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381, 523.
Ursulines, 214.

Values, educational, 60, 323-326,
339, 388, 469, 557.

Van Laun, 213.

Varet, 154, 159; Christian Educa-
tion, 154.

Varro, 47.

Vaughan and Davies, Republic, 31.

Venice, 79.

Vernier, 467.

Version, 158, 244.

Veturia, 45.

Vice, cause of, 50, 116,381; how
overi ome, 56, 118, 160, 185, 381.

Vienna, University of, 77.

Villemain, 236, 304,468.

Vincennes, 614.

Vinet, 500.

Virchow, 539.

Virgil, 64, 87, 97, 324.



598



THE HISTORY OF PEDAGOGY.



Virtue, 26, 30, 35, 39, 104, 199, 200,
230, 381 ; moral, 280 ; passive, 5,
55, 80, 226 ; Roman, 44, 52.

Vittorino da Feltre, 78.

Vives, 91, 132.

Vivoime, Catherine de, 219.

Voltaire, 86, 141, 236, 279, 329, 331,
344, 345, 368.

Vulliemin, 435.

Warriors, 15, 28, 31, 70.

Wartensee, 456.

Washington, 422.

Watson, Quintilian, 50.

Wessel, John of, 87.

Wittenberg, University of, 113.

Whipping, 6, 7, 51, 76, 102, 147, 148.

Will, 13, 61, 194, 201, 334, 372, 476,
484, 543, 547, 552, 553.

Wine, 194, 292, 381.

Wisdom, 15, 41, 48, 57 ; the high-
est, 3, 57, 104, 106, 135, 295, 381.

Wolker, Doctor, 246.

Women, 5, 16, 34, 44, 48, 60, 90,
488, 506 ; education of, 5, 15, 16,
27, 34, 35, 48, 55, 56, 79, 80, 90,



91, 109, 110, 115, 117, ^.28, 168,
174-176, 212-231, 252, 282,
305-307, 328, 384, 464 ; unsexed,
27, 506.

Words, 85, 106, 107, 132, 134, 144,
325, 326, 415, 430.

Wordsworth, 54.

Works, of Comenius, 125-127 ; of
Diderot, 319; of Erasmus, 87-90;
of Fe'nelon, 166; of Madame de
Genlis, 480 ; of Madame de
Maintenon, 222 ; of Madame
Pape-Carpentier, 501-503 ; of
Pestalozzi, 421, 422, 431, 438;
of Plutarch, 53-58.

Worthington, Miss, 171, 336.

Writing, 6, 11, 49, 67, 86, 88, 90,
204, 268; schools, 120,254.

Wurtzburg, 466.

Xenophon, 14, 34, 35, 36, 55.

Yverdun, 419, 420, 434, 449.

Zurich, 418.
Zwingli, 113, 114.



Education.



Thou that teachest another, teachest thou pot thyself?



PJ^OR American Schools and American Scholarship there is no
more healthful sign than the newly-awakened interest of teach-
ers in all that pertains to successful work and personal culture. At
the outset of this great and wide-spread movement in favor of better
methods and worthier results, it was but natural that the practical side
of education should be treated out of all proportion, while its theoreti-
cal and historical aspects should be somewhat overlooked. But if
education is to become a science and teaching to be practised as an
art, one means to this end is to gather and examine what has been
clone by those who have been engaged therein, and whose position and
success have given them a right to be heard. Another and not less
potent means is, to gain a clear comprehension of the psychological
basis of the teacher's work, and a familiar acquaintance with the
methods which rest upon correct psychological principles. As con-
tributions of inestimable value to the history, the philosophy, and the
practice of education, we take pleasure in calling the attention of
teachers to our books on Education, mentioned in the following pages.
It is our purpose to add from time to time such books as have con-
tributed or may contribute so much toward the solution of educational
problems as to make them indispensable to every true teacher's library.

The follow h, < / good words, and also the opinions quoted
under the several volumes, ore an earnest of the appre-
ciation in which the enterprise is held : —



Dr. Wm. T. Harris, Concord, Mass. :
I do not think that you have ever pi inted
a book on education that is not worth)
to go on any teacher's reading-list, and
the best list. (March 26, 1886.)

J. \V. Stearns, Prof, of the Science
and Art of Teaching, Univ. of Wis.:
Allow me to say that the list of 1
which you arc publishing for the use of



teachers seems to me of exceptional ex-
cellence. 1 have watched the growth of

the list with increasing pleasure, and I

.' . 11 have done a service of great

value to teachers. {May 26, 1886.)

N. M. Butler, Pres. of New York
City Coll. for Training of Teachers : I
am greatly interested in your series of
igical publications.



114



EDUCATION.



Compayre's Lectures on Pedagogy.

Translated and Edited by W. H. Payne, Chancellor of the University of Nash-
ville and President of the Peabody Normal College. Cloth. 50b pages. Retail
price, #1.75. Special price for class use.

THIS is a companion volume (o the Author's History of Peda-
gogy and is characterized by the qualities that are so conspic-
uous in the earlier volume ; it is comprehensive, clear, accurate, and
is written with rare critical insight. To have an original and superior
mind elaborate a systematic theory of education out of the best his-
toric material accessible, and present as its complement a revised
series of methods, would be thought an invaluable service to the
teaching profession, but this is precisely what M. Compayre has
done in this charming volume. It is the most original and satisfac-
tory manual for teachers that has ever appeared in English.



Jas. MacAlister, Sitpt. of Public
Schools, Philadelphia, Pa. : I have known
the book ever since it appeared, and re-
gard it as the best work in existence on
the Theory and Practice of Education.

Thomas J. Morgan, recently Prin.
State Nor7tial School, Providence, R. I. :
It seems to me the best book on the sub-
ject which has yet been published in
America.

H. B. Twitmeyer, Coll. of Northern
III., Dakota, III. : It is the best resume I
have ever seen on the study and practice
of teaching.

Richard Edwards, Supt. Public
Instruction, Springfield, III. : I value the



book very highly indeed, and think it will
have great effect in uplifting the profes-
sion of teachers in this country.

W. W. Parsons, Pres. hid. State
Normal School : 1 pronounce it an excel-
lent popular treatise on the Science of
Education. I consider it a valuable addi-
tion to our professional literature.

Christian Union ; Especially in-
genious is the chapter upon the education
of the attention ; that, too, upon the cul-
ture of the memory is of great practical
value. We should like to put this work
into the hands of every instructor, whether
parent or teacher.



Levana ; or the Doctrine of Education.



A Translation from Jean Paul Friedrich Richter.
Retail price, $ 1.40.



Cloth. 451 pages



W 7"E add this volume to our series of "Educational Classics" in
* * the belief that it will tend to ameliorate that department of
education which is most neglected and yet needs most care, — home
trair.ing. It may be mentioned that the "Levana" is one of the books
prescribed to be read for the Teacher's Diploma of the University of



EDUCA TIOiV.



115



London. Among other topics, it treats of: —

The Importance of Education. Physical Education

The Spirit and Principle of Educa-
tion.

To Discover and to Appreciate the
Individuality of the Ideal Man.

Religious Education.

The Beginning of Education.

The Joyousness of Children.

Games of Children.

Music. [ments.

Commands, Prohibitions, Punish-



Female Education.

The Moral Education of Boys.

Development of the Desire for

Intellectual Progress.
Speech and Writing.
Development of Wit.
Development of Reflection.
Development of the Sense of

Beauty.
Classical Education.



Festalozzis Leonard and Gertrude.



Translated and abridged by Eva Channing. Witb an Introduction by G. Stan-
i.iv Hall. President of Clark University, Worcester, Mass. Cloth. jo/jpages.
Retail price, 90 cents.

THIS is a carefully abridged translation, in which the gist of five
large volumes is compressed into a book of less than two hundred
pages, which, while retaining much of the quaint simplicity of the origi-
nal, avoids its repellant prolixity and converts the reader's task into a
pleasure.

In this charming, instructive, and suggestive union of a capital story
and a pedagogical treatise, Pestalozzi sets forth his radical, far-reaching
views of the true scope and end of education as well as of the true
method of attaining that end. It is a book to be read alike by mothers,
teachers and social reformers, — by all, in short, who are convinced
of the necessity of uniting moral with intellectual training.



The Nation : If we except Rousseau's
"Emile" only, no more important educa-
te iiial bonk has appeared for a century
and a half than this. Its effect, not only
in Germany, but throughout Europe, was
great and immediate. I acher will

be stimulated and instructed by reading
this quaint and thrilling educational i"-
mance.

New York School Journal : This
book fitly appears Emile." The

spirit that is in it is immortal.



R. H. Quick, in " Educational Re-
formers" : No wonder that the Berne Ag-
ricultural Society sent the author a
medal, with a letter of thanks ; and that
book excited vast interest, both in its
e country and throughout Ger-
many.
Oscar Browning, in " Educational
■ :•<": A mother who follows the
principles inculcated in this book can ed-
ucate her children as if she were the pos-
sessor of all the sciences.



116



EDUCATION.



Manual of Empirical Psychology.



An authorized translation from the German of Dr. G. A. Lindner, by Charles
De Garmo, Ph D., Professor of Modern Languages in State Normal Univer-
sity, 111. Cloth. 274 pages. Price by mail, $1. 10. Introduction price, gi. 00.

T^HIS is the best Manual of Psychology ever prepared from the
-*- Herbartian standpoint, which, briefly characterized, is the
standpoint of pedagogics. No other school of psychologists have
thrown so much light upon the solution of the problems arising in the
instruction and training of youth ; and no other author of this school
has been so successful as Lindner in compact yet comprehensive and
intelligible statement of psychological facts and principles. The book
is what its name indicates, a psychology arising from the given data
of experience ; yet there is no psychology in English which does so
much toward arousing an intelligent interest in the advanced depart-
ments of rational psychology and philosophy in general.

That an effective educational psychology must be based upon a
concrete experience, rather than upon the a priori forms of mind is
reasonably evident, but Lindner is more than a mere recorder of ex-
perience. He unfolds his subject as a true inductive science, never
losing sight of the organic development of mental life. This gives
him a great pedagogical significance. Again, he is always interesting.
His explanations are lucid, pointed, and self-consistent, while every
department of science and of experience has yielded its choicest facts
to enrich the contents of the book.

The work is especially recommended for normal schools, reading
circles, and higher institutions of learning.

W. H. Councill, Prin. State Nor-
mal and Industrial School, Ala. : The
work possesses every merit necessary to
give it a permanent place among the high-
est order of text books.

G. S. Albee, Pres. State Normal
School, Oshkosh, Wis. : Only the most
original and realistic teachers have been
able to obtain results in class work which
lifted the study of psychology above con-
tempt. This key-note of the best and
most definitely true teaching appears upon
nearly every page of Lindner. The author
may congratulate himself that his Ameri-
can editor was a clear-minded psychologist



G. Stanley Hall, Pres. of Clark

Univ., Worcester, Mass. : The practical
applicability of this stand-point and book
makes its merits.

G. Williamson Smith, Pres. of
Trinity Coll., Hartford, Conn. : It is an
original work, on well conceived principles
and earned on by methods of induction
approved by all

F. Louis Soldan, Prin. St. Louis
Normal and High School: Lindner's
Psychology is one of the best works, if not
the best, of the vigorous school to which
he belongs. The translation is an im-
provement on the original.



EDUCATION.



117



The Essentials of Method.

A discussion of the essential forms of right methods in teaching, by C.iarles
DeGarmo, Ph.D., Professor of Modern Languages in State Normal University,
111. Cloth. 119 pages. Retail price, 65 cents. Special price for class use.

*T*HIS little volume is an initial work in the science of methods,
-*- no attempt of its kind ever having been made in English. It
assumes, therefore, an importance and significance which are not
measured by its size or price.

It comprises three parts: I. The psychological basis. This con-
sists mostly of a discussion of the nature of the individual and the
general notion, and of the true nature of mental assimilation, or
apprehension ; 2. The necessary stages of rational methods as de-
termined by the psychological basis. We have here an exposition
of the functions of observation, of generalization and of the applica-
tion of generalizations in fixing and utilizing knowledge ; 3. Practical
illustrations, showing how the teacher may consciously observe
these stages in his daily work in the school room.

Experience shows that the book is admirably adapted to training-
classes in normal schools, and to city or village reading circles,
while no live teacher can afford to remain partially or wholly uncon-
cious of what it reveals.



J. W. Stearns, Ph.D., Prof, of Pe-
da± gy, in Wisconsin State Univ. : It is
the first real step toward the development
of a science of methods in this country.

B. A. Hinsdale, Prof, of Pal agony,
Univ. of Michigan, Ann Arbor : A very
good book indeed for students of educa-
tional science. I show my opinion of it
by putting it on a short list of books that
I recommend to teachers.

T. H. Balliet, Supt. of Schools,
Springfield, Mass.: I think it has as
much sound thought to the square inch as
anything I know of in , ics.

Geo. Morris Philips, Ph.D., Prin.
State Norma! S •' Pa.:

An unusually excellent little book; there
can be no question of its merit.



J. C. Greenough, Prin. of West-
field Normal School, Mass. : A small
book but a great work. One of the best
pedagogical books ever published in the
English language.

M. L. Seymour, Prof, in State Nor-
mal School, Chico, Cal. : It is a 1
without a peer or rival in the di
of the underlying principles of methods in
teaching. It should be the daily compan-
ion of every teacher until fully assirnt-

R. G. Boone, Prof, of Pedag ■■,

lad.: It seems to me very SUg«
gestr long right lines as counteract-

: ie wide-spread ten< I .dopt de»

vice and formula. It pi teachers a

rich return for the most careful perusaL



118



EDUCATION.



Nathan C. Schaeffer, Prin. of

Keystone State Normal School, Kutztown,
Pa. : De Garmo's Essentials of Method
is one of the most suggestive books in the
English language. The discussions in it
are so intensely interesting that I read al-
most the entire treatise at one sitting.

W. S. Perry, Supt. of Schools, Ami
Arbor, Mich. : It is a very stimulating
book for teachers. It goes straight to the
heart of the teaching process. In a given
space, it contains more mind philosophy,
pertaining to the teacher's art than any
book I have read.



Wm. N. Barringer, Supt. of Schools,
Newark, N. J. : The author has gone to
the bottom of his subject. Every teacher
should read this book.

G. S. Albee, Pres. State Normal
School, Oshkosh, Wis.: Of the merits ot
this book there should be but one opinion
among thinkers of our profession. 1 con-
sider it the most helpful work for direct
application by all who would base methoc 1
upon principles, that has been issued for
teachers in America. It comes to reveal
the truth and, we trust, lay a foundation
for a permanent growth in pedagogy.



Systems of Education.

A history and criticism of the principles, methods, organization, and moral disci-
pline advocated by eminent educationists. By John Gill, Professor of Educa-
tion, Normal College, Cheltenham, England. Cloth. 320 pages. Retail price,
$1.25. Special price for class use.

SCHOOL education has to become a science. One means to this
end is to gather and examine what has been done by those
who have been engaged therein, and whose position or success has
given them a right to be heard. Much valuable and entertaining
biographical matter is presented by the author in connection with what
he has to say of the founder of each system. The Lancaster and
Bell systems especially receive a fullness of treatment never met
in French or German works on the History of Education.

The various chapters of this book were first presented as lectures
to students in training colleges; and the author has given this per-
manent form in the hope that they may stimulate those just starting
in their profession, ever to work with the purpose of placing their art
on a scientific basis.



Wm. T. Harris, U. S. ConCr of

Education, Washington : It treats ably
the Lancaster and Bell Movement in Ed-
ucation, — a very important phase.

E. H. Russell, Prin. of State Nor-
mal School, Worcester, Mass. : I shall
adopt it in this school as one of our regu-
lar books in the history of education. It
is well written.



W. H. Payne, Chancellor of the
Univ. of Nashville and Pres. of the Pea-
body Normal School: I have a high opinion
of it, and can heartily commend it.

Wisconsin Journal of Educa-
tion : The reader will lay down the
book impressed with its brevity, practical
utility and thorough good sense.



EDUCATION.



119



Extracts from Rousseau s Emile.

Containing the Principal Elements of Pedagogy. With an Introduction and
Notes by Jules Steeg, Paris, Depute de la Gironde. Translated by Eleanor
Worthington, recently of the Cook County Normal School, 111. Cloth. 157
pages. Retail price, 90 cents.

" There are fifty pages of the Emile that should be bound in vel-
vet and gold."

— Voltaire.

IN this book will be found the ger.n of all that is useful in present
systems of education, as well as most of the ever-recurring mistakes
of well-meaning zealots. It is a judicious selection from a work
which, in its entirety, would tax the patience of the modern reader.

The eighteenth century translations of this wonderful book have the
disadvantage of an English style long disused. This new translation
has the merit of being in the dialect of the nineteenth century, and will
thus be enjoyed by a wider circle of readers.

1 1 lias been called " Nature's First Gospel on Education" and in Edu-
cational Theories, Oscar Browning says concerning it : " Probably no
work on the subject of education has produced so much effect as the
" Emile:' 1



R. H. Quick, in " Educational Re-
formers " : Perhaps the most influential
book ever written on the subject of educa-
tion.

W. H. Payne, Chancellor of the
Univ. of Nashville and Prcs. of the Pea-
tody Normal Coll.: Miss Worthington
made a version of real merit ; Rous-
seau's thought has been transferred to
English with great accuracy, and much of
the original grace of style has been pre-
served. The teachers of the country are
indebted to you for this invaluable contri-
bution to the literature of the profes-
sion.

J. W. Dickinson, Sec. of A/ass.
Board of Education : It should be in the
hands of every teacher in the State.

Francis W. Parker, Prin. Coc

Normal School: Teachers need to go
back to the man who gave such an im-
mense impulse to reform in education.



Gabriel Compayre, in his " His-
tory of Pedagogy" : The greatest educa-
tional event of the eighteenth century. A
book written for the future of humanity,
endowed with endless vitality, half ro-
mance, half essay, the grandest monument
of human thought on the subject of edu-
cation The Emile, in fact, is n< t a
work of ephemeral polemics, nor simply a
practical manual of pedagogy, but is a
general system of education, a treatise on
psychology and moral training, a profound
analysis of human nature.

London Journal of Education :
The amazing originality and boldness of
the book, its endless suggestiveness, are
too often ignored by English critics, who
forget that nearly all our brand-new
theories, ire to be foi id in " Emile."

Boston Advertiser : Such a book
as this ought to be read by everyone who
claims to be interested in any way in the
cause of education.



120



EDUCATION.



Habit in Education.

An Essay in Pedagogical Psychology. Translated from the German of Dr. Paui
Radestock by F. A. Caspari, Teacher of German, Girls' High School, Balti-
more ; with an Introduction by Dr. G. Stanley Hall, President of Clark Uni-
versity, Worcester, Mass. Cloth. 124 pages. Retail price, 75 cents.

I"^\R. Radestock discusses in this little book the various habits
*-J in the acquisation of which educators can vastly aid their pupils.
Not content with giving the result of his own experience and study of
the principles forming the psycho-physiological basis of habit, Dr.
Radestock offers the student choice extracts from the works of such
widely different authorities as Herbart and Spencer, Tito Vignoli,
Ribot, Dumont, and Dr. Maudsley, and places clearly before the read-
er the two conflicting pedagogical problems which daily confront the
teacher, yet to one or the other of which he must look as the aim and
end of all his efforts : — Which brings the better result ? To follow
Rousseau, who says : " The only habit which a child should be per-
mitted to acquire is, that it habituate itself to nothing in particular," or
Bacon, who says : " Since custom is the principal magistrate of man's
life, let men, by all means, endeavor to obtain good customs. Cer-
tainly, custom is most perfect when it beginneth in young years ; this
we call education, which is in effect but early custom."



John Dewey, Prof, of Philosophy,
Univ. of Mich., Ann Arbor : Radestock
has been for some time favorably known
by means of his psychological monographs,
of which this upon Habit is no doubt the
best, as it is also without doubt the most
suggestive and fruitful of all monographs
upon this most important subiect.

Julius H. Seelye, Pres. of Amherst
Coll.: I am very much pleased with it.
It is a valuable contribution to both educa-
tional theory and practice.

J. W. Stearns, Prof of Science and
Art of Teaching, Univ. of Wis.: You
have certainly conferred a great favor upon
teachers by placing so admirable a treatise
within their reach, and I hope it may be-
come widely known.

E. A. Sheldon, State Normal School,
Oswego, N, Y. ; I am much pleased with



the clear and concise statement of princi-
ples, and the wide range of thought in-
cluded in the book. It deserves a place
in every teacher's library.

S. N. Fellows, Prof, of Mental and
Moral Philosophy and Didactics, State
Univ. of la. : I regard it as a valuable con-
tribution to pedagogical literature. It
should find a place in every teacher's
library.

Nicholas Murray Butler, Prin.
of N. Y. City College for Training of
Teachers : It is a wonderful production
and every Normal School and Training
College in this country ought to use it.'

E. H. Russell, Prin. of State Nor-
mal School, Worcester, Mass.: It will
prove a rare "find" to teachers who arc
seeking to ground themselves in the philo-
sophy of their art



EDUCA TION.



121



Rosminis Method in Education.



Translated from the Italian of Antonio Rosmini Serbati by Mrs. William
Grey, whose name has been widely known in England for many years past as
a leader in the movement for the higher education of women. Cloth. 3S9 pages.
Retail price, Si. 50.

THIS is a work of singular interest for the educational world, and
especially for all those who desire to place education on a
scientific basis.

It is an admirable exposition of the method of presenting knowl-
edge to the human mind in accordance with the natural laws of its
development ; and the disciples of Frcebel will find in it not only a
perfectly independent confirmation, but the true psychological estimate
of the principles of Frcebel's kindergarten system. We believe that
this translation of the work of the great Italian thinker will prove a
boon to all English-speaking lovers of true education.

Thomas Davidson : It is the most
important pedagogical work ever written.

J. W. Stearns, Prof, of Science and
Art of Teachings Univ. of Wisconsin :



No one who cares to understand the psy-
chological grounds upon which right
primary methods must rest can afford to
pass this book by. It is a clear, simple,
ami methodical inquiry into the develop-
ment of the infant mind, and the kind of
knowledge adapted to the different stages
of its growth, and ought to be at once re-
ceived with favor by American teachers.



Online LibraryGabriel CompayréThe history of pedagogy → online text (page 47 of 48)