PARKER'S FIRST LESSONS, AND PARKER'S COMPENDIUM OF NATURAL PHILOSOPHY. Twenty-sixth Edition. Extract of a letter from Rev. E. Everson, D. D., Superintendent of Public Instruction of Upper Canada, dated Toronto, May 15, 1849. "I am happy to say that Parker's Philosophy will be introduced and adopted in Victoria College at the commencement of the next collegiate year, in autumn, and I hope that will be but the commencement of the use of so valuable an elementary work in our schools The small work of Parker's (Parker's First Lessons in Natural Philosophy) was introduced the last term in a primary class of the institution referred to, and that with great success. I intend to recommend its use shortly in the model school in this city, and the larger work to the students of the Provincial Normal School." "Professor Parker's Book embraces the latest results of investigation on the subjects of which it treats."-N. Y. Evening Post. "It seems to me to have hit a happy medium between the too simple and the too abstract."-B. A. Smith, Principal of the Leicester Academy, Mass. "This is a school book of no mean pretensions, and of no ordinary value."—Albany Spectator. "We predict for this valuable and beautifully printed work the utmost success."-Newark Advertiser. "This work strikes us as having very marked merit." N. Y. Courier and Enquirer. "I have no hesitation in saying that Parker's Natural Philosophy is the most valuable elementary work I have seen."-Gilbert L. Hume, Teacher of Mathematics, New- York City. "The volume before us strikes us as containing more to recommend it than any one of its class with which we are acquainted."Lynchburgh Virginian. "It is the work of a practical, not an amateur Teacher. I cordially recommend it, and shall introduce it as a text book."-R. McCurdy, A. M., President of the Washington Female College, Kentucky. Numerous testimonials like these have been sent to the publishers, from some of the most eminent teachers, respecting this valuable work of Prof. R. G. Parker. It is now the text book of the Boston Grammar Schools, and is rapidly finding its way into the best institutions of the land. Published by New Vork, June 2, 1849. A. S. BARNES & Co. PARKER'S FIRST LESSONS IN NATURAL PHILOSOPHY, Price $0 38 Professor Olmsted's Text Books. 1 00 OLMSTED'S RUDIMENTS OF NATURAL PHILOSOPHY For Common Schools and younger classes in Academies. This work is highly recommended by qualified judges, and is extensively used in schools. On account of its simplicity of style and happy way of illustrating profound truths, it has been published in the form of raised letters for the use of the blind in the Massachusetts Asylum, at Boston, and has been introduced by the American Board among the Missionary Schools in distant parts of the earth. *.* Each part is also bound by itself, and may be had separately. Valuable Educational Works. Published by J. C. Riker, 129 Fulton-street, New-York. CONSISTING OF Cobb's New First Book. Cobb's New Primary Spelling Book. Cobb's New Sequel to the Juvenile Readers, No. IV. Cobb's Old Speller Revised. Cobb's Old Juvenile Reader, No. 1 Revised. No other School books published in this country, have received as high commendations as Cobb's New Series. They have been officially adopted and highly recommended in the cities of NewYork, Philadelphia, Baltimore, Brooklyn, Lancaster, Pittsburgh, Reading, &c., and by a large number of county conventions in the State of New-York, and in other parts of the United States. Two or three extracts from the numerous testimonials: "Mr. Cobb is well known to the public, as having furnished some of the best school books extant."-Commercial Advertiser. "Mr. Cobb's works have been used and tested, and are considered superior in point of ability, system and accuracy to any others." -Spirit of the Times. "They are obviously the fruit of great labor, observation and skill," Newark Daily Advertiser. Miss Oram's Pictorial Definer, with over one thousand cuts. This work has been strongly commended to favorable notice by high authority, and is introduced extensively. Single Entry Book-keeping, by C. C. Marsh. A book of established reputation. Natural Philosophy, a new and highly approved work for schools and Academies. By Hamilton Smith, A. M. The Artist's Class Manual; being a series of Drawing_Cards for the use of learners. By Edward Purcell, Designer and Teacher of Drawing. NEW ARITHMETIC. Published by D. Bixby, 122 Fulton-street, FIRST BOOK IN ARITHMETIC:-Comprising Lessons in This new book combines a variety of operations upon the small numbers first introduced; enabling the child by holding the number in mind, and viewing it in various ways, to get a clearer idea of it than he otherwise could. The pupil is not conducted hastily from small numbers to large ones. Special care is taken to avoid the danger of calling his attention to numbers which are beyond his mental grasp; there can be little doubt that this apparant slowness of progress will secure the best speed in the end." ARITHMETIC, MENTAL AND WRITTEN.-For Common and High Schools, 300 pages, by FREDERICK A. ADAMS, A. M. Former Principal of Dummer Academy. Published by D. Bixby, 122 Fulton-st. This work is designed to follow the First Book in Arithmetic, and, with it, to furnish a complete system of Arithmetical instruc tion for Schools. It consists of Two Parts; the First, comprising Advanced Lessons in Mental Arithmetic, is designed to train the pupil to the ready performance of mental operations in large numbers without the use of the slate. It also contains such explanations of the laws of numbers as will free the pupil from bondage to Arithmetical rules. In this way it is believed two important objects have been gained; and that this part of the work will be welcomed, both by Teachers and by men of business, as a valuable aid in this branch of education. The Second part contains an extended and varied practice in all the branches of Written Arithmetic necessary to train the student for business, or fit him for a higher course of mathematical studies. The Publisher would respectfully invite the attention of Teachers, of School Committees, and of all interested in education, to this work; and would present to their consideration the following ex Mason's Introduction to Practical Astronomy, designed as a suppressions of opinions respecting its merits: plement to Olmsted's 8vo. Astronomy. This work may be had bound up with the Astronomy when desired. Solar and Lunar Eclipses familiarly illustrated and explained, with the method of calculating them according to the theory of Astronomy, as taught in New-England Colleges, by James H. Coffin, Prof, of Mathematics in La Fayette Colleges, Pa. Smo. Published by COLLINS & Brother, No. 254 Pearl-street, New-York. RECOMMENDATIONS. From Mr. George B. Emerson, Boston. I have carefully examined the plan of Mr. Adams's work on Mental Arithmetic, and have given some attention to its execution; and I am confident that it will prove a very valuable addition to the means of instruction in Arithmetic. It is a successful extension of the admirable method of Colburn's First Lessons, with such modi From Professor Chase of Dartmouth College.. MR. F. A. ADAMS: HANOVER, OCT. 12, 1849. MY DEAR SIR:-I have examined, with some care, your Treatise on Arithmetic, and am much pleased with it. The practice and habit of extending mental operations to large numbers is of great utility. I have occasion very frequently to see the inconve nience that young men suffer from want of such a habit. Not less valuable than the habit of operating mentally upon large numbers, is the habit of performing the more advanced operation of Arithmetic without the aid of the pencil. I like very much also, the manner in which you have treated several of the principles which you have developed; as for example, the subject of the common devisor,the least common muttiple, the roots ratio and proportion. These are but few of the subjects, but I mention them as examples. I think the book will do much to promote the method of teaching From the School Committee of Lowell. LOWELL, MARCH 15, 1848. At a meeting of the School Committee of this city, held this day it was Voted, That F. A Adams's Arithmetic be adopted for the High School. FREDERICK PARKER, Secretary. From the Teachers of the Public Schools in Lowell. "Having carefully examined the Mental and Written Arithmetic by F. A. Adams, we do not hesitate to say, that, in its design, 'to continue and extend the course of discipline in numbers,' it is in our opinion, far superior to any work that has fallen under our notice. CHARLES MORILL, JONA KIMBALL,' | NASON H. MORSE, PARLEY BALCH. O. H. MORILL a LOWELL, MAY 2, 1848. At a meeting of the School Committee of the city held this day, the principals of several of the Grammar Schools having expressed desire to use F. A. Adams's Arithmetic in their schools, on motion, it was Voted, That F. A. Adams's Arithmetic be adopted to be used as a text book in any Grammar School the principal of which may be desirous of using it. FREDERICK PARKER, Secretary. Teachers and School Committees will be furnished with copies For examination free of charge, by calling on the publisher. D. BIXBY, 122 Fulton Street. SCHOOL TEXT BOOKS. by D. APPLETON & Co., arithmetic,—by DEMONSTRATION and explanation. I am, Dear Sir, Published very truly yours, &c., S. CHASE. From Mr. John Tatlock. Professor of Mathematics, and Mr. A. Hopkins of Natural Philosophy. WILLIAMS COLLEGE, Nov. 20, 1846. I have examined a treatise on Arithmetic, by F. A. Adams, and am much pleased with it. I think it well adapted to teach the science and art of numbers, and at the same time to teach the art of thinking. I am persuaded that a thorough training in this Arithmetic would prepare students for the farther study of mathematics better than nine-tenths are now prepared. I should be glad if every student who enters college was master of this Arithmetic. JOHN TATLOCK. A. HOPKINS. From Mr. Wm. Smyth, Professor of Mathematics. BOWDOIN COLLEGE, Dec. 10, 1846. I have examined the system of Arithmetic by the Rev. A. Adams. Principal of Dummer Academy. The plan of the work, and style' of its execution, appear to me well calculated to give the learner clear views of the general principles and operations of arithmetic, and to furnish the discipline requisite to a skilful and ready applica tion of them. The work, indeed as should be the case in all books of the kind, appears to have been composed in the recitation room, by one well conversant with his subject, and possessing in an emi. nent degree the talents requisite to a successful instructor; and is admirably adapted to the wants, both of the pupil and teacher. 1 should regard with much pleasure its extensive introduction into our schools and academies. WM. SMYTH. From John D. Philbrick, Principal of the Quincy School, Boston. MR. F. A. ADAMS. BOSTON, Nov. 20, 1846. MY DEAR SIR:-I am delighted with your Arithmetic. A careful examination of every page of it has convinced me that it is a work of transcendent excellence. To say that it contains a great amount of matter, well arranged: that its rules and explanations are clear and logical, and the examples well adapted to illustrate them, would be to accord it but small part of its just need of praise. Its peculiar and crowning merit is, that it is calculated to eman. cipate the learner from the bondage of rules and even to give him dominion over them, so that they shall be to him as clay in the hands of the potter. I cannot but regard it as a superstructure worthy of its admirable basis Colburn's First Lessons; and if the one be a faultless school book, the other is not a whit less perfect. I am confident therefore, that it needs no other recommendations than its own merits, to insure it a hearty welcome every where among intelligent teachers. Yours truly, JOHN D. PHILBRICK. 200 BROADWAY, NEW-YORK. 1. GREEK AND LATIN. mar. 12mo., 80 75 66 Latin Prose Composition. 12mo 1 00 46 Cornelius Nepos-with Notes, 12mo., 1.00 66 First Greek Book, 62 46 Greek Prose Compositon, 12mo., 75 66 Greek Reading Book. Edited by Spencer, 12mo.. Cæsar's Commentaries, Notes by Spencer, 12mo., Bojesen and Arnold's Manual of Greece and Roman anti 150 1.00 quities, 12mo.. 1. 00 Putz and Arnold's Manuel of Ancient Geegraphy and History, 12mo., 1.00 1 00 Tacitus, Histories with notes by Tyler. 12mo., 66 Germania and Agricole, notes by do Beza's Latin Testament, 12mo., II. FRENCH. Collot's Dramatic French Reader, 12mo., 66 Advanced French Reader, 12mo. In press. Olendorffs New Method of Learning French. Edited by J. L. Jewett, 12mo., Rowan's Modern French Reader. 12mo., Adler's Progressive German Reader, 12mo., German and English and English and German Dictionary, compiled from the best authorities. 1 vol., large 8vo., half Russia or sheep, Olendorff's New Method of Learning German. Edited by G. J. Adler, 12mo., Key to do.,. 88 5.00 1 00 75 1 00 1 50 75 By M. Ve 1.50 75 1.25 Olendorff's New Method of Learning Spanish. VI. ENGLISH AND GRECIAN. Everett's System of English Versification, 12mo., 12mo., Mandeville's Reading Books, 1, 2, 3, 4; Keightley's Mythology of Greece and Rome, 18mo., Mangnall's Historical Questions, with Américan additions, 1 00 Markham's School History of England. Edited by Eliza Robbins, 12mo., 75 Course of Reading, 12mo., 75 66 Elements of Reading and Oratory, 12mo., 1 25 Reid's Dictionary of the English Language, with Derivations, &c., 12mo., 1 00 Shaksperian Reader, by Prof. Howes, 12mo.. 1 25 2.50 Letter from John Griscom, Esq. BURLINGTON, N. J. 8 mo. 27th, 1847. MY ESTEEMED FRIEND.-I can freely say, that the Circular Letter, which thou hast given me the favor and pleasure of perusing, meets my cordial approbation. I regard it as a very fair and reasonable inquiry to be put to teachers of experience, by those whose official and legal duty it is to watch over the interests of Education-how far they consider it in the power of Common Schools to rectify the evils that afflict society, and to which mankind are by nature prone. The most prominent of these evils are forcibly and eloquently depicted in the circular. Defective, indeed, must be the qualification of that man or woman, as a teacher and guide of youth, who does not believe, that, in addition to the knowledge of letters and science, which it is his or her business to lead them into, it is equally a duty, on every suitable occasion, as far as practicable, to inculcate those principles of "good behavior,” of honesty, kindness, justice, purity and benevolence, which are essential elements in the character of every honorable and worthy member of general society. That too many teachers have an extremely imperfect view of the moral claims of children, cannot be questioned; but that the ratio is increasing of those who believe that the moral obligations they are under to their pupils constitute a prominent and ceaseless part of their duty, may, I trust, be safely affirmed. It was a noble enactment of the founders of the New-England System of Free Schools,--that the morals of the teachers should be good, and that Good Behavior [No. VI. should stand as conspicuously among the things to be learned, as Reading and Arithmetic. It is a noble thing, too, that in the Constitution of Massachusetts, the fundamental law of the State. in reference to the encouragement of learning, it was provided that "It shall be the duty of legislatures and magistrates, in all future periods of this Commonwealth, to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in dealing, sincerity, good humor, and all social affections and generous sentiments among the people." If children may be indoctrinated, more or less, at school, in the principles of good morals and good behavior, a skill and power must reside in the teacher, for effecting this object; and no intelligent person will be so absurd, as to deny that every teacher who feel a love for his scholars and an interest in their happiness, does possess, in a certain degree, this power. The proof of it is abundant. Often is the remark made by parents, that, since their children had entered the schools of certain teachers, their conduct at home had become much better; they had increased in docility, studiousness, industry, obedience to parents, and kindness to all around them. Other evidences of improvement are not wanting even to common observers. That a great difference exists, even with equal advantages of learning and character, in the skill and power of different teachers, to gain a moral empire over their pupils, must certainly be admitted. It is a gift, a grace, a talent, which all do not possess alike. But the difference is not more observable among teachers than among parents, masters, overseers, and superintendents of men, as well as of children. The recognition of this gift or talent should be a matter of special thought and inquiry with all committees and trustees of schools, in the examination of candidates for public teaching. But how imperfect soever this qualification may be in any one who assumes the station of teacher, no reason can be offered for neglecting its assiduous cultivation. It is one of the highest importance in the shining catalogue of virtues which illustrate the character and embalm the memory of the accomplished teacher. Were all teachers of Public Schools endowed with the temper and qualities of a Benezet, a Dr. Arnold, or an Elizabeth Fry, could the least doubt be entertained of their immediate influence upon the tonɔ of public morals? Every family would feel the benign impression in all its pulsations. there is stability in nature. Its existence is a proof of Divine wisdom and economy. Instincts are stable. National characteristics are palpably obvious through successive ages. Family dispositions, as well as features, are traceable through several generations. * * I advert now, to the ad hominem questions. Many, like myself, may be at a loss for good data in giving the per-centage. That sound, literary and moral instruction are not only conservators of the innocence of youth, but excellent reformatories of juvenile delinquents, is satisfactorily proved, not merely by the experience of good schoolmasters, but, pointedly, by the success of Houses of Refuge, wherever established and rightly conducted. The testimonials which the annual reports of these institutions contain of the good conduct of numerous children of both sexes, (after being bound out as apprentices,) whose early years had been 1st. My course embraces a period of practical teachstained with crime, are very cheering, and demon-ing of forty-two or three years. It includes, first one, strative of the efficacy of literary, moral and religious instruction. Even our State Penitentiaries will yield some additions to the evidence, that moral suasion and example may change the principles and future conduct of adults, whose hearts had been long alienated from virtue. or two years in (log) country schoolhouses in a southern county of this State,-thirteen years in the little city of Burlington, N. J., where I now reside,—twenty-five in the city of New-York, (with the exception of a year spent in Europe on account of health,) and two and a half years in the literary charge of a boardingIndeed, whether we consider a continued indulgence school in the Society of Friends, at Providence, R, I. in evil passions, anger, malice, covetousness, hatred, Twelve years have elapsed since I relinquished the selfishness, cruelty,- -as evidences of temporary or position last mentioned, and the practice of teaching. partial insanity, or, as cases of possession of the great 2d. During much of the time both sexes were under spiritual adversary,-the true remedy for such evils is my supervision, including an average number probato be found in the issues of a faithful devotion, on the bly of one hundred. For several years, a school of part of the reformer, to the two great commandments five hundred to seven hundred and fifty boys came on which "hang all the Law and the Prophets,”— -su-under my daily charge of inspection and teaching; preme love to God, and to love our neighbors as our- and during a portion of the same time, I had the task selves. A teacher, or guardian of youth, acting as of lecturing to, and overseeing, the upper classes of the head of a school, of a family, of a factory, a pri- a school of three hundred girls. son or a hospital, will, in proportion to the predominance of this LOVE in his heart, be successful, according to his capacity, in turning the currents of thought from vice to virtue, from error to truth, from earthborn desires to heavenward affections. The whole number I can scarcely guess at. Several thousands of the juvenile race must have passed under my care and instruction. York. 3d. My belief is that, under the conditions mentioned in the question, not more than two per cent. would be irreclaimable nuisances to society, and that ninetyfive per cent. would be supporters of the moral welfare of the community in which they resided. This does not include very numerous clases of aduks and youth that attended courses of public lectures Since, therefore no one can doubt that a moral pow-which I gave during twenty years in the city of Newer of this nature does exist, (subordinate, as I would wish it to be understood, to the grace of God in the heart,) I hold it to be a rational subject of inquiry and request, to be made of those who have surveyed human nature most extensively under the aspect of schools, and who have had most experience with children and youth, to state their convictions of the actual potentiality of literary and moral instruction in schools, to erect barriers against the encroachments of evil, and eventually to purify the land from the increasing abominations of vice and criminality. With teachers properly trained in Normal Schools, and with such a popular disposition towards schools as wise legislation might effect, nineteen twentieths of the immoralities which afflict society might, I ve rily believe, be kept under hatches, or eradicated from the soil of our social institutions. Every step in such a progress renders the next more easy. This is proved not only on the grand scale of comparing country with country, and state with state, but district with its adjacent district, and neighborhood with neighborhood. I shall be surprised if the inquiries contained in the circular do not elicit answers decidedly in favor of the expediency of more stringent legislative action, in nearly every portion of the United States. Yet there may be found in the answers, no little discrepancy of sentiment on various points which the subject involves. A low tone of feeling, with respect to the actual influence of schools, is lamentably prevalent over large portions of our territory; and many there doubtless are who believe that this influence is too insignificant to become the subject of concern on the part of states-on whom a wise judge would be "compelled to promen and legislators. This degrading sentiment has probably its origin, at least in very numerous instances, in certain views of the unchanging character of the natural dispositions of mankind. True it is that Finally;-In the predicament last stated in the circular, and supposing the teachers to be imbued with the Gospel spirit, I believe there would not be more than one-half of one per cent. of the children educated, nounce the doom of hopelessness and irreclaimability.” In nothing which I have advanced has it been my intention to advocate any sectarian instruction in our schools; or any thing adverse to the statutory limits of I am, with true esteem, thy friend, JNO. GRISCOM. Letter from D. P. Page, Esq. STATE NORMAL SCHOOL, ALBANY, N. Y., Nov. 20, 1947. the Massachusetts school system. I therefore express- I of the training given, since God never ordains means ly disavow any intention to recommend truths or doc- which He does not intend to bless; and He has said, trines, as part of the moral instruction to be given in "Train up a child in the way he should go, and when Public Schools, which any believer in the Bible would he is old he will not depart from it." But I should reasonably deem to be sectarian. not forgive myself, nor think myself longer fit to be a teacher, if, with all the aids and influences you have supposed, I should fail, in one case in a hundred, to rear up children, who, when they should become men, would be "honest dealers, conscientious jurors, true witnesses, incorruptible voters or magistrates, good parents, good neighbors, good members of society," or, as you express it in another place, who would be "temperate, industrious, frugal, conscientious in all their dealings, prompt to pity and instruct ignorance, instead of ridiculing it and taking advantage of it, public-spirited, philanthropic, and observers of all things sacred;" and negatively, who would not be drunkards, profane swearers, detractors, vagabonds, rioters, cheats, thieves, aggressors upon the rights of property, of person, of reputation or of life, or guilty of such omission of right and commissions of wrong that it would be better for the community had they never been born." HON. HORACE MANN, Dear Sir,—I received, some weeks ago, a copy of your Circular, propounding several inquiries respecting the intellectual and moral education of children in our Common Schools, on the supposition that a given series of conditions named in the circular should first supervene in the community. To these inquiries it was my intention, at first to furnish a somewhat extended reply, but, as your communication was received in the midst of a pressure of duties attendant upon the close of the summer term of our school, and as the vacation was wholly devoted to incessant labor among our Teachers' Institutes, I have felt obliged to defer giving the subject any considerable attention till after the labor and care of opening a new term of the school had somewhat subsided. Your more recent letter reminds me of my protracted delay, and I hasten to express my views upon the main point, very briefly. In your circular, I may first remark, you hav e supposed a state of affairs which I have never known to exist; my answer must therefore be based upon my knowledge of human nature, and of cause and effect in education, rather than upon what I have seen ac tually done; for, though my experience has now extended beyond twenty years in the schoolroom, and though I have often sighed for that degree and kind of confidence and co-operation which you have described, I have never yet realized it, or seen it realized by others. Still, could I be connected with a school furnished with all the appliances you name; where all the children should be constant attendants upon my instruction for a succession of years; where all my fellow-teachers should be such as you suppose, and where all the favorable influences described in your circular should surround me and cheer me, even with my moderate abilities as a teacher, I should scarcely expect, after the first generation of children submitted to the experiment, to fail in a single case, to secure the results you have named. With my views of human nature, I should not expect to succeed, in every case, in securing for each young heart what I understand to be a truly religious character. This is not, as I think, wholly a work of education,—for “neither is he that planteth any thing, neither he that watereth, but God that giveth the increase;" still, I am firmly of the opinion that the right of expectation of a religious character would be increased very much in proportion to the excellence Had I leisure, I would gladly subjoin a few thoughts, to awaken parents to a proper sense of their responsibility in rightly aiding the teacher in the work of educating their children, and in rendering his success more certain in attempting to train them to whatever is excellent in human character. This, however, might be trespassing on ground prescribed to yourself. I therefore cheerfully leave the matter in your hands; and shall rejoice most heartily if you shall be instrumental in arousing the parents of the "rising millions" of our youth, to do rightly for them what the All-wise Creator intended they should do, when he permitted them to assume the relation of Parents. May God direct your efforts to this desirable result! With sincere regard, your friend, D. P. PAGM Letter from Solomon Adams, Esq. HON. HORACE Mann, MY DEAR SIR,-Most cheerfully do I comply with your request accompanying the Circular, with a copy of which you honored me a few days ago. I comply cheerfully, more in deference to your judgment than my own, having regarded my personal experience of little value, except as it enables me to do my own work, from day to day, better than before. If it can be turned to any good account in advancing the great work to which you have been so long and so honorably devoted, accept it for what it is worth. 1. I have been engaged in this profession twentyfour years. The first five years in the country, the remainder of the time in a city. 2. My whole number of pupils is a little below two thousand. The last nineteen years, my pupils have been females. Previously, both sexes. 3. Your third, and principal question, demands a graver consideration, and is one which I do not find it easy to answer with absolute precision. |