BURRITT, E. H., Common School Speaker, Louisville 1857.* Introductory Lessons in English Grammar, Louisville 1845.* English Composition, Louisville.* BUTLER, N., & M. STURGESS, Sallust's Jugurtha and Catiline, New York 1850.* BUTLER, SAMUEL Ancient Geography, Boston.* Atlas of Ancient Geography, Boston; Philadelphia 1831 '47.* Geographia Classica, Philadelphia 1847.* Same, with Questions by Frost, Phila. 1831.* Atlas of Modern Geography, London new edition 1833. Geography of the Heavens, Hartford 3rd edition 1836; BUTTER, Atlas to illustrate same, N. York new edition, n. d.** BURT, W. A., Gradations in Rending and Spelling, Phila.* BUTTMANN, PHILIP, Griechische Grammatik, Berlin 8th edition 1818. Larger Greek Grammar, translated by Robinson, Andover 1833; (New York.) Greek Grammar, translated by E. Everett, Bost. 1822; 2nd edition 1826; 3rd edition 1831. Greek Grammar, abrid. by G. Bancroft, Bost. '24 (†26.) BUXTORFF, JOHN, Manuale Hebraicum et Chaldaicum, Oxford 1807. BYERLEY, Spelling Book, Philadelphia.* Key to Solar Compass and Surveyor's Compass, Phila- BYİNGTON, CYRUS, delphia 1856.* BUSBY, THOMAS, Dictionary of Music, Philadelphia.* BUSCH, J. A. W., Försök till Lärobok i Mnemoniken eller Minnekonsten, 2 vols., Westeras, 1853. An English and Choctaw Definer, New York 1852.* BYRNE, O., Practical Model Calculator, New York 1852.* Mechanics: Principles and Practical Application, New York 1853.* Method of Calculating Logarithms, New York. * THE GRADED SCHOOL. A Graded Course of Instruction for Public Schools: with copious Practical Directions to Teachers, and Observations on Primary Schools, School Discipline, School Records, Self-Reliance, Lessons of Obedience, School Architecture, and Books of Reference. By W. H. WELLS, A. M. New York: A. S. Barnes & Burr, 1863. 200 pages. Price, $1.00. This little volume is crowded full of practical suggestions and directions for teachers and committees charged with the organization and instruction of Graded Schools-of schools classified according to the attainments of the pupiis, where each grade or class constitutes a part of a system, in which the faculties of children are regularly developed by studies and teaching appropriate to their age and progress. These suggestions and directions are not simply the speculations of an ingenious, thoughtful, well read educator, but the last results of a long and varied experience of a teacher and school officer, and of wide observation in the best schools of the country, and of thoughtful study of the best hiterature of education in the light of that experience and observation, all brought to bear on the practical solution of problems in hand, and in which success, or failure can be seen by teachers and parents directly interested. The suggestions of the writer are sustained or illustrated by frequent references to reports and treatises, where the same topics are thoroughly discussed. These references alone give to this volume a peculiar value-far beyond its cost, to any teacher old or young. We commend the work to every teacher and school officer. SCHOOL AND FAMILY CHARTS. New York: Harper & Brothers. By MARCIUS WILLSON and N. A. CALKINS. 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. New York: Harper & Brothers. 1862. 336 pages. These Charts in style of execution' and range of subjects are far beyond any. thing now before the American public. Bound in a volume they are an ornamental, interesting, and instructive contribution to any family library, and a help to the student and teacher, whether old or young. They should accompany the Series of Readers prepared by Mr. Willson, and should be used with the help of the Manual prepared by the same author. A MANUAL OF ELEMENTARY INSTRUCTION, for the Use of Public and Privato Schools, and Normal Classes; containing a Graduated Course of Object Lessons for Training the Senses and Developing the Faculties of Children. By E. H. SHELDON. New York: Charles Scribner. 1862. 465 pages. This work is founded on the Manual of Elementary Instruction of Miss Elizabeth Mayo, which was prepared originally as Lessons on Objects for an Infant School, and afterwards adopted in the Model and Training Schools of the Home and Colonial Infant and Juvenile School Society in London. New lessons on Objects, Color, Moral Instruction, and Animals, have been added by Miss Jones, who has had fifteen years' experience in training teachers to these methods in the London schools named above. Other contributions have been made by Prof. Kuisi, who has stood nearer to the fountain head of these methods—the personal teachings of Pestalozzi, than any living teacher among us. OBJECT TEACHING. Ir is now twenty-four years since, in an address on "School Architecture," we urged on parents and committees to furnish their school-rooms with "Maps, Charts, and Real Measures of all kinds, linear, superficial, solid and liquid, for the exercise of the eye and hand, vases for flowers, native roses, and plants, and cabinets of real objects, as the subjects of oral instruction in the field of the pupil's every day observation and experience." In an address to parents and teachers, first delivered just twenty-five years ago, but repeated in substance a thousand times since, with variations, in more than one hundred of the principal cities and villages of the country, we laid it down as a condition of a successful system of public schools in such cities and villages, that "these schools should be graded" "on the great principle of the equality of attainments, which will generally include scholars of the same age "-"that each school should have but few classes, and that each class should be as large as is consistent with thoroughness of individual examination by the teacher, who should not be distracted by a multiplicity and variety of cares "-"that in every village district there should be a Primary School, furnished with appropriate seats, furniture, apparatus, and means of visible illustration, and surrounded with dry, airy, and pleasant play-grounds, with shelter in inclement weather, and with flower-borders, shrubbery, and shade trees, the uncovered school-room of physical and moral education, and of the manners and personal habits of children," that "to teach those schools properly, to train boys and girls to mild dispositions, graceful and respectful manners and unquestioning obedience, to cultivate the senses to habits of quick and accurate observation and discrimination, to teach the use of the voice and of simple, ready, and correct language, and by appropriate exercises in drawing, calculation and lessons in the properties and classification of objects to begin the cultivation of the intellectual faculties," "to do these things and more, required a teacher of a rare union of qualities and qualifications seldom found in one of a hundred of the male sex, and to be looked for with the greatest chance of success among females" "in whose own hearts, love, hope, and patience have first kept school." In looking over the "Manuals on Object Teaching ""Lessons on Objects"-"Primary Object Lessons "-" Oral Lessons on Social Science"-"Outlines of a System of Object Teaching "-"Child's Book of Nature "—" Model Lessons," &c., &c., published within two years, we are more than ever satisfied that "the world moves," although we have thought that it moves in some directions rather slowly. The danger now is, that teachers will take up the new methods, from Lessons prepared by others, and not wrought out by themselves from principles thoroughly mastered, and adapted to the age and attainments of their own pupils, and to the locality and pursuits of their own neighborhood. Object Teaching can be made as verbal, mechanical, and monotonous, as any other. AGRICULTURAL SCHOOLS AND POLYTECHNIC INSTITUTES. It is now twenty-four years since we published in a voluminous Appendix to an official report, an account of the principal Agricultural and Polytechnic Schools of Europe. But we little thought we should ever be able to chronicle such action as that of the United States Government, in granting over 800,000 acres of public lands, to aid the several States in establishing such institutions. THE American Journal of Education. [NEW SERIES, NO. 6.] No. XXXI.-JUNE, 1863. CONTENTS. PAGE. I. SAMUEL S. Randall, Superintendent oF PUBLIC SCHOOLS IN CITY OF N. YORK, 225 Portrait,.. II. FEMALE EDUCATION, Suggestions Ancient and Modern,.... Luther-Schiller-Moscherosch, Soldon-Kant-Humbolt-Goethe,.. Richter-Bonda-Schleimacher--Zschkoke, Mencke-Von Raumer-Fenelon-Ruehs-Oeser,... III. EDUCATION OF GIRLS IN THE PUBLIC SCHOOLS OF BOSTON, Exclusion from Public Schools prior to 1789,.. Admitted to Reading Schools for six months,. Establishment of the Public High School for Girls in 1825,.. Report of the School Committee in 1827,.. Review of Report by E. Bailey,........ Extracts from Quincy's History of Boston,............ Establishment of Normal School for Girls,... Conversion into Public High School for Girls,.. Report of School Committee in 1861,.... Regulations of Girls' High and Normal School,...... IV. FEMALE EDUCATION IN THE STATE OF OHIO,..... Report of Commissioner of Common Schools in 1861,. Female Seminaries and Colleges,....... Table-Number-Location-Attendance-Endowments, &c.,.. V. PROFESSIONAL TRAINING OF TEACHERS,.. Institutions and Agencies,.... 227 Religious Orders-Normal Schools-Teachers' Classes,... System of Examination-Preparation and Promotion,..... ...... VI. CONFERENCES OF TEACHERS AND OTHER MODES OF PROFESSIONAL IMPROVEMENT, 273 Report of Superintendent of Public Schools of Chicago,.... Journal of School-Counselor Bernhardt of a Teachers' Conference,.. 273 277 281 281 293 293 303 Dijon, 305 .... 306 307 Acquisition of Knowledge should be Self-evolved and pleasurable,. 4. Relative Values of Knowledge,.... Knowledge requisite to Self-preservation, . 377 379 384 366 388 389 Paramount Importance of Science,.. XIV. AMERICAN TEXT-Books,.... Catalogue of Authors, Books, Subjects, and Publishers,... 2. System of Military Education and Schools,.... A. Schools for Non-Commissioned Officers,. 1. Lower Military Houses of Education, 2. Upper Military Houses,.... 3. School Companies, for Infantry, Cavalry, Artillery, Engineers, Pioneers,.. 423 399 401 401 401 409 409 410 420 ..... 422 422 B. Schools for Officers,.. 429 1. Cadet Institutions,.. 429 2. Military Academies, C. Special Schools,.. Neustadt Academy, Artillery and Engineers' Academy, Marine Academy, 410 ... 431 436 |