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ways excite as much astonishment as admiration. But Dr. Petermann unites, in a manner which seems wonderful, all that thoroughness, that patient working up of details, that largeness of view over a whole field, and that power of prolonged labor in a single direction, which are distinctly German, with a facility of execution, a readiness to superintend all kinds of labor at once, and in one word those business faculties which are more often found in England and in America than in Europe.

The two gentlemen at the head of the house are less known to the great world, it may be, but are most estimable, cultivated, philanthropic men. Their treatment of all with whom they have to do is uniformly considerate, and the whole establishment is actuated by a spirit of kindliness and confidence, which is kindled by the gentleness and the noble qualities of the heads of the house. Mr. Besser is the son of the Besser who for so long a time was the partner of Frederick Perthes; and those who have read the deeply interesting biography of the latter, know the sterling qualities of the elder Besser. Pr. Petermann told me an incident which illustrates the well-known business character of the house. When Dr. Barth returned from Africa, Mr. William Perthes, then at the head of the business, proposed to publish his voluminous travels. Friends tried to dissuade him, telling him that such a work must result in loss. His answer was, "Though I should lose 1,200 thalers on the book, I shall publish it for the honor of Germany." Such to the present day has been the spirit of this house; and when the cities of Hamburg and Bremen gave two thousand thalers each to the late north pole reconnoitring expedition, the house of Justus Perthes alone gave a thousand.

When I came to this place, I called first upon the gentlemen who are the business heads of the house, told them of my present undertaking in connection with the life and works of Prof. Carl Ritter, and informed them that I had visited Gotha as a great geographical center, thinking that the place would afford advantageous helps in the prosecution of my labors. They at once gave me a table in the library of the institute, allowed me perfect license in the use of the books, charts, and all that was there; and, without my knowledge, secured for me the use of the great ducal library of Gotha, with its 150,000 volumes.

Dr. Petermann, in the same liberal spirit, opened to me the riches of his own private collection. All this manifested a spirit which is only too seldom met in this mercantile, driving, selfish world.

For more than two generations, this geographical institute has been rising to its present position. It has always been managed with skill, and perhaps never more so than at the present time. Thousands upon thousands of dollars have been spent upon the preparation of original maps, and while other publishers have freely copied from them, and made fortunes out of stolen goods, the house of Justus Perthes has gone on its quiet way, crowned with prosperity and honor.

MR.

OBJECT-LESSONS.

W. L. G.

ELIZABETH, N. J., Jan. 10, 1866. R. EDITOR-I was particularly pleased with the article entitled "A Few Problems Illustrated, for Pupils." Such "Object-Lessons" should gain converts to the system, and show that there is really some merit in teaching beyond the old way of confining the attention of the pupil to the spelling-book and multiplication-table.

I submit an outline of lessons given in the "Union School," Elizabeth, N. J.

THE FINGER-NAILS.

1. Names of the parts of the nail: body, root, lunula, and free border.

2. Description of the parts. a. The body is the exposed part of the nail.

b. The root is the part covered by the flesh.

c. The lunula is the whitish spot near the root of the nail.

d. The free border is the part not attached to the flesh, which should be kept trimmed and clean.

3. The nails are horny appendages of the flesh, and correspond with the claws, hoofs, and horns of other animals.

4. The nails are thin, flexible, translucent plates, resting on a depressed surface of the dermis, called the matrix.

5. The translucency of the nail permits the redness of the matrix to be seen, which color is due to the numerous blood-vessels.

6. There are fewer blood-vessels under the lunula, which gives rise to the whitish spot.

Method of Presenting the Subject. All the pupils from seven years of age to eighteen were assembled in one room, and divided into three classes or grades; the youngest forming the first class, the intermediate the second, and the oldest the third. The members of the third grade were required to remain attentive observers while the first and second classes were being exercised successively, and to be prepared at the close of the lesson to give a summary of the matter, and to write a detailed account of the whole exercise.

The second and third grades took notes while the youngest class were employed in observing and learning the names of the parts of the nail. This required fifteen minutes, and this class passed from the room.

The little ones were asked to think of as many different kinds of nails as they could. As soon as a child thought of one the hand was raised, and the example called for. This gave some mental exercise, and all were encouraged to ask carpenters and others for information upon the subject. At length a little fellow mentioned fingernails. Examples in addition were called for, as how many nails on one hand-two, three, etc.

The children were told that they were to have a lesson about the finger-nails. They were asked why the nail did not fall off. The answer, in substance, was given, that a part of it extends under the flesh, when they were told that part was called the root. The word being "printed" upon the board, it was spelled several times. They were informed, also, that all the part which they could see was called the body. All were requested to look at the body, and see if there was any part that they would like to know the name of Soon the part not attached to the flesh was observed, and the name free border given. The whitish spot at the base of the nail was noticed, and several of the class called upon to draw something of the same shape on the board. Very soon all, agreed that it looked as the moon did sometimes. They were told that the moon was often called luna, and the whitish spot resembling it in shape was called lunula. The names were "printed" upon the board, and the class were exercised in spelling the words, pointing to the parts, and naming them, until they were familiar to the majority of the class. The children were dismissed from the room, after being impressed with

the idea that all neat persons keep the free border nicely trimmed and clean.

The second class were called upon to name the parts, and questioned in such a manner as to bring out the matter marked a, b, c, and d, under 2.

The class were allowed to do most of the work. After an idea was gained, assistance was rendered, if necessary, in the use of suitable language. Time and space will not permit us to give the method in detail. The sentences were written and repeated in a conversational style until committed to memory. The following day the class reproduced the lesson from memory upon slates.

In giving these lessons the teacher had a special design: first, to exercise the observing powers; second, to cultivate the power of expression, to strengthen the memory, and incidentally to make spelling, reading, and grammar lessons.

The matter marked 3, 4, 5, 6 was given to the third class, comprising the oldest pupils. Some of the matter was given as information, and some drawn from the pupils by questioning. The reasoning powers were brought into exercise about the redness under the nail, and the whitish part called the lunula. This class was required to write a detailed account of the three lessons.

An exercise, to prove successful, should be clearly defined in the teacher's mind before coming to the class. She should know just what ideas she wishes to bring out, and how she expects to develop them, else there will be waste of time and little accomplished.

MR.

0.

"THE DISHONESTY OF TEACHERS." BOSTON, January 6, 1866. R. EDITOR-It may be true that we, as teachers, are a little too careless about obligations; but I see in this another carelessness more fundamental. Teachers have been systematically defrauded. They do more work for less pay than any other men of equal intelligence; yet, in spite of all this, I do not believe there is a more conscientious, honestly disposed class. That they have tastes beyond their abilities-that they sometimes exceed their income, and are unable to meet their engagements, is rather the fault of community than that of the teacher.

What is to be done? If I receive the son of the expressman as a pupil, at five dollars a month, and he moves a few goods for me twenty rods, at an expense of two hours' time, and charges five dollars for that, who is to blame that I must direct the boy's education a month for what the father can do in two hours? I can not raise the tuition beyond a given point, for although I may be a superior teacher, few people know the difference between a fool and a wise man.

Private schools are jealous of each other's success. They ought to unite in securing a proper remuneration. But here comes in another difficulty, public schools are free, and the directors of them -well, no matter; but in their schools men are prized for heaven only knows what qualifications. I do not mean to deny my brethren eminent virtues and qualifications, but only say, that they secure their situations without much reference to these virtues.

The result is, that between the indifference of parents, and the stupidity of school officials, the poor teacher may be thankful if he is permitted to live.

Yet, I can not leave this subject as though reform were hopeless. I see no reason why the grocers of a large town

should consent so harmoniously in raising the prices of all eatables; why tradesmen of every kind, and manufacturers, should forget their mutual jealousies in their union for an advance of prices, while the band of teachers should be a band only in name, and have every expense doubled and trebled without the power to act for their own interests. But an increase of salaries is not the only thing demanded. I do not even consider it the chief thing. It is vastly more important, that they should outgrow their childish isolation, and, recognizing the dignity of a common aim, should establish some just criterion of excellence; and by elevating their profession, and themselves with it, wield that influence which alone can secure their rights. Rest assured, Mr. Editor, that we, as teachers, shall be ignored, and our rights denied, until we feel enough self-respect to force the importance of our work upon all classes of community. Assured that the development of such a spirit is your real object in the articles on the "Ignorance" and the "Dishonesty" of teachers, and hoping that your readers will not be led to misunderstand your purpose and feelings by the somewhat startling captions prefixed, I add this mite as my contribution.

D. P. L.

EDUCATIONAL INTELLIGENCE.

NEW ENGLAND.-The leading New England Colleges are advancing the standard of qualifications for admission. At the first, or commencement examination of Yale College, a majority of the applicants were rejected. Out of one hundred and nineteen, only fifty-two were admitted. After a rigid examination, one hundred and six were admitted at the opening of the present term. The professional students at present number 182, being classifiled as follows: in theology, 24; in law, 85; in medicine, 41; in philosophy and the arts

92.

There are 490 academical students, viz.: seniors, 97; juniors, 107; sophomores, 180; freshmen, 156; whole number in the college, 682.

The State of Maine has made a grant of $10,000 to the Westbrook (Universalist) seminary, and $10,000 has been raised by subscription. Besides this, General Hersey, of Bangor, has agreed to give $5,000 to it, toward an additional fund of $10,000, if other friends will give the rest, and nearly all is subscribed.

Vermont is organizing a reform school for boys not exceeding eighteen years of age.

The Vermont Agricultural College is to be incorporated with the Vermont University.

MINNESOTA.-The Normal School at Winona is overflowing. Its accommodations are quite too limited. The number of students in attendance is 58, although it has seats for only 54. Sixteen counties are now represented in the school. The annual appropriation is $5,000, and is perpetual. There are model classes composed of children from 5 to 12 years of age, occupying two rooms, with accommodations for 80 pupils. There are, however, 85 children in attendance. A third grade is about to be established in the basement of a neighboring church. The model classes are self-supporting, the charge for tuition being $80 per pupil per year; and yet at this seemingly high rate the two departments are crowded. The model classes are taught by teachers

of skill and ability. These teachers are young ladies, and receive a salary each of $700 per year. Great attention is given in the Normal School to the theory and art of teaching. Model-class exercises, in presence of the Normal School occur daily; and are subject to the close scrutiny and criticism of the members of the training-class. The model classes are made to subserve their true purpose, of illustrating the best known methods of instruction.

Provision has been made for three normal schools in Minnesota.

The duties of the State Superintendent are at present confided to the Secretary of State. But it is expected that the Legislature will this winter separate the two offices, and create a full department of public instruction.

MICHIGAN. A new educational monthly, called the Michigan Teacher, has been started at Niles; William H. Payne is resident editor, and C. L. Whitney, associate. It bids fair to take high rank among the State educational journals of the country.

The University of Michigan is now the largest university in this country, containing 1,051 students, distributed as follows: medical department, 436; law, 300; literary, 265. Three new assistant professors have been appointed, one in each department. The institution is well endowed, and tuition is free.

Prof. Mayhew is now acting principal of the State Normal School, Prof. Welch having resigned on account of his health.

VIRGINIA. The educational interests of the State, which were most signally stricken down by the war-the whole literary and educational fund, amounting to several millions, having been ingulphed in the downfall of the rebel fortunes-receive the governor's most earnest attention. He especially recommends the endowment and establishment of a polytechnic school, upon the basis of the Virginia Military Institute, which was destroyed by the war. The aim and object of this system of education is to apply the laws of science to the arts, agriculture, and manufactures-a style of education which is most needed by Virginia in her present condition, and best calculated to give speedy development to her great natural wealth.

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LOUISIANA. The Washington correspondent of the Chicago Tribune gives the following account of General Banks' plan for educating the freedmen of Lousiana: "The educational system established by General Banks, and committed to a military board of education, seems now to be in excellent hands. The board originally consisted of three persons, one of whom was soon found morally unfit for his position, and dismissed. The others continued in office until August last, but constantly lacked the confidence of all who knew them

intimately, and certainly made a wretched exhibit to their successors, so far as financial administration goes. Nevertheless, an immense work has been done, and its results already apparent are cheap at twice the total cost. Mr. Conway, on receiving control of educational affairs, appointed Captain H. R. Pease general superintendent of schools, and gave him such direct assistance, that a most gratifying improvement is already visible. Just at this point, however, the President again interfered. General Banks authorized the assessment of a special tax for the education of the colored children of Louisiana, whose ancestors for generations, both free and slave, had been heavily taxed for the education of white children,-thinking that the time for a fair turn about had fully come,and directed the quartermaster to advance such moneys as might be needed, until the tax should be realized. Various delays postponed the collection of the tax, until an indebtedness of some $300,000 had accumulated in favor of the Government. The process of collection had realized about one-half of this amount, when the reconstructed Louisianians made their wail at the executive marsion, and the tax collectors were instantly suspended, leaving the $150,000 still due the Government unprovided for, and annihilating hundreds of noble schools at a blow.'

CALIFORNIA.-The State Board of Examiners have finished the investigation of the papers of the applicants applying for State certificates at their late session. This board consists of the State Superintendent, chairman, and four teachers appointed by him. The members of the present board are Prof. Minns, Prof. Swezey, Mr. Marks, Prof. Knowlton, and State Superintendent Swett. The late examination was pursued entirely in writing, and contained fifteen different papers of twenty questions each, making three hundred questions for each applicant. The whole number who applied for certificates was eighty-six, most of them teachers from different parts of the State, including a dozen who applied for city certificates. Of the eighty-six who applied, fourteen withdrew for various reasons. Seventy-two completed the examination. Forty-two received each a certificate according to their accomplishments, leaving thirty-one, who applied, out in the cold; and it is said that from the looks of some of their papers and answers, they should attend school, instead of undertaking to pass themselves off as teachers. State educational diplomas were granted to all whose credits to answers on all the papers amounted to eighty per cent, and who had, in addition, taught three years, one of which had been in this State. average percentage of the seven teachers who received State diplomas, was eightyfour; the highest was eighty-nine, and the lowest eighty.

The

PROF

CURRENT PUBLICATIONS.

ROFESSOR BASCOM'S late book, with its very unpretending preface, and its somewhat overwrought introduction, is worthy of deliberate attention; certainly among teachers, if not among learners. Whether its philosophy proves to be exhaustive and ultimate, or whether it is the right book at the right time, or whether, indeed, it shall prove to have been really needed at all, as a text-book, are matters for later and separate inquiry.

Throughout, marks of labored and conscientious care are evident. Nothing has dropped spontaneously or unconsciously in the heat of composition. A law treatise could hardly be more unexceptionable and faultless in its technique. Besides, the professor exhibits a becoming familiarity with theoretical writers on his subject. He deals familiarly and exactly with metaphysical questions, and preserves entire consistency in developing his method and material.

His method, however, seems an unaccountable inversion. The first division gives the results of all rhetorical thinking, in a labored synthesis, drawn from what actually stand as the second and third divisions! This may be the order in fact, where the mind has worked out the result, but it by no means indicates the order the mind must follow in order to reach that result. Educationally, as it respects the learner, the first and last divisions should change places, leaving the pivotal second undisturbed. Practical teachers will generally accept this view, for everybody knows that the practical rhetoric, the definition, analysis, and illustrations of literary forms must precede the theoretical and philosophical grounds of persuasion and oratory.

The style, which maintains an imperturbable uniformity throughout, seems particularly unfortunate in its absolute subjection to the pedantry of a college class-room. The painful precision of treatment and morbid conscientiousness of statement, everywhere forbid ease and grace of move

ment.

The style is, literally, desiccated, and rattles with academic dryness, like an anatomical preparation. Turn over both mid

(1) PHILOSOPHY OF RHETORIC. By Professor JOHN BASCOM. Boston: Crosby & Ainsworth.

dle chapters of Cousin's "True, Beautiful, and Good," and you shall find how a living, fruitful energy, even among most subtle speculations, clothes its labors in winning and appetizing forms. Why must authors touch such moving themes, as lie among the mainsprings of highest art, with cold, clayey fingers, and pens like gravers ?

If the "Philosophy" is to develop stylists, after the manner of the professor, then we say away with it. We do not single out the professor for special pedantry, but we do insist that book-makers for the school and college be brought to understand that a text-book worth a name, must render difficult knowledges soluable, and approach the mind of the pupil on his own level.

If a teacher can not reduce the matter of his treatise to the vernacular of common thought and usage, without hazarding the value or dignity of his errand, he had better not add another to the hundreds of textbooks, long since dead from pedantry and academic mannerisms. Without doubt a good rhetoric is needed, for we have none equal with the growth and necessity of our days. Theories of style, taste, language, and beauty have changed toto cælo since Dr. Blair's day, and the whole subject remains yet open and should receive immediate and adequate treatment.

EXCEPTING perhaps Sir Roderick Murchi son, there is no living man to whom geology is so deeply indebted as to Sir Charles Lyell. Nearly forty years ago, when scientific men were still fettered by the wild theories prevalent during the preceding century, he published his "Principles of Geology," in which he reduced the chaotic mass of facts then known, to a system, and placed the science on a sure basis. Soon afterward his "Elements" was issued, to supply the demand for a text-book. Although this treated the subject in a profound manner, it became exceedingly popular. Now, after remaining for ten years out of print, it again presents itself," enlarged and improved, to compete with its younger rivals.

An elementary work upon geology should (2) ELEMENTS OF GEOLOGY: or the Ancient Changes of the Earth and its Inhabitants, as Illustrated by Geological Monuments. By Sir CHARLES LYELL, F. R. S. Sixth Edition. New York: D. Apple. ton & Co. 8vo, pp. 803. $4.50.

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