apples and pears, and ride such pretty ponies, and play with these children?" Then the man said, "If he prays willingly, and learns well and is good, then he may come into the garden, and Lippus and Jost too; and if they all come, they shall have fifes and drums and singing and all sorts of stringed instruments, and dance and shoot with little cross-bows." And he showed me an open meadow in the garden, arranged for dancing; and there were hanging up many golden fifes and drums and silver cross-bows. But this was quite early, and the children had not dined; so that I could not wait to see the dancing. So I said to the man, "Ah, my dear sir; I will go at once and write all this to my dear little son Hanschen, so that he shall pray constantly and learn well and be diligent, so that he also may come into the garden; but he has an aunt Lehne, whom he must bring with him." Then the man said, "It shall be so; go and write so to him." Therefore, dear little son Hanschen, learn and pray with good courage, and tell Lippus and Jost also, so that they may pray and learn also, and then you can all three be admitted into the garden. And now you are commended to the Almighty God. And greet aunt LUTHER. Lehne; and give her a kiss for me. As birds are born with the power of flying, horses with that of running, and beasts of prey with a furious courage, so is man born with the peculiar faculty of thinking, and of mental activity. Therefore do we ascribe to the soul a heavenly origin. Defective and under-witted minds, mental abortions and monstrosities, are as rare as bodily deformities. Not one individual can be found who can not by labor be brought to be good for something. Any one who considers this will as soon as he has children devote the QUINTILIAN. utmost care to them. The symptoms of children's inclinations are so slight and obscure, and the promises so uncertain and fallacious, that it is very hard to establish any solid judgment or conjecture upon them. A tutor should have rather an elegant than a learned head, though both, if such a person can be found; but, however, manners and judgment should be preferred before reading. 'Tis the custom of schoolmasters to be eternally thundering in their Now I would have a pupils' cars, as they were pouring into a funnel. tutor to correct this error, and that, at the very first outset, he should, according to the capacity he has to deal with, put it to the test, permitting his pupil himself to taste and relish things, and of himself to choose and discern them, sometimes opening the way to him, and sometimes making him break the ice himself. Socrates, and since him, Arcesilaus, made first their scholars speak, and then spoke to them. 'Tis the effect of a strong and well-tempered mind to know how to condescend to his pupil's puerile notions and to govern and direct them. Let the master not only examine him about the bare words of his lesson, but also as to the sense and meaning of them, and let him judge of the profit he has made, not by the testimony of his memory, but by that of his understanding. Let him make him put what he hath learned into a hundred several forms, and accommodate it to so many several subjects, to see if he yet "Tis a sign of crudity rightly comprehend it, and has made it his own. and indigestion, to throw up what we have eaten in the same condition it was swallowed down; the stomach has not performed its office, unless it hath altered the form and condition of what was committed to it to concoct. Our minds work only upon trust, being bound and compelled to follow the appetite of another's fancy; enslaved and captive under the authority of another's instruction, we have been so subjected to the trammel that we have no free nor natural pace of our own. Let the tutor make his pupil examine and thoroughly sift everything he reads, and lodge nothing in his head upon simple authority and upon trust. Bees cull their several sweets from this flower and that blossom, here and there where they find them, but themselves after make the honey, which is all and purely their own, and no longer thyme and marjoram. So the several fragments the pupil borrows from others he will transform and blend together to compile a work that shall be absolutely his own. To know by rote is no knowledge. Our pedagogues stick sentences full feathered in our memories, and there establish them like oracles, of which the very letters and syllables are the substance of the thing. I could wish to know whether a dancing-master could have taught us to cut capers by only seeing them do it as these men pretend to inform our understandings, without ever setting them to work, and to make us judge and speak well, without exercising us in judging and speaking. 'Tis the general opinion of all, that children should not be brought up in their parents' lap. Their natural affection is apt to make the most discreet of them over-fond. It is not enough to fortify a child's soul, you are also to make his sinews strong; for the soul will be oppressed, if not assisted by the body. A boy must be broken in by the pain and hardship of severe exercise, to enable him to the pain and hardship of dislocations, colics, and cauteries. Let conscience and virtue be eminently manifested in the pupil's speech. Make him understand that to acknowledge the error he shall discover in his own argument, though only found out by himself, is an effect of judg ment and sincerity, which are the principal things he is to seek after, and that obstinacy and contention are common qualities, most appearing in and best becoming a mean soul. Let him examine every man's talent; and something will be picked out of their discourse, whereof some use may be made at one time or another. By observing the graces and manners of all he sees, he will create to himself an emulation of the good, and a contempt of the bad. Let an honest curiosity be planted in him to enquire after every thing, and whatever there is of rare and singular near the place where he shall reside, let him go and see it. Methinks the first doctrine with which one should season his understanding, ought to be that which regulates his manners and his sense; that teaches him to know himself, and how both well to die and well to live. How many have I seen in my time, totally brutified by an immoderate thirst after knowledge! Our very exercises and recreations, running, wrestling, music, dancing, hunting, riding, and fencing, will prove to be a good part of our study. I would have the outward behavior and mien, and the disposition of the limbs, formed at the same time with the mind. It is not a soul, it is not a body, that we are training up; it is a man, an 1 we ought not to divide him into two parts; and, as Plato says, we are not to fashion one without the other, but make them draw together like two horses harnessed to a coach. DR. HENRY BARNARD'S STANDARD EDUCATIONAL PUBLICATIONS. BROWN & GROSS, HARTFORD, Conn., will forward to order, any of the following volumes prepared by Henry Barnard, LL.D., Editor of the American Journal of Education, as the Revised Editions are issued from the press. Each volume will contain at least 500 octavo pages, in neat cloth binding, and will be sold at $3.50 per volume. NATIONAL PEDAGOGY AND LIBRARY OF PRACTICAL EDUCATION: 1. STUDIES AND CONDUCT: Letters, Essays, and Suggestions on the Relative Value of Studies, Books and the best Methods of Reading, Manners and the Art of Conversation, the Acquisition and True Uses of Wealth, and the Conduct of Life generally. 564 pages. $3.50. 1875. The best evidence of the intrinsic value of these Letters, Suggestions, and Essays, is in the names of their authors-Addison, Aiken, Bacon, Barrow, Bodleigh, Brougham, Burleigh, Bulwer, Burns, Carlyle, Channing, Chatham, Chesterfield, Collingwood, De Quincey, Dupanloup, Everett, Faraday, Franklin, Froude, Gladstone, Grimke, Hall, Hamilton, Herschel, Humboldt, Huxley, Jameson, Jerome, Locke, Lowe, Macaulay, Mackintosh, Mill, Milton, More, Niebuhr, Newman, Pitt, Pope, Potter, Raumer, Sidney, Southey, South, Swift, Taylor, Temple, Tyndal, Whately, Wordsworth, and others. 2. PRIMARY SCHOOLS AND ELEMENTARY INSTRUCTION: Object Teaching and Oral Lessons on Social Science and Common Things, with the Principles and Practice of Elementary Instruction in the Primary, Model, and Training Schools of Great Britain. Revised Edition.-544 pp. $3.00. Ashburton, Barnard (Sketch of Systems of Public Elementary Schools in England, Scotland, and Ireland), Bell, Brougham, Currie, Dunn, Ellis, Hay, Keenan, Knight, Lancaster, Macaulay, Mayo, Morrison, Ross, Shields, Stow, Sullivan, Tainsh, Wilderspin, Young. 3. ENGLISH PEDAGOGY-OLD AND NEW: or, Treatises and Thoughts on Education, the School, and the Teacher. First Series. 480 pages. Second Series. 608 pages. $3.50 each. 1876. First Series.-Ascham, Bacon, Cowley, Cowper, Crabbe, Coleridge, Fuller, Gray, Hartlib, Hood, Locke, Milton, Petty, Shenstone, Spencer, Whately, Wotton. Second Series-Arnold, Brinsly, Calderwood, Colet, Collis, Coote, Defoe, Donaldson, Duff, Elyot, Evelyn, Goldsmith, Hoole, Johnson, Jolly, Lyttleton, Macaulay, Mulcaster. Parker, Parr Payne, Pope, Quick, Smith, South, Southey, Steele, Strype, Todhunter, Wase, Webster, Wolsey. 4. AMERICAN PEDAGOGY: Contributions to the Principles and Methods of Educntion, by Barnard, Burgess, Bushnell, Channing, Cowdery, Dickinson, Doane, Everett, Fairchild, Hart, Hopkins, Huntington, Mann, Page, Philbrick, Pierce, Potter, Sheldon, Wayland, and Wilbur, FIRST SERIES. Revised Ed. 576 pages. $3.50. 5. GERMAN PEDAGOGY: Views of German Educators and Teachers on the Principles of Eduention, and Methods of Instruction for Schools of different Grades. Revised Edition. 640 pages. $3.50. 1876. Abbenrode, Benneke, Diesterweg, Fichte, Fræbel, Gathe, Graser, Hentschel Hencomp, Herbart, Hentz, Jacobs, Meierotto, Raumer, Riecke, Rosenkranz, Ruthardt, Wichern. 6. PESTALOZZI AND SWISS PEDAGOGY: Memoir, and Educational Principles, Methods, and Influence of John Henry Pestalozzi, and Biograpical Sketches of several of his Assistants and Disciples: together with Selections from his Publications, and accounts of Schools and Teachers in Switzerland. Revised Edition. 656 pages. $3.50. 7. GERMAN TEACHERS AND EDUCATIONAL Reformers: Memoirs of Eminent Teachers and pages. $3.50. Educators with contributions to the History of Education in Germany. 1876. 586 Early Christian Tenchers. Basedow, Comenius, Erasmus, Franke, Hieronymians, Luther, Melancthon, Ratich, Sturm, Trotzendorf. Felbiger, Kindermann, Frederic II., Maria Theresa, etc. 8. FRENCH TEACHERS, SCHOOLS, AND PEDAGOGY-Old and NEW. 648 pages. $3.50. Early Christian Teachers and Schools; Jesuits, Christian Brothers and other Teaching Orders; Rabelais, Ramus. Montaigne, Port Royalists, Fenelon, Rollin, Montesquieu, Rousseau: Talleyand, Condorcet. Daunau, Napoleon; Oberlin, Cuvier, Cousin, Guizot, Ravaisson, Remaset, Marcel, Duruy, LeVerrier, Dupanloup, Mayer, Marbeau, Wilm, and others. EDUCATIONAL DEVELOPMENT: Contributions to the History of the Origi- CONTENTS. I. ORIGINAL SCHOOL POLICY-ORDINANCES OF 1642, 1647, 1654.. Act for settlement and support of Ministers and Schoolmasters.. PART I. THE ORIGINAL FREE SCHOOL OF NEW ENGLAND. Subscription of the Richer Inhabitants, 1636-Bequests-Town Grants....... Mastership of Ezekiel Cheever-Nathaniel Williams-John Lovel............ III. SALEM-FREE SCHOOL IN 1637-TowN ACTION RESPECTING SCHOOLS.. IV. DORCHESTER-TOWN GRAMMAR SCHOOL IN 1639.. Rules for Ordering the Town School in 1645. v. ROXBURY-FREE SCHOOL OF 1645... VI. CHARLESTOWN-TOWN GRAMMAR SCHOOL, 1636. vII. IPSWICH-TOWN GRAMMAR SCHOOL VIII. HADLEY-HOPKINS FOUNDATION-TOWN GRAMMAR SCHOOL....... IX. CAMBRIDGE-GRAMMAR SCHOOL-HOPKINS CLASSICAL SCHOOL.................. 157 Settlement and Civil Policy-Constitution of 1638.... Original School Policy-Individual, Family, and Town action. HI. THE GRAMMAR SCHOOL at HartfORD.. I. MANAGEMENT OF ESTATE AND SCHOOL........... 1. PRE-HOPKINS PERIOD FROM 1638 TO 1664........ 2. MANAGEMENT FROM 1664-1798...... 3. TRUSTEES INCORPORATED ON PETITION OF TOWN.. II. TEACHERS OF THE GRAMMAR SCHOOL.......... 1. Higginson-Collins-Andrews-Russell-Fytch-Pitkin... 2. Watson-Hamlin-Adams-Strong-Candee--Loomis.. STUDIES AND CONDUCT.-Letters, Essays, and Thoughts on the Principles of Education, the Relative Value of Studies, and the Conduct of Life, by Men Eminent in Literature and Affairs. Republished from Barnard's American Journal of Education. 416 pages. CONTENTS. PAGES PART I.-EDUCATION-ITS NATURE, SCHOOLS, AND OBJECTS..... 9-64 PART II.-STUDIES AND CONDUCT.... I. LETTERS BY MEN EMINENT IN PUBLIC LIFE. 65-286 67-80 1. SIR THOMAS WYATT TO HIS SON AT SCHOOL... 67 2. SIR HENRY SIDNEY TO HIS SON, PHILIP SIDNEY, AT SCHOOL. 69 3. SIR THOMAS BODLEIGH TO HIS COUSIN, Francis Bacon. II. THOUGHTS ON THE CONDUCT OF LIFE... BISHOP HALL-BISHOP TAYLOR-DR. FULLER-DR. BARROW, III. ESSAYS ON CUSTOM, EDUCATION, AND STUDIES. 1. LORD BACON-2. ARCHBISHOP WHATELY IV. DIFFERENT ASPECTS OF A LIBERAL EDUCATION.. 1. LORD CHESTERFIELD.-LETTERS TO HIS SON.. 81-94 81 93-122 95 123-176 123 2. LORD CHATHAM-LETTERS TO HIS NEPHEW AT SCHOOL. 129 145 4. LORD BROUGHAM.-LETTER to Father of Lord MACAULAY. 161 165 5. GEORGE Berthold NiebUHR.-LETTER TO HIS NEPHEW V. ESSAYS AND THOUGHTS ON CONVERSATION.. 169 177-192 1. LORD BACON.-ESSAY ON DISCOURSE.. 177 2. ARCHBISHOP Whately-Dean Swift-ADDISON-SIR WM. TEMPLY....... 1:9 3. THOMAS DE QUINCEY.-ART OF CONVERSATION.... 185 VI. LETTERS IN RESPECT TO IMPERFECT and NeglectED EDUCATION......193-206 1. THOMAS DE QUINCEY-2. THOMAS CARLYLE................ VII. BOOKS AND READING TO SUPPLEMENT AND CONTINUE SCHOOL EDUCATION 207-230 1. VALUE OF BOOKS AND LIBRARIES-CHANNING-MILTON-EVERETT.... 207 2. HINTS ON READING.-Watts, Potter, Sedgwick-GRIMKE. ........... 193 215 VIII. TRAVEL-IN LIBERAL CULTURE.. 231-210 1. LETTER O: SIR PHILIP SIDNEY TO HIS BROTHER ROBERT. 2. LORD BACON.-ESSAY-OF RICHES.-POPE. THE MAN OF Ross........ 255 XI. WISDOM-IN THE CONDUCT OF LIFE........ 1. WILLIAM VON HUMBOLDT.-THOUGHTS OF A RETIRED STATESMAN.... 273 2. ROBERT SOUTHEY - HENRY TAYLOR.-WISDOM AND KNOWLEDGE... 277 PART III-THE EDUCATION AND EMPLOYMENT OF WOMEN.. 287-416 289-294 293-368 1. ST. JEROME.-LETTER TO A ROMAN MATRON..... II. KARL V. RAUMER.-ON THE EDUCATION OF GIRLS. III SIR THOMAS MORE-ADMIRAL LORD COLLINGWOOD-MACKINTOSH...... 269-380 IV. FENELON.-DUPANLOUP.-EDUCATION OF DAUGHTERS....... 381-414 |