From PRIN. WM. F. PHILPS, Minn. State Narr*ol.
The book is superb just what is needed in the department o etymology and
From PROP. C. H. YEP.RILL, Pa. State Normal Scfioo'.
The Etymology (Smith's) which we procured of yon we like mvb. It is the
best work for the class-room we have seen.
From HON. EDWARD BALLARD, Sttpt. of Common Schools.
The author has furnished a manual of singular utility for ite purpose.
The Topical Lexicon,
This work is a School Dictionary, an Etymology, a compilation of synonym*, acd
a manual of general information. It differs from the ordinary lexicon in bei=;
arran^d bv topics instead <>f ihe letters of the alphabet thus realizing the appareai
paradox of a " Readable Dictionary." An unusually valuable school Nx>k.
J\"afioiHil Series of Standard School-book's.
CLARK'S DIAGRAM SYSTEM.
Ciark's Easy Lessons in Language,
Published 1874. Contains illustrated object-lessons of the most attractive charac.
ter, and is couched in language freed as much as possible from the dry technicalities
of the science.
Clark's Brief English Grammar,
Published 1872. Part I. is adapted to youngest learners, and the whole forms a
complete ' brief course " in one volume, adequate to the wants of the common
Clark's Normal Grammar,
Published 1870, and designed to take the place of Prof. Clark's veteran "Prac-
tical" Grammar, though the latter is still furnished upon order. The Normal is
an entirely new treatise. It is a full exposition of the system as described below,
with all the most recent improvements. Some of its peculiarities are A happy
blending of SYNTHESES with ANALYSES ; thorough Criticisms of common errors
in the use of our Language ; and important improvements in the Syntax of Sen-
tences and of Phrases.
Clark's Key to the Diagrams,
Clark's Analysis of the English Language,
Clark's Grammatical Chart,
The theory and practice of teaching grammar in American schools is meeting 1
with a thorough revolution from the use of this system. While the old method*
offer proficiency to the pupil only after much weary" plodding and dull memorizing,
this affords from the inception the advantage of practical Object Teaching, address-
ing the eye by means of illustrative figures ; furnishes association to the memory,
its' most powerful aid, and diverts the pupil by taxing his ingenuity. Teachers
who are using Clark's Grammar uniformly testify that they ami their pupils find it
the most interesting study of the school course.
Like all great arid radical improvements, the system naturally met at first with
much unreasonable opposition. It has not only outlived the greater part of thin
opposition, but finds many of its warmest adniirers among those who could not
lit tirst tolerate so radical an innovation. All it wants is an impartial trial to coi-
vince the most skeptical of its merit. No one who has fairly and Intelligently
tested it. in the school-room has ever been known to go back to the old method.
A great success is already established and it i< easy to prophecy that the day is
not far distant when it will be the only system of teaching English 6-ram/nar. As
the SYSTEM is copyrighted, no other tex. -books can appropriate this obvious and
Welch's Analysis of the English Sentence,
Remarkable for Us new and simple classification, its method of treating conneo
<ives, its explanations of the idioms and constructive laws of the language, etc.
.??/.<? National Series of Standard School -Hooks.
Clark's Diagram English Grammar,
From J. A. T. DITBNIX, Principal Dtibiuriie R. C. Aeadsmy, Iowa.
In my opinion, it is well calculated by its system of analysis to develop those rational
(acuities which in the old systems were rather left to develop themselves, while Um
memory was overtaxed, and the pupils discouraged.
From B. A. Cox, School Commissioner, Warren County, Illinois.
I have examined 150 teachers in the last your, and those hav.n-j studied r>r laiicht
Clark's System have universally stood fifty pur cent, better examinations than tboi
having studied other authors.
From M. II. B. BC&KET, Principal Masonic Institute, Georgetown, Tennessee.
I tnv'ed two years amusing myself in instructing (exclusively) Grammar < i
with CUrk'a system. The first class I instructed fifty days, but found that this wai
more tinm than was required to impart a theoretical knowledge of the science.
During the two years thereafter I instructed classes only thirty days each. Invariably
[ proposed that unless I prepared my classes for a more thorough, minute, and accu-
rate knowledge of English Grammar than that obtained from the ordinary books and
in the ordinary way in from one to two years, I would make no charge. 1 never
failed in a solitary case to far exceed the hopes of my classes, and made money au4
character rapidly assail instructor.
From A. B. DOUGLASS, School Comminsioner, Delaware County, Xew 1'ort
I have never known a class pursue the study of it under a lire teacher, that has not
succeeded; I have never known it to have an opponent in an educated teacher who
had liioruU'ih! 1 ! investigated it; I have never known an iynornnt teacher to examine
it ; I have never known a teacher who has used it, to try any other.
From J. A. DOIMB, Thicker and Lecturer on English Grammar, Kentnckit.
We are tempted to assurt that it foretells the dawn of a brighter age in our mother-
tongue, Both pupil and teacher can fare sumptuously upon its contents, however
highly they may have prized the manuals into which they may have been initiated,
and by which their expressions have been moulded.
Frorri W. T. CHAPMAN, Superintendent Public S - hi>ol, ITtllinyion, Ohin.
I regard Clark's System of Grammar the best published. For teaching the ai.alysft
of the Kngljph Language, it surpasses any I ever used.
From F. S. LTON, Principal SoiM Xonnilt Union School, Connecticut.
l)uring ten years' experience in teaching, I have uned six different authors on th
object of rngiish Grammar. I am fully convinced that Clark's Grammar is better
calculated to make thorough grammarians than any other that I have seen.
From CATALOGUE or ROBBER'S COMMERCIAL COLLXOB, St. /,M, J/ixAoun.
We Mo not hesitate to assert, without fear of succeshful contradiction, that a bettor
knowledge of the English language can be obtained by this system in six weeks turn*
by the old methods in as many months.
From A. PIOKKTT, President of the State Tsar her*' Association, Wisconsin.
A thorough experiment in the use of many approved authors upon the subject oi
English Grammar has convinced me of ihe superiority of Clark When the pupil hai
completed the course, he is left upon a foundation of principle, and aot upon the dia.
*w of the author.
From GKO. F. MoFABi.AXi>, Prin. .VfAllistermUe Academy, Juniata Co., Penn.
At the first examination of public-school teachers by the county superintendent,
when one of our student teachers commenced analyzing a sentence according to Clark,
the superintendent listened in mute astonishment until h hd tabbed, then askrd
what that meant, and finally, with a very knowing look, said such work jrouldn t do
here and asked the applicant to parse the seu'enre right, and gave the lowest certifi-
cates to all who barely mentioned Clark. Afterwards, I prcseDt.-d him with , copy,
and the next fall he permitted it to be partially used, while the laird
.ipenly commended the system, and appointed three of my best teachorr Xo explain it
at the two Institutes and one County Convention held since
tr For further testimony of equal force, lee the Pobliaheri' 8pecia> larcnlar.
rurrent uuiubcrs cf tUe Educational Bulletin.
The National Series of Standard Sc/ool-ffoofcs.
NATIONAL GEOGRAPHICAL SYSTEM,
I. Monteith's First Lessons in Geography,
II. Monteith's New Manual of Geography,
II. McNally's System of Geography,
INTERMEDIATE OR ALTERNATE VOLUMES.
I*. Monteith's Introduction to Geography,
2*. Monteith's Physical and Political Geography,
Monteith's Wall Maps 2 sets (see page 15),
Monteith's Manual of Map-Drawing (Allen's System)
Monteith's Map-Drawing and Object-Lessons,
Monteith's Map-Drawing Scale,
1. PRACTICAL OBJECT TEACHING. The infant scholar is first Introduced
to a picture whence he may derive notions of the shape of the earth, the phenom-
ena of day and night, the distribution of land and water, and the great natural
divisions, which mere words would fail entirely to convey to the untutored mind.
Other pictures follow on the same plan, and the child's mind is called upon to grasp
no idea without the aid of a pictorial illustration. Carried on to the higher
books, this system culminates in Physical Geography, where such matters a*
climates, ocean currents, the winds, peculiarities of the earth's crust, clouds and
rain, are pictorially explained and rendered apparent to the most ohtuse. The
illustrations used for this purpose belong to the highest grade of art.
2. CLEAR, BEAUTIFUL, AND CORRECT MAPS. In the lower numbers the
maps avoid unnecessary detail, while respectively progressive, and affording the
pupil new matter for acquisition each time he approaches in the constantly en-
larging circle the point of coincidence with previous lessons in the more ele-
mentary books. In the Physical and Political Geography the maps embrace many
uew and striking features. One of the most effective of these is the new plan for
displaying on each map tbe relative sizes of countries not represented, thus obvi-
ating much confusion which has arisen from the necessity of presenting maps in
tae same atlas drawn on different scales. The maps of " McNally" have long been
celebrated for their superior beauty and completeness. This is the only school-
book in which the attempt to make a complete atlas aho clear and distinct. ha
been successful. The map coloring throughout the series Is also noticeaolo.
Delictte and subdued tints take tbe place of the startling glare of Inharmonious
colors which too frequently in such treatises dazzle the eyes, distract the atten-
tion, and serve to overwhelm the names of towns and the natural feature* of tb*
The National Series of Standard School-Hooks.
3. THE VARIETY OF MAP-EXERCISE. Starting each time from a different
basis, the pupil in many instances approaches the same fact no less than te times,
thus indelibly impressing it upon his memory. At the came time, this system is
not allowed to become wearisome the extent of exercise on each subject being
graduated by its relative importance or difficulty of acquisition.
4. THE CHARACTER AND ARRANGEMENT OF THE DESCRIPTIVE
TEXT. The cream of the science has been carefully culled, unimportant matter
rejected, elaboration avoided, and a brief and concise manner of presentation cul-
tivated. The orderly consideration of topics has contributed greatly to simplicity.
Due attention is paid to the facts in history and astronomy which are inseparably
connected with, and important to the proper understanding of geography and
such only are admitted on any terms. In a word, the National System teaches
geography as a science, pure, simple, and exhaustive.
5. ALWAYS UP TO THE TIMES. The authors of these books, editorially
speaking, never sleep. No change occurs in the boundaries of countries, or of
counties, no new discovery is made, or railroad built, that is not at once noted
and recorded, and the next edition of each volume carries to every school-room the
new order of things.
6. SUPERIOR GRADATION. This is the only series which furnishes an avail,
able volume for every possible class in graded schools. It is not contemplated
that a pupil must necessarily go through every volume in succession to attain
proficiency. On the contrary, (wo will suffice, but three are advised ; and, if the
course will admit, the whole series should be pursued. At all events, the books
are at hand for selection, and every teacher, of 'every grade, can find amon_' them
one exactly suited to his class. The best combination for those who \vish t<>
abridge the course consists of Nos. 1, 2, and 3, or where children arc somewhat ad-
vanced in other studies when they commence geography, Nos. 1*, 2, and 8. Where
but two books are admissible, Nos. 1* and 2*, or Nos. 2 and 3, are recommended.
7. FORM OF THE VOLUMES AND MECHANICAL EXECUTION. The maps
and text are no longer unnaturally divorced in accordance with the time -honored
practice of making text-books on this subject as inconvenient and expensive as
possible. On the contrary, all map questions are to be fonnd on the page opposite
the map itself, and each book is complete in one volume. The mechanical execu-
tion is unrivalled. Paper and printing are everything that could be desired, and
the binding is A. S. Barnes & Company's.
8. MAP-DRAWING. In 1860 the system of Map-Drawing devised by Professor
JEROME ALLKN was secured exclusively for this series. It derives its claim to origi-
nality and usefulness from the introduction of a fixed unit of measurement applica-
ble to every Map. The principles being so few. simple and comprehensive, the
subject of Map-Drawing is relieved of all practical difficulty. (In Nos. 2, 8*. and 3,
and published separately.)
9. ANALOGOUS OUTLINES. At the same time with Map-Drawing wa also
introduced (in No. 2) a new and ingenious variety of Object Lessons, consisting of a
comparison of the outlines of countries with familiar objects pictorially represented.
?7ie Nation at Series of Standard
MONTEITH'S INDEPENDENT COURSE.
Comprehensive Geography (with 103 Maps)
J3^~ These volumes are not revisions of old works not an addition to any
series but are entirely new productions each by itself complete, independent,
comprehensive, yet simple, brief, cheap, and popular ; or, taken together, the most
admirable " series " ever offered for a common-school course. They present tha
following features, skillfully interwoven the student learn ing all about one country
at a time.
LOCAL GEOGRAPHY, or the Use of Maps. Important features of
the Maps are the coloring of States as objects, and the ingenious system for laying
down a much larger number of names for reference than are found on any other
Maps of same size^ and without crowding.
PHYSICAL GEOGRAPHY, or the Natural Features of the Earth,
illustrated by the original and striking Relief Maps, being bird's-eye views or
photographic pictures of the Earth's surface.
DESCRIPTIVE GEOGRAPHY, including the Physical ; with some
iccount of Governments, and Races, Animals, etc.
HISTORICAL GEOGRAPHY, or a brief summary of the salient
oints of history, explaining the present distribution of nations, origin of geo-
graphical names, etc.
MATHEMATICAL GEOGRAPHY 1 , including ASTRONOMICAL.
which describes the Earth's position and character among planets ; also the Zones.
COMPARATIVE GEOGRAPHY, or a system of analogy, con-
necting new lessons with the previous ones. Comparative sizes and latitudes ro
shown on the margin of each Map, and all countries are measured in the "frame
TOPICAL GEOGRAPHY, consisting of questions for review, and
testing the student's general and specific knowledge of the subject, with sugges-
tions for Geographical Compositions.
ANCIENT GEOGRAPHY. A section devoted to this subject, with
Maps, will be appreciated by teachers. It is seldom taught in our common schools,
because it has heretofore required the purchase of a separate book.
GRAPHIC GEOGRAPHY, or MAP-DRAWING by Allen's "Unit ol
Measurement" system (now almost universally recognized as without a rival) is
introduced throughout the lessons, and not as an appendix.
CONSTRUCTIVE GEOGRAPHY, or GLOBE-MAKIXG. With eacK
book a set of Map Segments is furnished, with which each student may make hia
own Globe by following the directions given.
RAILROAD GEOGRAPHY, with a grand Map Illustrating routes
Df travel in the United States. Also, a "Tour in Europe."
The National Series of Standard School-
Monteith's Map-Drawing Made Easy.
A neat little book of outlines and instructions. L'ivini; the " corners of Stateti " in
suitable blanks, so that Maps can be drawn by uiiskilllul hand- ti.un any at]
instructions for written exercises or OOmpoeitkMU on geographical tubi.
Monteith's Manual of Map-Drawing (Allen's Sy-tnn).
The only consistent plan, by which all Maps are drawn on one scale. By its use
much time may be saved, and much interest and accurate knowledge gained.
Monteith's Map-Drawing and Object Lessons.
The last-named treatise, bound with Mr. Monteith's inirenious system for com-
mitting outlines to memory by means of pictures of livinir crntOTM and famihar
objects. Thus, South America resembles a dog's head ; Cuba, a lizard ; Italy a boot ;
France, a coffee-pot ; Turkey, a turkey, etc., etc.
Monteith's Map-Drawing Scale.
A ruler of wood, graduated to the "Allen fixed unit of measurement."
Monteith's Pictorial Chart of Geography.
The original drawing for this beautiful and instructive chart was greatly admired
in the publisher's "exhibit" at the Centennial Exhibition of 1876. It \-
of the Earth's surface with every natural feature displayed, teaching uUo phyMcul
geography, and especially the mutations of water. The uses to which man put'- the
earth and its treasures and forces, as Agriculture, Minim:, Mannlactnrii
merce, and Transportation are also graphically portrayed M> that the young learner
1,'et" a realistic idea of " the world we live in," which weeks of book-study might
fail to convey.
Monteith's School Maps, 8 Numbers.
The "School Series" includes the Hemispheres (S Maps), United States, North
America, South America, Europe, Asia. Africa. Price. $2.50 each.
Each map is 28 * 34 inches, beautifully colored, has the names all laid down, and
is substantially mounted on canvas with rollers.
Monteith's Grand Maps, 8 Numbers.
The " Grand Series " includes the Hemispheres (1 Map), United States, South
America, Europe, Asia, Africa, The World on MercatorV Projection, and Physical
Map of the World. Price, $5.00 each. Size 42 x 52 inches, names laid down, col-
ored, mounted, &c,
Monteith's Sunday School Maps,
Including a Map of Paul's Travels ($5.00), one of Ancient Canaan ($3.00), and
Modern Palestine ($3.80), or Palestine and Canaan together ($5.00).
Have been adopted, by official authority, for the schools of the following State*
and Cities in most cases for exclusive and uniform use.
CALIFORNIA, TENNESSEE, IOWA, ARKANSAS, NORTH CAROLINA,
MISSOURI, TEXAS, LOUISIANA, FLORIDA. KANSAS,
ALABAMA, VKRMONT, OREGON. MINNESOTA, MISSISSIPPI.
CITIES. New York fily. Brooklyn, Chirniro, Now Orleans, Buffalo, Richmond,
Jersey City, Hartford, Win-center, S:m Kraii'-i-i-o. Louisville. Newark, Milwaukee,
Charleston", liochester. Mobile. Syr.irii-e. Memphis. Salt I-ake City. Nachrille,
Vtiea Wilmington. Trenton, Norfolk, Norwirh, Lockport, Dnbuqi
Portland. Savannah, Indianapolis, Springfield, Wheeling, Toledo, Bridgeport, St.
Paul, Vicksburg, &c.
The National Series of Standard School-Books.
Monteitk & McNally's National Geographies.
From R. A. ADAMS, Member of Board of Education, New York.
I have found, by examination of the Book of Supply of our Board, that consid-
erably the largest number of any series now used in our public schools is the
National, by Monteith and McXally.
From BBO. PATRICK, Chief Pi-ovincial of the Vast Educational Society of the
CHRISTIAN BBOTHEES in the United States.
Having been convinced for some time past that the series of Geographies io
?e in onr schools were not giving satisfaction, and came far short of meeting
our most reasonable expectations, I have felt it my imperative duty to examine
into this matter, and see if a remedy could not be found.
Copies of the different Geographies published in this country have been placed
at our command for examination. On account of other pressing duties we havtf
not been able to give as much time to the investigation of all these different series
as we could have desired ; yet we have found enough to convince us that there are
many others better than those we are now using; but we cheerfully give our most
decided preference, above all others, to the National Series, by Monteith & McNally.
Their easy gradation, their thoroughly practical and independent character,
their comprehensive completeness as a full and accurate system, the wise dis-
crimination shown in the selection of the subject matter, the beautiful and copious
illustrations, the neat cut type, the general execution of the works, and other x*
ceileticies, will commend them to the frienda of education everywhere.
From the "HOME MONTHLT," Nashville, Tenn.
MONTEITH'S AND McNAiXY's GEOGRAPHIES. Geography is so closely con-
nected with Astronomy, History, Ethnology, and Geology, that it is difficult to
define its limit J in the construction of a text-book. If the author confines himself
Btrictly to a description of the earth's surface, his book will be dry, meager, and
unintelligible to a child. If, on the other hand, he attempts to give information
on the cognate sciences, he enters a boundless field, and may wander too far. It
eems to us that the authors of the series before us have hit on the happy medium
between too much and too little. The First Lessons, by applying the system of
object-teaching, renders the subject so attractive that a child, just able to read,
may become deeply interested in it. The second book of the course enlarges tho
view, bat still keeps to the maps and simple descriptions. Then, in the third
book, we have Geography combined with History and Astronomy. A general
view of tae solar system is presented, so that the pupil may understand the
earth's position on the map of the heavens. The first part of the fourth book
treats of Physical Geography, and contains a vast amount of knowledge com-
pressed into a small space. It is made bright and attractive by beautiful pictures
and suggestive illustrations, on the principle of object-teaching. The maps in
the second part of this volume are remarkably clear, and the map exercises are
copious and judicious. In the fifth and last volume of the series, the whole sub-
ject is reviewed and systematized. This is strictly a Geography. Its maps are
beautifully engraved and clearly printed. The map exercises are full and com-i
prehensive. In all these books the maps, questions and descriptions are given in
the same volume. In most geographies there are too many details and minute
descriptions more than any child out of purgatory ought to be required to learn.
The power of memory is overstrained ; there is confusion no clearly defined idea
is formed in the child's mind. But in these books, in brief, pointed descriptions,
and constant nse of bright, accurate maps, the whole subject is photographed OP
the mind. 1(5
The JTaetonal Series of Stan,lartl .Wool-Scot,.
' MATHEMATICS. '
DAVIES' NATIONAL COURSE.
I. Davies' Primary Arithmetic,
2. Davies' Intellectual Arithmetic,
3. Davies' Elements of Written Arithmetic,.
4. Davies' Practical Arithmetic,
5. Davies' University Arithmetic.
TWO BOOK SERIES.
I. First Book in Arithmetic, Primary and MentaL
2. Complete Arithmetic.
1. Davies' New Elementary Algebra,
2. Davies' University Algebra,
3. Davies' New Bourdon's Algebra.
1. Davies' Elementary Geometry and Trigonometry,
2. Davies' Legendre's Geometry,
3. Davies' Analytical Geometry and Calculus,
4. Davies' Descriptive Geometry,
5. Davies' New Calculus,
1. Davies' Practical Mathematics and Mensuration,
2. Davies' Elements of Surveying,
3. Davies' Shades, Shadows, and Perspective,
Davies' Grammar of Arithmetic,
Oavie*' Outlines of Mathematical Science,
Davies' Nature and Utility of Mathematics,
Davies' Metric System,
Davies & Peck's Dictionary of Mathematics,
National Series of Standard School-Books.
DAVIES' NATIONAL COUKSE of MATHEMATICS,
In claiming for this series the first place among American text-books, of what
ever class, the Publishers appeal to the magnificent record which its volumel
have earned during the thirty-Jive years of Dr. Charles Davies' mathematical
labors. The unremitting exertions of a life-time have placed tJie modern series oil