&#8217;s comfort and well-being, or to
+his happiness as a social being, that it is, and not the dead past that we
+should learn, and of the things that affect us most nearly we should learn
+first. What did the ancients know of steam, of electricity, of the
+material elements of nature, of her forces? And little as we know, how<span class='pagenum'><a name="Page_30" id="Page_30">[Pg 30]</a></span>
+much of that little could be learned from a lifelong study of ancient
+lore? If there be aught of value in the laws of ancient Rome which has not
+been translated into our native tongue, let it be translated; but let not
+our youth waste precious years in learning to play upon an instrument
+(Greek or Latin) which when learned can give forth no sound. But if we
+turn to Nature and to her grand volume, we there find all the knowledge
+man can acquire. From her study, too, we can learn a lesson, not perhaps
+among the least important, as to the limits fixed by nature to human
+knowledge. To know of a surety what those things are which never can be
+known to mortal man, is a knowledge, the want of which has driven many to
+puerile and superstitious practices, and many more to madness and despair.</p>
+
+<p>From the great book of Nature, God&#8217;s book, is to be learned the principle
+of justice, of love, of wisdom, of truth; and as the germ of justice is
+developed in the mind, the mind is brought in contact with the Great
+Fountain, absorbs a portion of its light, enlarges, develops, becomes
+stronger, assimilates to itself the essence of the great Godhead, and
+renders man godlike.</p>
+
+<p>So with each of the other faculties of man; each draws its nourishment
+from its special <span class="smcap">Fountain</span>. Wisdom, love, justice, and truth should
+preside; and if judgment, sympathy and conscientiousness be judiciously
+trained and developed, they will help to develop harmoniously all the
+other faculties. But to this end they, and each and all of man&#8217;s
+faculties, must be brought into a wholesome, natural contact, each with
+its proper food; and by natural we mean<span class='pagenum'><a name="Page_31" id="Page_31">[Pg 31]</a></span> not that contact which might
+peradventure happen if left uncared for, but such as the nature of the
+faculty demands for its development in due harmony, to produce the
+greatest amount of happiness to its possessor. To supply this food, to
+bring to each faculty its proper aliment, is the business of the true
+teacher. If we desire a child to be truthful, we must bring it in contact
+with truth, and bring it to love truth by causing its practice to inure to
+the child&#8217;s enjoyment. If we wish it to be wise, we must bring its mind in
+contact with wisdom, exercise its analytical powers, and train its
+judgment; let it see sound judgment producing happiness; let it see how
+beautiful and desirable is the possession of wisdom, and the child will
+soon learn to seek it for its own sake.</p>
+
+<p>To chastise a child for speaking that which is untrue may fill it with
+fear, but does not make it love truth. The love of truth and of wisdom
+must be cultivated as we cultivate the love of music. &#8220;Seek me early, and
+ye shall find me.&#8221; &#8220;Knock, and it shall be opened unto you.&#8221; That which
+the mind seeks it will find. The natural relationships are established,
+and it is only for us to work in harmony with, and not obstruct or
+interfere with them. It is the &#8220;true relationship of things&#8221; we need to
+learn. There is nothing in us that is not in nature. All the forces
+developed in man are but developments of nature; and all the forces
+required for his nourishment and strength exist in the bosom of Nature.
+Matter, light, heat, electricity are not produced by him. In nature they
+exist; remove any one of them and he perishes. To Nature then must we ever
+turn as the reservoir of nourishment and as the teacher, by the<span class='pagenum'><a name="Page_32" id="Page_32">[Pg 32]</a></span> study of
+whose volume we learn all of wisdom that can be known of mortal man, or
+that can tend to his well-being; and her true relationships must be the
+constant object of our search. Before the knowledge of her true
+relationships disappear superstition and fear and mystery. The lightning&#8217;s
+flash, the thunder&#8217;s roar, the falling meteor and the sun&#8217;s eclipse cease
+to terrify and alarm. Witches, hobgoblins and demons come no longer to
+trouble us; the most unusual phenomena awaken only philosophical research
+and curiosity. And what is true of the full-grown man is not less true of
+the child.</p>
+
+<p>That school wherein children above the age of infancy fail to assist the
+teacher in his instruction, is an ill-ordered school. It is not the
+subject, but the teacher who is uninteresting; he scolds, worries and
+punishes his pupils, when he himself is the fitter subject for the lash.
+He awakens the sense of fear which should lie dormant, while the other
+faculties of his pupils slumber in spiritless inactivity.</p>
+
+<p>As the object of education is to prepare children to enter successfully
+and happily into life, and wisely to discharge all the duties devolving
+upon them as they unfold into men and women, and occupy the sphere
+assigned to them, the simple rule for the course of instruction seems to
+be, that they should learn those things in the order in which they can be
+received by the child&#8217;s mind, which most vitally affect their well-being
+and happiness.</p>
+
+<p>As only a healthy, well-developed body can afford a home to a healthy,
+well-developed mind, physical culture claims early and constant attention,
+and should receive that careful regard to which the truth<span class='pagenum'><a name="Page_33" id="Page_33">[Pg 33]</a></span> contained in
+the well-known aphorism: &#8220;We are fearfully and wonderfully made,&#8221; entitles
+it. The teachings of the sciences of Pathology and of sanitary science
+should be judiciously and carefully elucidated, practically and
+theoretically; presented step by step to the mind of the child; and the
+child&#8217;s body and mind should be carefully trained, so as to develop all
+its physical and mental powers in harmony. Gymnasiums for the body,
+conducted by men who have made themselves masters of anatomy and
+physiology, should be an essential feature in every school, so that
+ignorance and the desire to excel may not lead to putting a strain upon
+the system calculated materially to injure organs which need careful and
+judicious development. Plays, games, dancing, marching and the gymnasium
+all require the careful supervision of a teacher well versed in a
+practical knowledge of the human system, and thoroughly appreciative of
+the great truth, &#8220;We are fearfully and wonderfully made.&#8221; But the
+foundation for the school as for the life career must be laid at home, and
+much as the teacher can do, he can never supply deficiencies resulting
+from the want of a well-ordered home or of a healthy home training. Never,
+save under necessity, should the parent yield up his sacred duty to
+another, at least during the tender years of childhood.</p>
+
+<p>The education of the heart and of the affections, is as essential as the
+school education, and these can never be so well cultivated as under the
+influence of home. All must be developed in order to maintain the true
+equilibrium. The boarding-school is not the place for children to attain a
+sound moral devel<span class='pagenum'><a name="Page_34" id="Page_34">[Pg 34]</a></span>opment, and the sooner parents generally understand this
+truth, the better for their children, for themselves and for society. As
+well uproot the flower, or shrub or tree, and expect it to flourish, as to
+cut the child off from the influence of home, and the care of a loving
+mother, father, brother and sister, and hope that the sympathetic
+faculties of its mind can attain their just development.</p>
+
+<p>Physical culture, heretofore neglected among us&mdash;the body being left to
+grow up as it may happen or chance&mdash;will form a prominent feature of
+training in every well-ordered school. All the muscles of the body will be
+in turn exercised, developed. The ancient Greeks afforded us here also a
+wise example, which we have signally failed to imitate.</p>
+
+<p>Let us secure for our children all the advantages we can from an
+enlightened and natural system of education, and do all we can to perfect
+both mind and body. How often is the cry repeated, &#8220;Mamma, tell me a
+story,&#8221; and mamma, tired and weary, says she is too busy, or, for the want
+of a better, tells over again for the hundredth time, &#8220;Little Red Riding
+Hood,&#8221; or some other equally foolish or more injurious tale, such as
+Bluebeard or Cinderella. Anecdotes of great men, suitably arranged, events
+in history and biography, carrying with them valuable and important
+morals, will afford all the amusement the child desires, without
+developing a love for the marvellous and false, which leads it away in
+infancy from the simple, truthful, and natural. If children are to be
+taught to think naturally and truthfully, we can not begin too young, and
+it is the duty of parents to remember that Valentine and Orson,
+Cinder<span class='pagenum'><a name="Page_35" id="Page_35">[Pg 35]</a></span>ella, Bluebeard, and such stories, are a web of false and
+exaggerated statements that will, and do produce injurious effects upon
+the child&#8217;s mind. The story of Aladdin&#8217;s Lamp has made many a child desire
+to enjoy wealth without labor, and has exerted a most pernicious, though
+unsuspected, influence upon his future. Children, not less than men, seek
+an easy road to the objects of their desires; and while works of
+imagination are to be by no means discarded in mental training, such
+should not be selected as give false notions of the busy and industrial
+life into which the child is to be introduced. Even in the choice and use
+of the finest works of fiction, the greatest caution is necessary. The
+little one can hardly distinguish between a fable that amuses it, and a
+lie told to shield it from punishment. If it hear nothing but truth, it
+will know nothing but truth; and a truthful mind is a glorious thing to
+behold in children as in men. &#8220;An idle brain is the devil&#8217;s workshop;&#8221;
+therefore let there be no idle brains, but let all work usefully and
+pleasantly. Usefully we say, for even amusement is useful. We live in a
+world of use, in a world of beauty, a world that can be greatly improved,
+and human happiness largely increased, according as we avail ourselves of
+the knowledge already acquired for the right teaching and training of the
+young, so that they may grow up and develop into happy, self-supporting
+men and women, diffusing happiness to all around, themselves happy in
+proportion to the happiness they cause.</p>
+
+
+<p><span class='pagenum'><a name="Page_36" id="Page_36">[Pg 36]</a></span></p>
+
+
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_37" id="Page_37">[Pg 37]</a></span></p>
+<h2><i>THE SCHOOL.</i></h2>
+<p><span class='pagenum'><a name="Page_38" id="Page_38">[Pg 38]</a></span></p>
+<p>&nbsp;</p><p>&nbsp;</p>
+<p><span class='pagenum'><a name="Page_39" id="Page_39">[Pg 39]</a></span></p>
+<h3><i>THE SCHOOL.</i></h3>
+
+
+<p class='dropcap'><span class="caps">Upon</span> the organization and arrangement of the school largely depends the
+success of the educator. Two things must be borne constantly in mind.
+First, to create truthful and intellectual atmosphere, where wisdom,
+honor, and knowledge can be inhaled as with the breath, and second, to
+make the school cheerful and attractive in every way possible. We must get
+rid of the idea now generally prevailing among children, that the school
+is to be resorted to with regret and escaped from with pleasure.</p>
+
+<p>So soon as the child will look at and become interested in pictures and
+toys, and will listen to tales and little stories, it can profitably be
+introduced in the school, the first department of which should be the
+Infant-school, or, as the Germans so aptly term it, the children&#8217;s garden,
+or Kinder Garten.</p>
+
+<p>Here plaiting, modelling, and building, with simple object lessons for the
+older infants, develop their powers of observation, and give employment
+and impart skill to little fingers which might else be engaged in
+destroying furniture or clothes, or in pilfering from the sugar-bowl.
+Practical familiarity with the properties of lines, angles, circles,
+spheres, cylinders, cubes, cones, and the conic sections will be acquired,
+which<span class='pagenum'><a name="Page_40" id="Page_40">[Pg 40]</a></span> will give a life and reality to the geometrical studies which will
+occupy them in their school career. Dancing and singing will relieve the
+tedium of sitting, shake off the surplus energy, give rest to the body,
+and power, time, and tune to the voice. Models of houses, stores,
+workshops, kitchens, farms, and factories, which later on they will assist
+in making, will be a source alike of amusement and instruction.</p>
+
+<p>In the children&#8217;s garden no teacher should have charge of more than about
+twelve children, who should regard her as their mother-teacher, while she
+should seek to win the love and confidence of the little ones as the
+beginning of her work.</p>
+
+<p>Each class of twelve should have their own special room, while for general
+purposes, such as music, drilling, gymnastic exercises, games, tableaux,
+and exhibitions of the magic lantern, the oxyhydrogen microscope, the
+stereopticon, and the like, they should assemble in a large hall. The
+details of arrangements will readily suggest themselves. The main feature
+is to have all things natural, free, pleasant, cheerful, bright, refined,
+and unrestrained by external forms or rigid rules, at the same time that
+order is secured by an easy discipline.</p>
+
+<p>So deeply are we impressed with the importance and utility of the kinder
+garten, and with the high qualities required by the teacher of the very
+young, that we are more and more disposed to believe that the true order
+in rank and promotion among teachers should be, to speak in paradox,
+downwards; that is to say, the younger the children to be taught, the
+higher the rank and remuneration of the teacher; for not only is an
+extensive range of knowledge neces<span class='pagenum'><a name="Page_41" id="Page_41">[Pg 41]</a></span>sary to enable the teacher truthfully
+to answer the innumerable questions of inquisitive infancy, and to avoid
+giving false notions, to be afterwards with greater or less difficulty
+removed&mdash;always with a shock to the moral sentiment when the child
+discovers it has been deceived&mdash;but also a knowledge of the infant mind, a
+perception of the thoughts and fancies which chase one another through the
+infant brain, a knowledge and perceptive power which only a watchful and
+loving experience can acquire. An industry and a patience far beyond any
+needed by the teacher of more advanced pupils are also required by the
+highly-cultivated men and women, to whom alone the training of infant
+minds should be intrusted. Advanced pupils go more than half-way to meet
+their teacher&mdash;the infant can render no assistance to his, all has to be
+borne, suffered and done for him&mdash;his future habits depend mainly on those
+given to him in his earliest years. Yet the care of him in these important
+days is generally confided to ignorant nurses and to the less-skilled
+class of teachers.</p>
+
+<p>In building the school, a pleasing style of architecture should be
+adopted, and the walls of the main hall should be hung with diagrams of
+all kinds, illustrative of natural history in its largest sense, of the
+sciences and of the mechanical arts, and with portraits or busts of
+distinguished men. The walls of the class-rooms should be decorated with
+diagrams and maps and figures referring to the special branches taught
+therein.</p>
+
+<p>A large and commodious laboratory should be fitted up in the building, to
+enable every pupil to acquire experimentally that knowledge of chemical
+forces and action which books alone can never im<span class='pagenum'><a name="Page_42" id="Page_42">[Pg 42]</a></span>part. A convenient
+observatory should afford facility for astronomical study and observation.</p>
+
+<p>On the top floors or around the building should be arranged workshops,
+where the use of tools and machinery could be taught. The classes should
+assemble in the large hall, in the morning, where they might join in
+singing or light gymnastic exercises, or listen to some short appropriate
+address before betaking themselves to their class-rooms.</p>
+
+<p>The teaching in these latter should be conducted, wherever practicable,
+upon the Socratic method, and every branch of science and of art could be
+thus explained. The mother unconsciously uses this method in educating or
+drawing out the first perceptions of infancy and early youth; and the
+impressions derived from this method of acquiring knowledge are the most
+lasting, being such as become most absolutely assimilated with the pupil&#8217;s
+mind. The teacher would also, at frequent intervals, conduct his class
+into the fields and woods for the study of botany, entomology, and
+geology, where Nature would supply in abundance the materials, and the
+teacher would be the only book. Instruction in the various trades which
+could be conveniently practised should receive attention, the taste of the
+pupils being made a guide to selection.</p>
+
+<p>Some portion of the teaching which goes on in school should be performed
+by the pupils, under the supervision of the teacher. No adult can so
+thoroughly enter into a child&#8217;s mind as can another child; nor is this the
+only reason.</p>
+
+<p>That is not fully known which can not be thoroughly used and applied, and
+knowledge can not be applied which its possessor can not himself impart.<span class='pagenum'><a name="Page_43" id="Page_43">[Pg 43]</a></span>
+A perfect illustration of this truth is furnished us in the training of
+the soldier.</p>
+
+<p>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&#8217; 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.</p>
+
+<p>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.</p>
+
+<p>Every day&mdash;in the middle of the day, in winter, in the summer, early in
+the morning, or in the evening&mdash;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.</p>
+
+<p>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
+Ben<span class='pagenum'><a name="Page_44" id="Page_44">[Pg 44]</a></span>tham, a Stevenson, a Morse, and a Cobden distinguished from the false
+glare and tinsel of a Louis XIV. and a Marlborough.</p>
+
+<p>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.</p>
+
+<p>We have reserved for the last, to enumerate what is, perhaps, the most
+important of all the subjects of instruction.</p>
+
+<p>To <span class="smcap">all</span> children, so soon as they can be promoted from the <i>kinder
+garten</i>&mdash;perhaps even to the higher grades therein&mdash;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.</p>
+
+<p>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&mdash;to teach the future capitalists the laws by which their profits
+will be deter<span class='pagenum'><a name="Page_45" id="Page_45">[Pg 45]</a></span>mined, how large profits may be secured, and loss, failure,
+crises, and panics avoided&mdash;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&mdash;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, &#8217;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&mdash;by the employment of
+the Socratic method of instruction&mdash;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&#8217; instruction, would put
+to the blush, with few exceptions, alike the members of both<span class='pagenum'><a name="Page_46" id="Page_46">[Pg 46]</a></span> houses of
+the United States Congress and of the British Parliament.</p>
+
+<p>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&#8217;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.</p>
+
+<p>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.</p>
+
+<p>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.</p>
+
+<p>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<span class='pagenum'><a name="Page_47" id="Page_47">[Pg 47]</a></span> 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.</p>
+
+<p>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.</p>
+
+<p>The chief position in society should be assured to the principal and his
+assistants by the proprietors of the school.</p>
+
+<p>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.</p>
+
+<p>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.</p>
+
+<p>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&#8217;s organ<span class='pagenum'><a name="Page_48" id="Page_48">[Pg 48]</a></span>isms&mdash;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&#8217;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 &#8220;the noblest study of
+mankind.&#8221; Let us try and draw the picture of the developed man!</p>
+
+<p>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&#8217;s laws, and guiding his conduct
+to be in accord therewith, &#8220;sitting beneath his own vine and fig-tree,&#8221;
+&#8220;blessed in all the works of his hands,&#8221; and diffusing blessings and
+happiness around. Such is the picture of <span class="smcap">the healthy mind in a healthy
+frame</span>, which it is in man&#8217;s power to procreate and rear!</p>
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_49" id="Page_49">[Pg 49]</a></span></p>
+<h2><i>APPENDIX.</i></h2>
+<p><span class='pagenum'><a name="Page_50" id="Page_50">[Pg 50]</a></span></p>
+<p>&nbsp;</p>
+<p><span class='pagenum'><a name="Page_51" id="Page_51">[Pg 51]</a></span></p>
+
+<h3><i>APPENDIX.</i></h3>
+
+
+<p>
+<span class="smcap">Department of Public Instruction,<br />
+<span style="margin-left: 1em;">Corner of Grand and Elm Streets,</span><br />
+<span style="margin-left: 2em;">New York,</span> June 5th, 1869.</span><br />
+<br />
+<span class="smcap">To Magnus Gross</span>, Esq.,</p>
+
+<p class="center"><i>Chairman of the &#8220;Executive Committee for the Care, Government and
+Management of the College of the City of New York:&#8221;</i></p>
+
+<p><span class="smcap">Dear Sir</span>,&mdash;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.</p>
+
+<p>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.</p>
+
+<p>These ends we shall no doubt all agree to be&mdash;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<span class='pagenum'><a name="Page_52" id="Page_52">[Pg 52]</a></span> 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.</p>
+
+<p>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.</p>
+
+<p>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.</p>
+
+<p>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&#8217; 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.</p>
+
+<p>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 <i>picked youth from the many thousands
+attending the public schools</i>, 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
+re<span class='pagenum'><a name="Page_53" id="Page_53">[Pg 53]</a></span>sult. 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.</p>
+
+<p>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.</p>
+
+<p>The first observation which must strike the mind of every thinker is the
+fact that the primary analysis&mdash;the main classification which has been
+adopted of studies which ought to be framed to fit the students for
+&#8220;complete living&#8221;&mdash;is one of &#8220;words,&#8221; <i>i. e.</i>, the tools of knowledge,
+instead of knowledge itself. Or in the words of the Report: &#8220;There are two
+courses of studies&mdash;ancient and modern&mdash;differing only in the languages
+studied.&#8221;</p>
+
+<p>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.</p>
+
+<p>Even if &#8220;<i>words</i>&#8221; 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 <i>five hours a week through both terms in Latin and
+Greek</i>, and <i>one lesson per week during one term in the English language</i>.
+The students of the modern course substitute for Latin and Greek the
+French and Spanish languages.</p>
+
+<p>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<span class='pagenum'><a name="Page_54" id="Page_54">[Pg 54]</a></span> of our Committee to
+his essay on &#8220;Early Mental Training, and the Studies best fitted for it.&#8221;</p>
+
+<p>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? <i>One lesson a week</i> 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&#8217;s chapter on &#8220;What Knowledge is of Most Worth,&#8221; in his work on
+Education, in farther illustration of this subject, instead of making
+extracts from it as I would otherwise like to do.</p>
+
+<p>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 <i>none at all</i>!
+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!</p>
+
+<p>Restrained again from quotation by the fear of wearying the Committee,
+permit me to refer them to the lec<span class='pagenum'><a name="Page_55" id="Page_55">[Pg 55]</a></span>ture of Dr. Hodgson, delivered at the
+Royal Institution of Great Britain, on &#8220;The Importance of the Study of
+Economic Science,&#8221; which will be found in the work of Professor Youmans,
+on &#8220;The Culture demanded by Modern Life.&#8221;</p>
+
+<p>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&#8217;s Essay on &#8220;Early Mental Training, and the Studies best fitted for
+it.&#8221;</p>
+
+<div class="blockquot"><p>&#8220;Whatever may be the value of the study of the classics in a
+subjective point of view, <i>nothing could possibly more thoroughly
+unfit a man for any immediate usefulness</i> in this matter-of-fact
+world, or make him <i>more completely a stranger in his own home</i>, 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 <i>Times</i> some twelve or thirteen years ago.</p>
+
+<p>&#8220;Common things are quite as much neglected and despised in the
+education of the rich as in that of the poor. It is wonderful <i>how
+little</i> a young gentleman may know when he has taken his university
+degrees, <i>especially if he has been industrious, and has stuck to his
+studies</i>. He may really <i>spend a long time in looking for somebody
+more ignorant than himself</i>. If he talks with the driver of the
+stage-coach that lands him at his father&#8217;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&#8217;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&mdash;the novels of the last century, or even of the
+last generation&mdash;history and poetry having been almost studiously
+omitted in his education. <i>The girl who has never stirred from home,
+and</i><span class='pagenum'><a name="Page_56" id="Page_56">[Pg 56]</a></span> <i>whose education has been economized, not to say neglected, in
+order to send her own brother to college</i>, 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. <i>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</i>&mdash;everywhere out of his element, everywhere at sea, in the
+clouds, adrift, or by whatever word <i>utter ignorance</i> and
+<i>incapacity</i> 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.&#8221;</p></div>
+
+<p>&nbsp;</p>
+<p>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, <i>none whatever is given on the science of Government
+throughout the entire course of five years</i>!</p>
+
+<p>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.</p>
+
+<p><i>Words! words!</i> 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 <i>unfit</i> them for the great battle of life!</p>
+
+<p>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:</p>
+
+<div class="blockquot"><p><span class='pagenum'><a name="Page_57" id="Page_57">[Pg 57]</a></span>&#8220;That English is composed of&mdash;</p>
+
+<p>&#8220;<i>First.</i> Saxon and Danish words of Teutonic and Gothic origin.</p>
+
+<p>&#8220;<i>Second.</i> British or Welsh, Cornish and Amoric, which may be
+considered as of Celtic origin.</p>
+
+<p>&#8220;<i>Third.</i> Norman, a mixture of French and Gothic.</p>
+
+<p>&#8220;<i>Fourth.</i> Latin, a language formed on the Celtic and Teutonic.</p>
+
+<p>&#8220;<i>Fifth.</i> French, chiefly Latin corrupted, but with a mixture of
+Celtic.</p>
+
+<p>&#8220;<i>Sixth.</i> Greek formed on the Celtic and Teutonic, with some Coptic.</p>
+
+<p>&#8220;<i>Seventh.</i> A few words directly from the Italian, Spanish, German,
+and other languages of the Continent.</p>
+
+<p>&#8220;<i>Eighth.</i> A few foreign words, introduced by commerce, or by
+political and literary intercourse.</p>
+
+<p>&#8220;Of these, <i>the Saxon words constitute our mother-tongue</i>, being
+words which our ancestors brought with them from Asia.</p>
+
+<p>&#8220;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.&#8221;</p></div>
+
+<p>&nbsp;</p>
+<p>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&#8217;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?</p>
+
+<p>Driven from this position, the advocates of &#8220;<i>classical</i>&#8221; 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 <span class="smcap">science</span> 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<span class='pagenum'><a name="Page_58" id="Page_58">[Pg 58]</a></span>
+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 <i>mere a luxury</i> 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, <span class="smcap">science</span> is the true curriculum!</p>
+
+<p>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. &#8220;No artist,&#8221; says Mr.
+Spencer, &#8220;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&mdash;a question of psychology.&#8221; The spectator or listener must
+equally be acquainted with the laws of such phenomena, or he fails to
+attain to the highest appreciation.</p>
+
+<p>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.</p>
+
+<p>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!</p>
+
+<p>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<span class='pagenum'><a name="Page_59" id="Page_59">[Pg 59]</a></span> 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 <i>educational science</i>, <i>Bastiat</i> and <i>Herbert
+Spencer</i>. To a modified extent, the name of Mr. John Stuart Mill may be
+quoted&mdash;for he loudly advocates science for all&mdash;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.</p>
+
+<p>Neither is it without importance as a guide to ourselves to observe that
+in the very best school in this country&mdash;a school perhaps not surpassed by
+any in the world, viz., the Military Academy at West Point&mdash;neither Latin
+nor Greek studies are permitted.</p>
+
+<p>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, <i>not</i> 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 <i>highest scientific</i> and <i>practical</i> employment?</p>
+
+<p>Our duty to the people is clear; let us neither waste the precious time of
+our youth on worse than useless<span class='pagenum'><a name="Page_60" id="Page_60">[Pg 60]</a></span> studies, nor the money of the citizens on
+worse than useless expenditure.</p>
+
+<p>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 &#8220;Latin and Greek are essential to the
+education of a gentleman;&#8221; that &#8220;classical studies are indispensable to a
+liberal education;&#8221; 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.</p>
+
+<p>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 medi&aelig;val ignorance, and
+supply to the pupils of the College &#8220;the culture demanded by modern life.&#8221;
+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 &#8220;for the advancement of learning,&#8221; and so prove ourselves
+worthy of the sacred trust we have assumed.</p>
+
+<p><span style="margin-left: 4em;">I am, dear sir, very truly yours,</span></p>
+
+<p><span style="margin-left: 12em;">NATHANIEL SANDS,</span></p>
+
+<p><span style="margin-left: 4em;"><i>Member of &#8220;The Executive Committee for the Care,</i></span><br />
+<span style="margin-left: 6em;"><i>Government, and Management of the College of the</i></span><br />
+<span style="margin-left: 8em;"><i>City of New York.&#8221;</i></span></p>
+
+
+
+<hr style="width: 65%;" />
+<h2><i>The Philosophy of Teaching.</i></h2>
+
+<h1>THE TEACHER,</h1>
+<h2>THE PUPIL, THE SCHOOL.</h2>
+<h2>BY NATHANIEL SANDS.</h2>
+<h3>8vo, Cloth, $1 00.</h3>
+
+<div class="ads">
+<p>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&mdash;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.&mdash;<i>N. Y.
+Times.</i></p>
+
+<p>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.&mdash;<i>N. Y. World.</i></p>
+
+<p>Much has been written upon education&mdash;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 &#8220;The Teacher, the Pupil, the School,&#8221; by Mr. Nathaniel Sands. Small as
+it is, it contains more ideas than many bulky volumes.&mdash;<i>N. Y. Tribune.</i></p>
+
+<p>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
+&#8220;culture demanded by modern life&#8221;&mdash;chemistry, mining, anatomy, natural
+history, political and social economy, the science of government,
+etc.&mdash;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 &#8220;as worse than mere waste of time the years devoted
+to Greek and Latin,&#8221; and would bar them out altogether.&mdash;<i>Journal of
+Commerce.</i></p>
+
+<p>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.&mdash;<i>N. Y. Sun.</i></p>
+
+<p>We have in this compact and unpretentious treatise a great deal of pith
+and acumen, brought to bear upon a most important subject&mdash;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&#8217;s breast, proceeds through all the quiet processes
+of mental development in infancy, childhood, and maturity.&mdash;<i>N. Y.
+Dispatch.</i></p>
+
+<p>His hints may well arrest the attention of thoughtful men.&mdash;<i>N. Y.
+Tribune.</i></p>
+
+<p>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.&mdash;<i>N. Y.
+Evening Post.</i></p>
+
+
+<h3>HARPER &amp; BROTHERS, <span class="smcap">Publishers</span>,<br />
+<span class="smcap">Franklin Square, New York.</span></h3>
+
+<p class="hang">&#9758; <span class="smcap">Harper &amp; Brothers</span> <i>will send the above work by mail,
+postage prepaid, to any part of the United States, on receipt of $1&nbsp;00</i>.</p></div>
+
+
+
+<hr style="width: 65%;" />
+<h1><span class="smcap">Works on Education</span></h1>
+<h5>PUBLISHED BY</h5>
+<h3>HARPER &amp; BROTHERS, <span class="smcap">New York</span>.</h3>
+
+<div class="ads">
+<p>&nbsp;</p>
+<p class="hang">&#9758; <span class="smcap">Harper &amp; Brothers</span> <i>will send any of the following books
+by mail, postage prepaid, to any part of the United States, on receipt of the price</i>.</p>
+
+<p class="hang">&#9758; <span class="smcap">Harper&#8217;s Catalogue</span> <i>and</i> <span class="smcap">Trade-list</span> <i>will be sent by mail
+on receipt of Five Cents, or they may be obtained gratuitously on application to the Publishers personally</i>.</p>
+
+<p>&nbsp;</p>
+<p class="hang">RANDALL&#8217;S POPULAR EDUCATION. First Principles of Popular Education and
+Public Instruction. By <span class="smcap">S. S. Randall</span>, Superintendent of Public Schools of
+the City of New York. 12mo, Cloth, $1&nbsp;50.</p>
+
+<p class="hang">SANDS&#8217;S PHILOSOPHY OF TEACHING. The Teacher, the Pupil, the School. By
+<span class="smcap">Nathaniel Sands</span>. 8vo, Cloth.</p>
+
+<p class="hang">BURTON&#8217;S OBSERVING FACULTIES. The Culture of the Observing Faculties in
+the Family and the School; or, Things about Home, and how to make them
+Instructive to the Young. By <span class="smcap">Warren Burton</span>, Author of &#8220;The District School
+as it was,&#8221; &#8220;Helps to Education,&#8221; &amp;c. 16mo, Cloth, 75 cents.</p>
+
+<p class="hang">CALKINS&#8217;S PRIMARY OBJECT LESSONS. Primary Object Lessons for a Graduated
+Course of Development. A Manual for Teachers and Parents, with Lessons for
+the Proper Training of the Faculties of the Children. By <span class="smcap">N. A. Calkins</span>.
+Illustrations. 12mo, Cloth, $1&nbsp;50.</p>
+
+<p class="hang">WILLSON&#8217;S OBJECT LESSONS A Manual of Information and Suggestions for
+Object Lessons, in a Course of Elementary Instruction. Adapted to the Use
+of the School and Family Charts, and other Aids in Teaching. By <span class="smcap">Marcius
+Willson</span>. 12mo, Cloth, $1&nbsp;50.</p>
+
+<p class="hang">ABBOTT&#8217;S TEACHER. Moral Influences Employed in the Instruction and
+Government of the Young. By <span class="smcap">Jacob Abbott</span>. With Engravings.
+12mo, Cloth, $1&nbsp;75.</p>
+
+<p class="hang">BOES&Eacute;&#8217;S EDUCATION IN NEW YORK CITY. Public Education in the City of New
+York: its History, Condition, and Statistics. An Official Report to the
+Board of Education. By <span class="smcap">Thomas Boes&eacute;</span>, Clerk of the Board. With
+Illustrations. 8vo, Cloth, $1&nbsp;50.</p>
+
+<p class="hang">BEECHER&#8217;S TRAINING OF CHILDREN. The Religious Training of Children in the
+Family, the School, and the Church. By <span class="smcap">Catharine E. Beecher</span>.
+12mo, Cloth, $1&nbsp;75.</p>
+
+<p class="hang">EDGEWORTH&#8217;S PRACTICAL EDUCATION. A Treatise on Practical Education. By
+<span class="smcap">Richard Lovell Edgeworth</span> and <span class="smcap">Maria Edgeworth</span>. Engravings.
+12mo, Cloth, $1&nbsp;50.</p>
+
+<p class="hang">SIR WILLIAM HAMILTON&#8217;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
+<span class="smcap">William Hamilton</span>, Bart. With an Introductory Essay, by Rev. <span class="smcap">Robert
+Turnbull</span>, D.D. 8vo, Cloth, $3&nbsp;00.</p>
+
+<p class="hang">DR. OLIN&#8217;S COLLEGE ADDRESSES. College Life: its Theory and Practice. By
+Rev. <span class="smcap">Stephen Olin</span>, D.D., L.L.D., late President of the Wesleyan
+University. 12mo, Cloth, $1&nbsp;50.</p>
+
+<p class="hang">POTTER &amp; EMERSON&#8217;S MANUAL. The School and the Schoolmaster. A Manual for
+the Use of Teachers, Employers, Trustees, Inspectors, &amp;c., &amp;c. In Two
+Parts. Part I. By Rt. Rev. <span class="smcap">Alonzo Potter</span>, D.D. Part II. By <span class="smcap">George B.
+Emerson</span>, 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, &amp;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&nbsp;50.</p>
+
+<p class="hang">EVERETT ON PRACTICAL EDUCATION. Importance of Practical Education and
+Useful Knowledge: being a Selection from the Orations and Discourses of
+<span class="smcap">Edward Everett</span>, President of Harvard University. 12mo, Cloth, $1&nbsp;50.</p></div>
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+The Project Gutenberg EBook of The Philosophy of Teaching, by Nathaniel Sands
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: The Philosophy of Teaching
+       The Teacher, The Pupil, The School
+
+Author: Nathaniel Sands
+
+Release Date: October 20, 2009 [EBook #30296]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK THE PHILOSOPHY OF TEACHING ***
+
+
+
+
+Produced by Jonathan Ingram, Stephanie Eason, and the
+Online Distributed Proofreading Team at https://www.pgdp.net.
+(This file was produced from images generously made
+available by The Internet Archive/American Libraries.)
+
+
+
+
+
+
+
+
+
+  _The Philosophy of Teaching._
+
+  THE TEACHER,
+  THE PUPIL, THE SCHOOL.
+
+  BY
+  NATHANIEL SANDS.
+
+
+  _NEW YORK_:
+  HARPER & BROTHERS, PUBLISHERS,
+  FRANKLIN SQUARE.
+  1869.
+
+
+
+Entered, according to Act of Congress, in the year 1869, by
+
+HARPER & BROTHERS,
+
+In the Clerk's Office of the District Court of the United States for the
+Southern District of New York.
+
+
+
+
+_THE TEACHER, THE PUPIL, THE SCHOOL._
+
+
+_TEACHER AND PUPIL._
+
+
+Of the various callings to which the division of labor has caused man
+specially to devote himself, there is none to be compared for nobility or
+usefulness with that of the true teacher. Yet neither teachers nor people
+at present realize this truth.
+
+Among the very few lessons of value which might be derived from so-called
+"classical" studies, is that of the proper estimate in which the true
+teacher should be held; for among the Greeks no calling or occupation was
+more honored. Yet with a strange perversity, albeit for centuries the
+precious time of youth has been wasted, and the minds and morals of the
+young perverted by "classical" studies, this one lesson has been
+disregarded.
+
+What duty can be more responsible, what vocation more holy, than that of
+training the young in habits of industry, truthfulness, economy, and
+sobriety; of giving to them that knowledge and skill without which their
+lives would become a burden to themselves and to society? Yet, while the
+merchant seeks to exercise the greatest caution in selecting the persons
+to whom he intrusts his merchandise, and yields respect to him who
+faithfully performs his commercial engagements; he makes but scant inquiry
+as to the character or qualifications of the MIND-BUILDER upon whose
+skill, judgment, and trustworthiness the future of his children will
+greatly depend.
+
+The position assigned by our social rules to the teacher accords, not with
+the nobility of his functions, but with the insufficient appreciation
+entertained of them by the people, and is accompanied by a corresponding
+inadequate remuneration. And what is the result? Except a few
+single-hearted, noble men and women, by whom the profession of the teacher
+is illustrated and adorned; except a few self-sacrificing heroes and
+heroines whose love of children and of mankind reconciles them to an
+humble lot and ill-requited labors, the class of school-teachers
+throughout the whole civilized world barely reaches the level of that
+mediocrity which in all other callings suffices to obtain not merely a
+comfortable maintenance in the present, but a provision against sickness
+and for old age.
+
+What aspiring father, what Cornelia among mothers, select for their
+children the profession of a teacher as a field in which the talents and
+just ambition of such children may find scope? Nor can we hope for any
+improvement until a juster appreciation of the nobility of the teacher's
+vocation, and a more generous remuneration of his labors shall generally
+prevail.
+
+It is to the desire to aid somewhat in bringing about a juster
+appreciation in the minds alike of teachers and of people of the utility
+and nobleness of the teacher's labors and vocation that these pages owe
+their origin.
+
+When we consider the nature of the Being over whose future the teacher is
+to exercise so great an influence, whose mind he is to store with
+knowledge, and whom he is to train in the practice of such conduct as
+shall lead to his happiness and well-being, we are lost in amazement at
+the extent of the knowledge and perfection of the moral attributes which
+should have been acquired by the teacher. It is his duty to make his
+pupils acquainted with that nature of which they form a part, by which
+they are surrounded, and which is "rubbing against them at every step in
+life." But he can not teach that of which he himself is ignorant. Every
+science then may in turn become necessary or desirable to be employed as
+an instructive agent, every art may be made accessory to illustrate some
+item of knowledge or to elucidate some moral teaching.
+
+Man is his subject, and with the nature of that subject and of his
+surroundings he must be acquainted, that the object to be attained and the
+means for its attainment may be known to him.
+
+What is man? What are his powers, what is his destiny, and for what
+purpose and for what object was he created? Let us enter the laboratory of
+the chemist and commence our labors. Let us take down the crucible and
+begin the analysis, and endeavor to solve this important problem. In
+studying the great Cosmos we perceive each being seeking its happiness
+according to the instincts implanted in him by the Creator, and only in
+man we see his happiness made dependent on the extent to which he
+contributes to the happiness of others. What, so far as we can see, would
+this earth be without any inhabitants? What great purpose in the economy
+of nature could it serve? A palace without a king, a house without an
+occupant, a lonely and tenantless world, while we now see it framed in all
+its beauty for the enjoyment of happiness.
+
+The Being upon whom the art and science of the teacher is to be exercised
+is one to whom food, clothing, fuel, and shelter are needful; possessed of
+organs of digestion, whose functions should be made familiar to their
+possessor; of breathing organs, to whose healthful exercise pure air is
+essential; a being full of life and animation, locomotive--desirous of
+moving from place to place; an emotional being, susceptible to emotions of
+joy and sorrow, love and hate, hope and fear, reverence and contempt, and
+whose emotions should be so directed that their exercise should be
+productive of happiness to others. He is also an intellectual being,
+provided with senses by which to receive impressions and acquire a
+knowledge of external things; with organs of comparison and of reason, by
+which to render available for future use the impressions received through
+the senses in the past. Lastly: he is also a social being, to whom
+perpetual solitude would be intolerable; sympathizing in the pains and
+pleasures of others, needing their protection, sympathy and co-operation
+for his own comfort, and desirous of conferring protection upon and of
+co-operating with them. But, further, he is a being who desires to be
+loved and esteemed, and finds the greatest charm of existence in the love
+and esteem he receives; to be loved and esteemed and cared for, he must
+love, esteem and care for others, and be generally amiable and useful.
+
+Such is the Being, susceptible of pain and pleasure, of sorrow and joy,
+whom the MIND-BUILDER is to train up so that, as far as possible, the
+former may be averted and the latter secured.
+
+The teacher, then, must train him in habits of industry and skill, that
+work may be pleasant and easy to him, and held in honorable esteem; for
+without work, skillfully performed, neither food, clothing, fuel nor
+shelter can be obtained in sufficient quantity to avoid poverty and
+suffering. Knowledge also must be acquired by the laborer, in order that
+the work which is to be skillfully performed may be performed with that
+attention to the conditions of mechanical, chemical, electrical, and vital
+agencies necessary to render labor productive. A knowledge of the
+conditions of mechanics, of chemistry, of electricity, and of vital
+phenomena should be imparted by the teacher; and to impart this knowledge,
+he must first possess it.
+
+How sublime, then, are the qualifications, natural and acquired, which the
+true teacher should possess! How deep should be our reverence for him who,
+by his skill and knowledge, is capable, and by his moral qualities
+willing, to perform duties so onerous and so difficult. What station in
+life can be regarded as more exalted; whose utility can be compared with
+that of him who proves himself faithful to the duties he assumes, when he
+takes upon himself the office of a teacher of youth?
+
+The question which is ever present to the mind of the true teacher is:
+What can I do to insure the happiness of these beings confided to my
+charge, whose minds it is given to me to fashion, not according to my
+will, but according as my skill and judgment shall, more or less, enable
+me to adapt my teachings to their natures? What shall I seek to engrave
+upon the clear tablets of their young and tender minds, in order that
+their future lot may be a joyous one? Let me illustrate (he will say) my
+profession. I will raise it high as the most honored among men, and for my
+monument I will say: "Look around; see the good works of those whom I have
+taught and trained; they are my memorials!"
+
+Such may, such will become the hope and aspiration common to teachers in
+that good day to come, when their labors shall be honored as they deserve;
+when parents, in all the different ranks into which society falls, shall
+vie with each other in the respect and honor tendered to the teacher,
+whose true place in society is at least not beneath that of the Judge.
+
+The teachers to be developed by such a state of society will, as their
+first step, seek to obtain a clear and comprehensive view of the work they
+propose to accomplish, and will then seek to adopt the most judicious
+means to reach the end proposed. They will adapt their methods of teaching
+to the nature of the object to be taught and to the order in which the
+faculties of the human mind naturally unfold themselves, for true
+education is the natural unfolding of the intellectual germ. In order to
+obtain the knowledge necessary of the object to be taught, the true
+teacher turns to nature as his guide, for the voice of nature is the voice
+of God, and in reading her statutes we read that grand volume in which He
+has left an impress of Himself. The science of nature is nothing more
+than the ability to read and interpret correctly the lessons taught. There
+was a period when mankind knew very little of the planet upon which they
+lived and moved and had their being; _there was_ a time when they knew
+almost nothing; and there _will_ come a time when they will know almost
+every thing that can be known by finite man. The earth is our _mother_,
+and _nature_ is our teacher, and if we listen to her voice, she will lead
+us higher and higher until we will stand the master and the king in the
+glorified temple of wisdom. To reach results so grand and a position so
+exalted, our natures must unfold in exact harmony with all the laws and
+forces which surround and control us from the time our existence commences
+until its close.
+
+From the period of conception until birth the child draws to itself all
+the essential elements required for the organization of a human being; the
+capabilities and powers of the parent are taxed and called upon to
+contribute their material to enable nature to reproduce itself.
+
+The child is born, and then, in a higher and more enlarged and more
+independent state of existence, commences drawing to itself the materials
+and substances necessary for its growth and unfolding. It draws in its
+mother's milk, it draws in the air, and it builds up in itself the unseen
+forces of life. Nature, true to her mission, goes on unfolding the child,
+and teaches it daily and hourly the lessons best adapted to its condition.
+In a few days after it is born, its powers of observation begin to show
+signs of life and action, and it can distinguish light from darkness; in
+a few weeks its mother and nurse are known--in a few months quickened
+intelligence displays itself in all its actions; in about twelve months it
+has learned the most difficult art of balancing itself so as to walk, and
+also to speak a few words; at from two to two and a half years of age,
+only thirty months from birth, it has learned a language which it speaks,
+and has become familiar with a vast number of things surrounding it. From
+a state of entire ignorance it has in thirty months learned what would
+fill volumes. Horses, cows, pigs, dogs, toys, whips, birds, people, trees,
+houses, fruit, food, clothes, music, sounds, parents, friends, and a
+thousand other things are all familiar to it. Without professional
+teachers, almost without effort, all this valuable and indispensable
+knowledge has been acquired, through the unconscious adoption on the part
+of the mother of the true system of education--_e duco_--I lead forth, and
+hence nurse, cherish, build up, develop.
+
+The child feels or reaches out, like the tendril, to the material world,
+seeking to make itself acquainted with that world; even the young infant
+soon begins to observe closely, soon knows its mother from all other
+persons, clings to her, loves her above all; soon it recognizes light from
+darkness, sweet from bitter; soon, when it sees a dog it will recognize it
+and jump with delight almost out of its mother's arms; it will show an
+eager delight to watch the motions of the horse, and imitates the sounds
+employed by adults when driving. He spreads forth the tentacles of his
+feeble mind for knowledge, and his mind "grows by what it feeds upon," and
+it is for those intrusted with the infant's training to respond
+intelligently to the child's desire, to place within its reach the mental
+food adapted to its digestion, to nourish and develop it so that its
+mental hunger shall be at once gratified and excited anew.
+
+It is here, and to this end, that the able teacher steps in, to perfect
+the development of the future man and woman. He educates, by assisting the
+natural unfolding of the intellectual germ, he places within reach of the
+child-mind the food needed to its growth, and the child-mind reaches out
+its tentacles and absorbs the nourishment offered to it. Thus the mind
+grows from _within outward_, and the teacher aids its development, as the
+careful husbandman by tilling and enriching the soil according to the
+nature of the plant he cultivates, produces a healthy and fruitful plant.
+
+The true teacher does not seek to teach by simply putting books into the
+child's hand, and bidding it to learn; he addresses himself to those
+faculties and powers of the child's mind, which bring it in relation with
+the world in which it lives. Sight, hearing, touch, smell, taste, and
+thence observation, judgment, perception, reason, memory, hope,
+imagination, and the love of the beautiful are appealed to, developed and
+strengthened by natural exercise, even as the organs and limbs of the body
+are developed and strengthened by gymnastic and other appropriate
+exercises.
+
+Education, mental and physical, is but the ABSORPTION of surrounding
+elements into the mind and body--an arrangement an 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.
+
+It is thus apparent that a great change in the system and principles now
+adopted in teaching is required, and if we change the principles we must,
+of course, change the instruments. These are now adapted to the method of
+teaching from WITHOUT inward. If we are to invert the system, and teach
+from within outward, then must our means and appliances be adapted to this
+change. The task, the forcing process, the stuffing and cramming must all
+give way to the natural mental growth, fostered, cherished, unfolded by
+culture, in accord with nature and with law. The inquiry then arises: What
+are to be the new means and appliances for mental culture? We have but to
+turn again to Nature as our teacher and our guide; her instincts are
+unerring. The seed germinates and pushes forth its root from within
+outward. The expansion or growth takes place by means of the elements
+which it attracts to itself, when these are placed within its reach, and
+towards which it stretches forth its organs. These elements it assimilates
+into and makes a part of itself. This process of Nature, so familiar to
+most of us, serves to illustrate exactly what should take place in
+intellectual growth. The mind hungers and feels out for and is impelled by
+a natural internal impulse to gather to itself the elements of knowledge;
+the wise teacher steps forward and becomes to the germinating intellect
+what the sun and dew and rain are to the plant. The mind must be fed in
+conformity with its longings, its wants, its desires. "Blessed are they
+that hunger and thirst after righteousness." The teacher develops this
+hunger and thirst by stimulating inquiry, and by presenting to the mind
+the use and beauty of knowledge; and when the mind gives signs that its
+hunger is temporarily appeased, that time is now required for mental
+digestion and assimilation, the wise teacher rests, and would no more
+attempt to stuff and cram the mind than the wise mother would seek to
+force food into her child's stomach.
+
+Intellectual growth of some kind, not less than bodily growth, whether
+good or evil, is constantly taking place. It should be the teacher's care
+to render that growth a healthy one, calculated to insure the happiness of
+the subject, and, in securing his own happiness, to contribute to the
+happiness of others.
+
+The body being visible to the physical eye, its growth is also visible,
+and we do not think of feeling impatient at the long months and years
+required for it to attain its full proportions; nor do we seek by any
+forcing process to produce a man at 10 instead of at 20 or 30 years of
+age.
+
+Were the mind and its growth also visible to the eye, we would be equally
+careful in our treatment of it. Man's first impulse in an uncivilized
+state has generally been a resort to force for the accomplishment of his
+objects; and as he took his first step forward the habits of his barbaric
+life remained with him. Hence, the first steps in teaching were by
+force--the lash, the rod, the school penal code; but even as when hungry,
+wholesome and well-dressed food rejoices us, so will the mind gladly
+accept the mental food carefully prepared for it by the true teacher.
+
+We live in a world adapted by its Creator to our happiness and highest
+well-being. It is not only possible, but easy, to win from Nature all that
+is necessary or desirable, for our sustenance and comfort. It is the true
+teacher's duty to fit the child thus to win its happiness; and such a
+teacher has ever present to his mind the question: How am I to perform
+this duty? What sort of teaching and training am I to give to the subjects
+of my care? Let us endeavor to find some direction to guide us to Nature's
+answer to this question.
+
+
+
+
+_TEACHING AND TRAINING_
+
+
+Whether we regard private schools or public schools, boarding or day
+schools, we find that much which goes on at them affords an important
+lesson, not as to what to follow, but what to avoid.
+
+Is there any thing worthy of the name, of confiding intercourse between
+teacher and pupil known upon this continent, or to extend our inquiry, we
+may say, known anywhere? Here and there exceptional instances will be
+found, as we have before said, both in this country and in Europe, of men
+and women devoted to their noble profession, between whom and their pupils
+there has grown up the strongest bond of parental and fraternal affection.
+To these teachers the pupils run in every difficulty for its solution, in
+every danger for protection; but with these exceptions the teacher is
+looked upon as a task-master, sometimes even as a spy; the tasks set to be
+shirked as much as possible, the observation of the teacher to be eluded
+and deceived.
+
+Lesson-time over, the children resort to their tame animals, to their
+weaving-machines, their wind-mills and dams; to their gardens, kites and
+ships; to swimming, rowing, foot-ball, marbles, leap-frog, base-ball and
+cricket. In the practice of these games, skill, dexterity and knowledge
+are acquired of which the pupils appreciate the utility, and enjoy not
+only for present, but for anticipated future use.
+
+Natural History, to be taught in school and made a reality, by following
+the guide given us by nature in the amusements to which children resort of
+their own accord, should be a prominent subject of instruction and
+training in the school. Cultivating the faculties of observation and of
+analysis, it should be among the earliest subjects of instruction, and, at
+the same time, of amusement.
+
+But they ought not to be taught from books; nature and the teacher are the
+only books to be employed until considerable progress has been made by the
+pupils. It is so easy to procure the things themselves for the study of
+botany; an abundant supply of wild flowers can be so readily obtained,
+sufficient to enable each child to be supplied with specimens for
+examination and dissection. The interest of the children in their study
+can be so easily awakened and sustained by the judicious teacher, the
+difficulties of the supposed hard words of scientific names disappear so
+readily, that the real difficulty is to understand how so obvious a
+subject of instruction is either wholly banished from the schools, or
+sought to be taught only from books, without any reference to living
+nature.
+
+The variety and multiplicity of insect life affords ample opportunity for
+the study of that branch of natural history--and entomology would be found
+not less beautiful and interesting than botany; the delightful excursions
+in which teachers and pupils would join for the gathering of objects of
+natural history would at the same time serve to strengthen the bond of
+affection which should exist between them. The nature of his own body and
+the functions of his various organs will soon interest the pupil, and
+along with instruction therein he would learn the qualities of the
+different kinds of animal and vegetable substances in use for food, their
+relative value and importance in building up his body; he would learn to
+compare the food now in use with that which was employed by our ancestors,
+and what has given rise to the adoption of the new and abandonment of the
+old; the methods of cookery best adapted to each kind of food, and what
+kinds of food are suitable for particular ages and states of health; what
+material, vegetable or animal, is most suitable for clothing, separately
+or in combination. He would learn to compare our present style of clothing
+with that adopted in past ages; he would learn the history of the changes
+which have been adopted, and while feeling desirous of retaining such as
+have been wisely adopted, might learn from past experience to desire to
+return to some good habits as to clothing which have been abandoned.
+
+The tight-fitting garments in which we unhealthily clothe our bodies, a
+fashion for which we are indebted to the use of armor in times when the
+chief occupation of man was mutual slaughter, and the great object of
+desire to secure protection against hostile weapons, might some time come
+to be discarded for the more healthful practices of the ancient Asiatics
+and Romans, if a general knowledge of the unhealthfulness of our present
+practices should come to prevail.
+
+The necessity and meaning of light and cleanliness, the indifference of
+the human body to all natural changes of temperature, when strengthened
+and maintained in health by wholesome food and efficient bathing, might
+lead to the taking of effective measures to restore the old Roman bath to
+general use.
+
+As regards shelter, why a building on the ground is generally to be
+preferred to a cave or shelter in the ground--what materials are best
+adapted for roofs, what for walls, floors, windows, why we use stone or
+brick in one part of the country and wood in another; what sizes, shapes,
+means of warmth and ventilation, for privacy and social enjoyment, should
+be adopted, and as regards furniture and utensils, what are most suitable
+for the several parts of a dwelling; what should guide our selection of
+material, fabrics, shape, size and pattern; how to establish a
+communication from one part of a building to another; how water and light
+are to be had most readily. All these things should form the subject of
+school study and inquiry.
+
+The means of locomotion, how streets, roads and paths should be laid out
+and maintained; the construction and use of carriages, cars, wagons,
+tramways, railroads, ships, steamers, propelling power; where bridges
+should be built, and how; viaducts and embankments to cross valleys,
+cuttings and tunnels to penetrate hills and mountains; these, too, simply
+at first, and afterwards in more elaborate detail, should form subjects of
+school instruction, the rules determining the selection of each and the
+methods of their construction not being preached in lectures, _ex
+Cathedra_, but evolved by a patient questioning of nature, by experiment
+and the Socratic method of inquiry. Exercise of the limbs under the
+direction of a skilled instructor, so that all the muscles of the body may
+be duly trained, and a healthy body built up to support a healthy mind.
+The kinds of recreation to be selected, whether bull-baiting,
+cock-fighting, rat-catching or prize-fighting, should be preferred to
+games of skill and strength, to the drama, literature, works of art,
+public walks, gardens, and museums; the comparative influence of all these
+upon the health, strength, courage, activity, humanity, refinement and
+happiness of society; how people may be led to prefer such as tend to
+general well-being to those which have a tendency to brutalize and debase.
+All these also should be dwelt upon in the school.
+
+How stores of food, of clothing, of fuel and of the materials for building
+may be collected and preserved; how present labor may be made to supply
+future wants, and the thought of future enjoyment be made to sweeten the
+present toil. How the means of instruction and of amusement may be
+secured. How all engaged in supplying one need of society co-operate with
+all who are engaged in supplying its other needs. What form of government
+is best, and how it may be best administered. How upright judges may be
+secured, justice administered, and society protected against internal and
+external foes. These and all the other subjects enumerated would, if
+handled by a true teacher, be found most attractive to children.
+
+The names given to the subjects at which we have glanced are: Natural
+History, the Mathematical and Physical Sciences in all their branches,
+Vegetable and Animal Physiology, the Political and Social Sciences; which
+should be presented in the order in which the attention and desire to
+learn could be aroused.
+
+It will hardly fail to strike the mind of the reader that nothing has yet
+been said about giving instruction in the use of those tools for acquiring
+knowledge, reading, writing, ciphering and drawing. The true teacher will
+understand the omission. The commencement of the instruction in reading,
+writing, ciphering, drawing, and in spelling, would take place as part of
+the object lesson which should be adopted as the first step to knowledge,
+and should be retained in the most advanced classes as the most perfect
+method of applying the knowledge which has been acquired. It would soon be
+understood by the pupils that the power of reading, of writing, of
+designing and of calculating is essential to the acquirement of knowledge,
+and to any thing like extent and variety of information on subjects
+relating to individual and social well-being. The desire of acquiring this
+knowledge would quicken the faculties of the children, augment their
+industry, and lighten the labors of the teacher to an indefinable extent.
+The teacher who should fail to impart a moderate degree of skill in these
+arts to most, and of excellence to many, at the same time that adequate
+progress was made in the study of the sciences we have named, should be
+deemed unfit for his profession, and not be allowed to relieve himself
+from disgrace by magnifying the difficulties of his task or by complaints
+of the idleness or want of capacity of his pupils. As children will take
+interest in what they learn in proportion to their understanding of its
+bearing upon their own happiness, and upon their actual life and
+surroundings, the knowledge of themselves as beings acted upon by
+surrounding objects and by their own kind, should be carefully imparted to
+them simultaneously with the knowledge of the qualities of the surrounding
+objects destined to act upon them.
+
+Children thus worked upon by skilled and earnest instructors; led to find
+out and observe the properties of that Nature of which they form a part;
+their minds nourished by the enjoyment which follows the mastering of
+every difficulty, and the addition of every fresh item of knowledge to
+their previous store; trained also in habits of healthfulness and of
+amiability; will not only cheerfully give themselves to study, but will
+also seek to dignify by their conduct and to improve by practice the
+knowledge they progressively acquire, soon understanding, among other
+things, why they are sent to school and the importance of that education,
+part of which they are to acquire at school.
+
+As the object of the school-teaching should be to prepare the pupils for
+actual life, they should be made familiar with the idea that all their
+means of subsistence and enjoyment can only be obtained by labor; not only
+should their attention be called to the fact, but they should be made
+sensible how much skill, knowledge and labor and economy were needed for
+the creation of existing stores, and are needed for their maintenance in
+undiminished quantity; nor can this be done in any way more fitly or
+completely than by performing under their eyes, and causing them to take
+part in, the actual business of production. The well-ordered school is an
+industrial school, in which every industrial occupation, manufacturing or
+agricultural, for the carrying on of which convenience can be made, should
+be successively practised by the children, under the direction of skilled
+workers.
+
+The farm, the factory, the shop, the counting-house and the kitchen,
+should each have its type in the school, and present to the minds of the
+children a picture of real life; while their practice would impart a skill
+and adaptability to the pupils which would insure their preparedness for
+all the vicissitudes of the most eventful life.
+
+Can any reason be suggested for adopting a different system of instruction
+for girls than that which shall be determined on as best fitted for boys?
+We confess to our inability to perceive any--both are organisms of the
+same all-pervading nature--to both the most intimate knowledge of that
+which skill and perseverance secure, seems to be desirable for their
+happiness, and that of all mankind. Of the two, perhaps, the greatest
+knowledge is needed for the woman, FOR HERS IS THE MORE IMPORTANT AND MORE
+PERFECTED ORGANISM; to her is committed the performance of the chief
+functions of the highest act of organized beings, viz., reproduction;
+therefore, upon her knowledge and conduct, far more than upon that of the
+man, depends the future of the beings in whom she is to live again.
+
+Another great object with the true teacher, will be so to train the
+judgment of his pupils as to avoid that forming of unconsidered opinion
+which is the parent of prejudice and a chief obstacle to progress. Trained
+to investigate the foundations of every fact in nature and in science, to
+weigh the evidences on which they are asked to receive assertions, whether
+of a physical, moral or social nature, they will ever have a reason for
+the faith that is in them; and will know how to SUSPEND JUDGMENT when the
+means of knowledge are insufficient.
+
+Such pupils will not be apt to form opinions either in physical science,
+politics, or industrial life, without having first thoroughly examined the
+bases of the opinions they form and express, while the prejudices imbibed
+from nurses or parents, will be subjected to vigorous investigation, and
+either received as sound doctrine, or discarded as ill-founded and
+superstitious. Of how many prejudices are we not the victims, without
+being ourselves in the least conscious of the fact! Our political
+opinions, our social customs, are taken up like the fashion of a coat,
+without reason or reflection; and habit and association, but too often
+hold us captive long after reason has pronounced her condemnation; our
+minds have been warped from truth, and we fail to perceive our own
+deficiency, to recognize the mental dishonesty with which we are
+afflicted. All this will be averted in the case of those who in their
+youth are trained to a rigorous investigation of every fact presented to
+their minds, until the habit of truth, not merely of speaking and telling
+the truth, but that mental truthfulness which shrinks from accepting a
+falsehood for truth, and acknowledges ignorance rather than utter what is
+not assured--will become as much a part of the pupil's nature as is his
+desire for food. In short, he would be so trained as to feel as great a
+repugnance to plunge his mind into moral, as his body into material filth.
+
+Again, while ever merciful and pitying to the criminal, he would be
+intolerant of falsehood wherever it might be found; and he would deem
+himself derelict in his duty, as a man and as a citizen, did he leave
+corruption to rot and fester in the Commonwealth, because he and others
+like him would not take the trouble to raise their voices against
+wrongdoers!
+
+What a different aspect would not this great city of New York offer to our
+inspection to what it now presents, had a generation been trained in the
+knowledge, and practised in the observance of their duties as citizens!
+
+Did those merchants and traders, who, in their private dealings would
+scorn a lie, but recognize the duty they owe as citizens and as men of
+truth, they would, by uniting, soon sweep away the serious discredit to
+our country and to Republican Institutions, the festering corruption of
+this city and of the State; yet it is to their supine, nay wicked
+tolerance of the evil that we owe the specimens of judicial corruption by
+which we are robbed and dishonored. Can it be said that any system of
+education can be sound, which shall fail to demonstrate, at least to the
+older pupils, their duties as citizens, to take an active, intelligent and
+upright interest in public affairs; that shall fail to instruct them in
+the principles by which their judgments should be guided, and lead them to
+discard every action in public affairs, which they would not approve in
+private life?
+
+We must cease to live in books, in past mystifications, in useless
+theories, in foolish and unprofitable discussions, in ancient ideas and
+customs, and grasp the living present with all the richness, fullness and
+beauty of its life. The chemistry of nature, the work of her great
+laboratory, should be the study of youth as of age, instead of dead
+languages and the vain and foolish mythology of Greeks and Romans
+wherewith at present we poison the minds of the young.
+
+"Can we take burning coals into our bosom and not be burned?" Can we
+suffer the impressionable minds of youth to be impregnated with the filth
+of the heathen poets in their imaginings of gods as disgusting as
+themselves, without staining the pure tablet of the mind with spots and
+grossness, while the children acquire a distaste for that glorious nature
+whose volume should be their constant study?
+
+We have to deal with the great present, with life, not with death--to
+promote health, physical and moral, not to propagate infectious sickness.
+The present, wisely improved, leads to a happy future, and is the only
+road to that goal. We can not jump the present and its duties and reach
+the future so as to enjoy it, neither can the dead past lighten the labors
+of the living present. There is a past which still lives and vivifies the
+present, but the quaint and filthy imagery in which the ancient priests
+disguised from the profane--from all but the initiated--the mysteries of
+their lore, can be of small account to a people whose great duty is the
+dissemination of light and truth.
+
+Every thing that has any relation to man's comfort and well-being, or to
+his happiness as a social being, that it is, and not the dead past that we
+should learn, and of the things that affect us most nearly we should learn
+first. What did the ancients know of steam, of electricity, of the
+material elements of nature, of her forces? And little as we know, how
+much of that little could be learned from a lifelong study of ancient
+lore? If there be aught of value in the laws of ancient Rome which has not
+been translated into our native tongue, let it be translated; but let not
+our youth waste precious years in learning to play upon an instrument
+(Greek or Latin) which when learned can give forth no sound. But if we
+turn to Nature and to her grand volume, we there find all the knowledge
+man can acquire. From her study, too, we can learn a lesson, not perhaps
+among the least important, as to the limits fixed by nature to human
+knowledge. To know of a surety what those things are which never can be
+known to mortal man, is a knowledge, the want of which has driven many to
+puerile and superstitious practices, and many more to madness and despair.
+
+From the great book of Nature, God's book, is to be learned the principle
+of justice, of love, of wisdom, of truth; and as the germ of justice is
+developed in the mind, the mind is brought in contact with the Great
+Fountain, absorbs a portion of its light, enlarges, develops, becomes
+stronger, assimilates to itself the essence of the great Godhead, and
+renders man godlike.
+
+So with each of the other faculties of man; each draws its nourishment
+from its special FOUNTAIN. Wisdom, love, justice, and truth should
+preside; and if judgment, sympathy and conscientiousness be judiciously
+trained and developed, they will help to develop harmoniously all the
+other faculties. But to this end they, and each and all of man's
+faculties, must be brought into a wholesome, natural contact, each with
+its proper food; and by natural we mean not that contact which might
+peradventure happen if left uncared for, but such as the nature of the
+faculty demands for its development in due harmony, to produce the
+greatest amount of happiness to its possessor. To supply this food, to
+bring to each faculty its proper aliment, is the business of the true
+teacher. If we desire a child to be truthful, we must bring it in contact
+with truth, and bring it to love truth by causing its practice to inure to
+the child's enjoyment. If we wish it to be wise, we must bring its mind in
+contact with wisdom, exercise its analytical powers, and train its
+judgment; let it see sound judgment producing happiness; let it see how
+beautiful and desirable is the possession of wisdom, and the child will
+soon learn to seek it for its own sake.
+
+To chastise a child for speaking that which is untrue may fill it with
+fear, but does not make it love truth. The love of truth and of wisdom
+must be cultivated as we cultivate the love of music. "Seek me early, and
+ye shall find me." "Knock, and it shall be opened unto you." That which
+the mind seeks it will find. The natural relationships are established,
+and it is only for us to work in harmony with, and not obstruct or
+interfere with them. It is the "true relationship of things" we need to
+learn. There is nothing in us that is not in nature. All the forces
+developed in man are but developments of nature; and all the forces
+required for his nourishment and strength exist in the bosom of Nature.
+Matter, light, heat, electricity are not produced by him. In nature they
+exist; remove any one of them and he perishes. To Nature then must we ever
+turn as the reservoir of nourishment and as the teacher, by the study of
+whose volume we learn all of wisdom that can be known of mortal man, or
+that can tend to his well-being; and her true relationships must be the
+constant object of our search. Before the knowledge of her true
+relationships disappear superstition and fear and mystery. The lightning's
+flash, the thunder's roar, the falling meteor and the sun's eclipse cease
+to terrify and alarm. Witches, hobgoblins and demons come no longer to
+trouble us; the most unusual phenomena awaken only philosophical research
+and curiosity. And what is true of the full-grown man is not less true of
+the child.
+
+That school wherein children above the age of infancy fail to assist the
+teacher in his instruction, is an ill-ordered school. It is not the
+subject, but the teacher who is uninteresting; he scolds, worries and
+punishes his pupils, when he himself is the fitter subject for the lash.
+He awakens the sense of fear which should lie dormant, while the other
+faculties of his pupils slumber in spiritless inactivity.
+
+As the object of education is to prepare children to enter successfully
+and happily into life, and wisely to discharge all the duties devolving
+upon them as they unfold into men and women, and occupy the sphere
+assigned to them, the simple rule for the course of instruction seems to
+be, that they should learn those things in the order in which they can be
+received by the child's mind, which most vitally affect their well-being
+and happiness.
+
+As only a healthy, well-developed body can afford a home to a healthy,
+well-developed mind, physical culture claims early and constant attention,
+and should receive that careful regard to which the truth contained in
+the well-known aphorism: "We are fearfully and wonderfully made," entitles
+it. The teachings of the sciences of Pathology and of sanitary science
+should be judiciously and carefully elucidated, practically and
+theoretically; presented step by step to the mind of the child; and the
+child's body and mind should be carefully trained, so as to develop all
+its physical and mental powers in harmony. Gymnasiums for the body,
+conducted by men who have made themselves masters of anatomy and
+physiology, should be an essential feature in every school, so that
+ignorance and the desire to excel may not lead to putting a strain upon
+the system calculated materially to injure organs which need careful and
+judicious development. Plays, games, dancing, marching and the gymnasium
+all require the careful supervision of a teacher well versed in a
+practical knowledge of the human system, and thoroughly appreciative of
+the great truth, "We are fearfully and wonderfully made." But the
+foundation for the school as for the life career must be laid at home, and
+much as the teacher can do, he can never supply deficiencies resulting
+from the want of a well-ordered home or of a healthy home training. Never,
+save under necessity, should the parent yield up his sacred duty to
+another, at least during the tender years of childhood.
+
+The education of the heart and of the affections, is as essential as the
+school education, and these can never be so well cultivated as under the
+influence of home. All must be developed in order to maintain the true
+equilibrium. The boarding-school is not the place for children to attain a
+sound moral development, and the sooner parents generally understand this
+truth, the better for their children, for themselves and for society. As
+well uproot the flower, or shrub or tree, and expect it to flourish, as to
+cut the child off from the influence of home, and the care of a loving
+mother, father, brother and sister, and hope that the sympathetic
+faculties of its mind can attain their just development.
+
+Physical culture, heretofore neglected among us--the body being left to
+grow up as it may happen or chance--will form a prominent feature of
+training in every well-ordered school. All the muscles of the body will be
+in turn exercised, developed. The ancient Greeks afforded us here also a
+wise example, which we have signally failed to imitate.
+
+Let us secure for our children all the advantages we can from an
+enlightened and natural system of education, and do all we can to perfect
+both mind and body. How often is the cry repeated, "Mamma, tell me a
+story," and mamma, tired and weary, says she is too busy, or, for the want
+of a better, tells over again for the hundredth time, "Little Red Riding
+Hood," or some other equally foolish or more injurious tale, such as
+Bluebeard or Cinderella. Anecdotes of great men, suitably arranged, events
+in history and biography, carrying with them valuable and important
+morals, will afford all the amusement the child desires, without
+developing a love for the marvellous and false, which leads it away in
+infancy from the simple, truthful, and natural. If children are to be
+taught to think naturally and truthfully, we can not begin too young, and
+it is the duty of parents to remember that Valentine and Orson,
+Cinderella, Bluebeard, and such stories, are a web of false and
+exaggerated statements that will, and do produce injurious effects upon
+the child's mind. The story of Aladdin's Lamp has made many a child desire
+to enjoy wealth without labor, and has exerted a most pernicious, though
+unsuspected, influence upon his future. Children, not less than men, seek
+an easy road to the objects of their desires; and while works of
+imagination are to be by no means discarded in mental training, such
+should not be selected as give false notions of the busy and industrial
+life into which the child is to be introduced. Even in the choice and use
+of the finest works of fiction, the greatest caution is necessary. The
+little one can hardly distinguish between a fable that amuses it, and a
+lie told to shield it from punishment. If it hear nothing but truth, it
+will know nothing but truth; and a truthful mind is a glorious thing to
+behold in children as in men. "An idle brain is the devil's workshop;"
+therefore let there be no idle brains, but let all work usefully and
+pleasantly. Usefully we say, for even amusement is useful. We live in a
+world of use, in a world of beauty, a world that can be greatly improved,
+and human happiness largely increased, according as we avail ourselves of
+the knowledge already acquired for the right teaching and training of the
+young, so that they may grow up and develop into happy, self-supporting
+men and women, diffusing happiness to all around, themselves happy in
+proportion to the happiness they cause.
+
+
+
+
+_THE SCHOOL._
+
+
+Upon the organization and arrangement of the school largely depends the
+success of the educator. Two things must be borne constantly in mind.
+First, to create truthful and intellectual atmosphere, where wisdom,
+honor, and knowledge can be inhaled as with the breath, and second, to
+make the school cheerful and attractive in every way possible. We must get
+rid of the idea now generally prevailing among children, that the school
+is to be resorted to with regret and escaped from with pleasure.
+
+So soon as the child will look at and become interested in pictures and
+toys, and will listen to tales and little stories, it can profitably be
+introduced in the school, the first department of which should be the
+Infant-school, or, as the Germans so aptly term it, the children's garden,
+or Kinder Garten.
+
+Here plaiting, modelling, and building, with simple object lessons for the
+older infants, develop their powers of observation, and give employment
+and impart skill to little fingers which might else be engaged in
+destroying furniture or clothes, or in pilfering from the sugar-bowl.
+Practical familiarity with the properties of lines, angles, circles,
+spheres, cylinders, cubes, cones, and the conic sections will be acquired,
+which will give a life and reality to the geometrical studies which will
+occupy them in their school career. Dancing and singing will relieve the
+tedium of sitting, shake off the surplus energy, give rest to the body,
+and power, time, and tune to the voice. Models of houses, stores,
+workshops, kitchens, farms, and factories, which later on they will assist
+in making, will be a source alike of amusement and instruction.
+
+In the children's garden no teacher should have charge of more than about
+twelve children, who should regard her as their mother-teacher, while she
+should seek to win the love and confidence of the little ones as the
+beginning of her work.
+
+Each class of twelve should have their own special room, while for general
+purposes, such as music, drilling, gymnastic exercises, games, tableaux,
+and exhibitions of the magic lantern, the oxyhydrogen microscope, the
+stereopticon, and the like, they should assemble in a large hall. The
+details of arrangements will readily suggest themselves. The main feature
+is to have all things natural, free, pleasant, cheerful, bright, refined,
+and unrestrained by external forms or rigid rules, at the same time that
+order is secured by an easy discipline.
+
+So deeply are we impressed with the importance and utility of the kinder
+garten, and with the high qualities required by the teacher of the very
+young, that we are more and more disposed to believe that the true order
+in rank and promotion among teachers should be, to speak in paradox,
+downwards; that is to say, the younger the children to be taught, the
+higher the rank and remuneration of the teacher; for not only is an
+extensive range of knowledge necessary to enable the teacher truthfully
+to answer the innumerable questions of inquisitive infancy, and to avoid
+giving false notions, to be afterwards with greater or less difficulty
+removed--always with a shock to the moral sentiment when the child
+discovers it has been deceived--but also a knowledge of the infant mind, a
+perception of the thoughts and fancies which chase one another through the
+infant brain, a knowledge and perceptive power which only a watchful and
+loving experience can acquire. An industry and a patience far beyond any
+needed by the teacher of more advanced pupils are also required by the
+highly-cultivated men and women, to whom alone the training of infant
+minds should be intrusted. Advanced pupils go more than half-way to meet
+their teacher--the infant can render no assistance to his, all has to be
+borne, suffered and done for him--his future habits depend mainly on those
+given to him in his earliest years. Yet the care of him in these important
+days is generally confided to ignorant nurses and to the less-skilled
+class of teachers.
+
+In building the school, a pleasing style of architecture should be
+adopted, and the walls of the main hall should be hung with diagrams of
+all kinds, illustrative of natural history in its largest sense, of the
+sciences and of the mechanical arts, and with portraits or busts of
+distinguished men. The walls of the class-rooms should be decorated with
+diagrams and maps and figures referring to the special branches taught
+therein.
+
+A large and commodious laboratory should be fitted up in the building, to
+enable every pupil to acquire experimentally that knowledge of chemical
+forces and action which books alone can never impart. A convenient
+observatory should afford facility for astronomical study and observation.
+
+On the top floors or around the building should be arranged workshops,
+where the use of tools and machinery could be taught. The classes should
+assemble in the large hall, in the morning, where they might join in
+singing or light gymnastic exercises, or listen to some short appropriate
+address before betaking themselves to their class-rooms.
+
+The teaching in these latter should be conducted, wherever practicable,
+upon the Socratic method, and every branch of science and of art could be
+thus explained. The mother unconsciously uses this method in educating or
+drawing out the first perceptions of infancy and early youth; and the
+impressions derived from this method of acquiring knowledge are the most
+lasting, being such as become most absolutely assimilated with the pupil's
+mind. The teacher would also, at frequent intervals, conduct his class
+into the fields and woods for the study of botany, entomology, and
+geology, where Nature would supply in abundance the materials, and the
+teacher would be the only book. Instruction in the various trades which
+could be conveniently practised should receive attention, the taste of the
+pupils being made a guide to selection.
+
+Some portion of the teaching which goes on in school should be performed
+by the pupils, under the supervision of the teacher. No adult can so
+thoroughly enter into a child's mind as can another child; nor is this the
+only reason.
+
+That is not fully known which can not be thoroughly used and applied, and
+knowledge can not be applied which its possessor can not himself impart.
+A perfect illustration of this truth is furnished us in the training of
+the soldier.
+
+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 mediaeval 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_.
+
+
+
+
+WORKS ON EDUCATION
+
+PUBLISHED BY
+
+HARPER & BROTHERS, NEW YORK.
+
+
+HARPER & BROTHERS _will send any of the following books by mail, postage
+prepaid, to any part of the United States, on receipt of the price_.
+
+HARPER'S CATALOGUE _and_ TRADE-LIST _will be sent by mail on receipt of
+Five Cents, or they may be obtained gratuitously on application to the
+Publishers personally_.
+
+
+RANDALL'S POPULAR EDUCATION. First Principles of Popular Education and
+Public Instruction. By S. S. RANDALL, Superintendent of Public Schools of
+the City of New York. 12mo, Cloth, $1 50.
+
+SANDS'S PHILOSOPHY OF TEACHING. The Teacher, the Pupil, the School. By
+NATHANIEL SANDS. 8vo, Cloth.
+
+BURTON'S OBSERVING FACULTIES. The Culture of the Observing Faculties in
+the Family and the School; or, Things about Home, and how to make them
+Instructive to the Young. By WARREN BURTON, Author of "The District School
+as it was," "Helps to Education," &c. 16mo, Cloth, 75 cents.
+
+CALKINS'S PRIMARY OBJECT LESSONS. Primary Object Lessons for a Graduated
+Course of Development. A Manual for Teachers and Parents, with Lessons for
+the Proper Training of the Faculties of the Children. By N. A. CALKINS.
+Illustrations. 12mo, Cloth, $1 50.
+
+WILLSON'S OBJECT LESSONS A Manual of Information and Suggestions for
+Object Lessons, in a Course of Elementary Instruction. Adapted to the Use
+of the School and Family Charts, and other Aids in Teaching. By MARCIUS
+WILLSON. 12mo, Cloth, $1 50.
+
+ABBOTT'S TEACHER. Moral Influences Employed in the Instruction and
+Government of the Young. By JACOB ABBOTT. With Engravings.
+12mo, Cloth, $1 75.
+
+BOESE'S EDUCATION IN NEW YORK CITY. Public Education in the City of New
+York: its History, Condition, and Statistics. An Official Report to the
+Board of Education. By THOMAS BOESE, Clerk of the Board. With
+Illustrations. 8vo, Cloth, $1 50.
+
+BEECHER'S TRAINING OF CHILDREN. The Religious Training of Children in the
+Family, the School, and the Church. By CATHARINE E. BEECHER.
+12mo, Cloth, $1 75.
+
+EDGEWORTH'S PRACTICAL EDUCATION. A Treatise on Practical Education. By
+RICHARD LOVELL EDGEWORTH and MARIA EDGEWORTH. Engravings.
+12mo, Cloth, $1 50.
+
+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
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