“The absence of the soul is far more terrible in a living man than in a dead one; and in this unfortunate being its noblest powers were wanting.”
“The absence of the soul is far more terrible in a living man than in a dead one; and in this unfortunate being its noblest powers were wanting.”
He pleaded again for those who are weak-minded in Mr. Dick’s case in David Copperfield. Mr. Dick was evidently introduced into the story to show the effect of kind treatment on those who are defective inintellect. The insane were flogged and put in strait-jackets in the time of Dickens. His teaching is now the practice of the civilized world. The insane are kindly treated, and weak-minded children are taught in good schools by the best teachers that can be obtained for them.
Betsy Trotwood, David’s aunt, was an embodiment of a good heart united with an eminently practical head. She did not talk about religion, as did the Murdstones, but she showed her religious life in good, reasonable, self-sacrificing, helpful living. David asked her for an explanation of Mr. Dick’s case.
“He has beencalledmad,” said my aunt. “I have a selfish pleasure in saying he has been called mad, or I should not have had the benefit of his society and advice for these last ten years and upward—in fact, ever since your sister, Betsy Trotwood, disappointed me.”“So long as that?” I said.“And nice people they were, who had the audacity to call him mad,” pursued my aunt. “Mr. Dick is a sort of distant connection of mine—it doesn’t matter how; I needn’t enter into that. If it hadn’t been for me, his own brother would have shut him up for life. That’s all.”I am afraid it was hypocritical in me, but seeing that my aunt felt strongly on the subject, I tried to look as if I felt strongly too.“A proud fool!” said my aunt. “Because his brother was a little eccentric—though he is not half so eccentric as a good many people—he didn’t like to have him visible about the house, and sent him away to some private asylum place; though he had been left to his particular care by their deceased father, who thought him almost a natural. And a wise manhemust have been to think so! Mad himself, no doubt.”Again, as my aunt looked quite convinced, I endeavoured to look quite convinced also.“So I stepped in,” said my aunt, “and made him an offer. I said, ‘Your brother’s sane—a great deal more sane than you are, or ever will be, it is to be hoped. Let him have his little income, and come and live with me.Iam not afraid of him;Iam not proud;Iam ready to take care of him, and shall not ill treat him as some people (besides the asylum folks) have done.’ After a good deal of squabbling,” said my aunt, “I got him; and he has beenhere ever since. He is the most friendly and amenable creature in existence; and as for advice!—but nobody knows what that man’s mind is, except myself.”
“He has beencalledmad,” said my aunt. “I have a selfish pleasure in saying he has been called mad, or I should not have had the benefit of his society and advice for these last ten years and upward—in fact, ever since your sister, Betsy Trotwood, disappointed me.”
“So long as that?” I said.
“And nice people they were, who had the audacity to call him mad,” pursued my aunt. “Mr. Dick is a sort of distant connection of mine—it doesn’t matter how; I needn’t enter into that. If it hadn’t been for me, his own brother would have shut him up for life. That’s all.”
I am afraid it was hypocritical in me, but seeing that my aunt felt strongly on the subject, I tried to look as if I felt strongly too.
“A proud fool!” said my aunt. “Because his brother was a little eccentric—though he is not half so eccentric as a good many people—he didn’t like to have him visible about the house, and sent him away to some private asylum place; though he had been left to his particular care by their deceased father, who thought him almost a natural. And a wise manhemust have been to think so! Mad himself, no doubt.”
Again, as my aunt looked quite convinced, I endeavoured to look quite convinced also.
“So I stepped in,” said my aunt, “and made him an offer. I said, ‘Your brother’s sane—a great deal more sane than you are, or ever will be, it is to be hoped. Let him have his little income, and come and live with me.Iam not afraid of him;Iam not proud;Iam ready to take care of him, and shall not ill treat him as some people (besides the asylum folks) have done.’ After a good deal of squabbling,” said my aunt, “I got him; and he has beenhere ever since. He is the most friendly and amenable creature in existence; and as for advice!—but nobody knows what that man’s mind is, except myself.”
Dickens was greatly delighted with the asylums of the United States, and he strongly advocated the adoption in England of American methods of treating the insane. He says, in American Notes:
At South Boston, as it is called, in a situation excellently adapted for the purpose, several charitable institutions are clustered together. One of these is the State Hospital for the Insane; admirably conducted on those enlightened principles of conciliation and kindness, which twenty years ago would have been worse than heretical, and which have been acted upon with so much success in our own pauper asylum at Hanwell. “Evince a desire to show some confidence, and repose some trust, even in mad people,” said the resident physician, as we walked along the galleries, his patients flocking round us unrestrained. Of those who deny or doubt the wisdom of this maxim after witnessing its effects, if there be such people still alive, I can only say that I hope I may never be summoned as a juryman on a commission of lunacy whereof they are the subjects; for I should certainly find them out of their senses, on such evidence alone.Each ward in this institution is shaped like a long gallery or hall, with the dormitories of the patients opening from it on either hand. Here they work, read, play at skittles, and other games; and, when the weather does not admit of their taking exercise out of doors, pass the day together. In one of these rooms, seated, calmly, and quite as a matter of course, among a throng of mad women, black and white, were the physician’s wife and another lady, with a couple of children. These ladies were graceful and handsome; and it was not difficult to perceive at a glance that even their presence there had a highly beneficial influence on the patients who were grouped about them.Every patient in this asylum sits down to dinner every day with a knife and fork; and in the midst of them sits the gentleman whose manner of dealing with his charges I have just described. At every meal, moral influence alone restrains the more violent among them from cutting the throats of the rest; but the effect of that influence isreduced to an absolute certainty, and is found, even as a means of restraint, to say nothing of it as a means of cure, a hundred times more efficacious than all the strait-waistcoats, fetters, and handcuffs, that ignorance, prejudice, and cruelty have manufactured since the creation of the world.
At South Boston, as it is called, in a situation excellently adapted for the purpose, several charitable institutions are clustered together. One of these is the State Hospital for the Insane; admirably conducted on those enlightened principles of conciliation and kindness, which twenty years ago would have been worse than heretical, and which have been acted upon with so much success in our own pauper asylum at Hanwell. “Evince a desire to show some confidence, and repose some trust, even in mad people,” said the resident physician, as we walked along the galleries, his patients flocking round us unrestrained. Of those who deny or doubt the wisdom of this maxim after witnessing its effects, if there be such people still alive, I can only say that I hope I may never be summoned as a juryman on a commission of lunacy whereof they are the subjects; for I should certainly find them out of their senses, on such evidence alone.
Each ward in this institution is shaped like a long gallery or hall, with the dormitories of the patients opening from it on either hand. Here they work, read, play at skittles, and other games; and, when the weather does not admit of their taking exercise out of doors, pass the day together. In one of these rooms, seated, calmly, and quite as a matter of course, among a throng of mad women, black and white, were the physician’s wife and another lady, with a couple of children. These ladies were graceful and handsome; and it was not difficult to perceive at a glance that even their presence there had a highly beneficial influence on the patients who were grouped about them.
Every patient in this asylum sits down to dinner every day with a knife and fork; and in the midst of them sits the gentleman whose manner of dealing with his charges I have just described. At every meal, moral influence alone restrains the more violent among them from cutting the throats of the rest; but the effect of that influence isreduced to an absolute certainty, and is found, even as a means of restraint, to say nothing of it as a means of cure, a hundred times more efficacious than all the strait-waistcoats, fetters, and handcuffs, that ignorance, prejudice, and cruelty have manufactured since the creation of the world.
How much those benighted teachers who so tragically ask “Whatcanyou do with bad boys, if you donotuse corporal punishment?” might learn from the last sentence!
Blinded by old ideals, these teachers whip away, admitting that they fail to reform many of the best boys, and quieting their consciences with the horrible thought that the evil course was the natural one for the boys, and that they are not responsible for their blighted lives. They comfort themselves with the thought that it is God’s business, and if he made a boy so bad that flogging would not reform him, they at any rate are free from blame, because they “have beaten, and beaten, and beaten him, and it did him no good.” Having beaten him, and beaten him, and beaten him, they rest contented with the sure conviction that they have faithfully done their duty; and when, perchance, the poor boy becomes a criminal, they solemnly say without a blush or a pang: “I knew he would come to a bad end, but I am so thankful that I did my duty to him.”
Ignominious failure to save the brave boys who are not cowardly enough to be deterred from doing wrong by beating has taught nothing to some teachers. Even yet they placidly beat on, and get angry if they are requested to try freedom as a substitute for coercion in the training of beings created in God’s image. They even question the sanity and the theology of those who dare to doubt the efficiency of the sacred rod. They do not deem it possible that by studying the child and their own higher powers they could find easier, pleasanter, and infinitely more successful methods of guiding a boy to a true, strong life than by beating, and beating, and beating him.
The keepers of asylums in the time of Dickens wereequally severe on the wise friends of the insane. They honestly believed that terrible evils would necessarily result from giving greater freedom to the afflicted patients in asylums. Dickens took the side of freedom and common sense, and the strait-jackets, and handcuffs, and fetters have been taken off, and,even as a means of restraint, kindness and freedom have done better work than all the coercive fetters that “ignorance, prejudice, and cruelty have manufactured since the creation of the world.”
So all teachers who have grown wise enough have found that kindness and freedom are much better even as restraining agents, and infinitely better in the development of true, independent, positive, progressive characters than all the coercive terrors of rod, rule, strap, rawhide, or any form of cruelty ever practised on helpless childhood by ignorance, prejudice, and perverted theology since the creation of the world.
In American Notes Dickens gave a long description of Laura Bridgman written by Dr. Howe, and showed his intense interest in what was then a new movement in favour of the education of the blind.
Speaking of Laura Bridgman, Dickens himself wrote:
The thought occurred to me as I sat down in another room before a girl, blind, deaf, and dumb; destitute of smell, and nearly so of taste; before a fair young creature with every human faculty, and hope, and power of goodness and affection inclosed within her delicate frame, and but one outward sense—the sense of touch. There she was before me; built up, as it were, in a marble cell, impervious to any ray of light, or particle of sound; with her poor white hand peeping through a chink in the wall, beckoning to some good man for help, that an immortal soul might be awakened.Long before I looked upon her the help had come. Her face was radiant with intelligence and pleasure. Her hair, braided by her own hands, was bound about her head, whose intellectual capacity and development were beautifully expressed in its graceful outline, and its broad open brow; her dress, arranged by herself, was a pattern of neatness and simplicity; the work she had knitted laybeside her; her writing book was on the desk she leaned upon. From the mournful ruin of such bereavement there had slowly risen up this gentle, tender, guileless, grateful-hearted being.
The thought occurred to me as I sat down in another room before a girl, blind, deaf, and dumb; destitute of smell, and nearly so of taste; before a fair young creature with every human faculty, and hope, and power of goodness and affection inclosed within her delicate frame, and but one outward sense—the sense of touch. There she was before me; built up, as it were, in a marble cell, impervious to any ray of light, or particle of sound; with her poor white hand peeping through a chink in the wall, beckoning to some good man for help, that an immortal soul might be awakened.
Long before I looked upon her the help had come. Her face was radiant with intelligence and pleasure. Her hair, braided by her own hands, was bound about her head, whose intellectual capacity and development were beautifully expressed in its graceful outline, and its broad open brow; her dress, arranged by herself, was a pattern of neatness and simplicity; the work she had knitted laybeside her; her writing book was on the desk she leaned upon. From the mournful ruin of such bereavement there had slowly risen up this gentle, tender, guileless, grateful-hearted being.
The touching story of Caleb Plummer and his blind daughter was intended to arouse interest in blind children.
Doctor Marigold should be one of the best beloved of all the beautiful characters of Dickens. If any kind of language could awaken an intense interest in the education of deaf-mutes, the story of the dear old Cheap Jack must surely do it.
The sad picture of the cruel treatment of his own little Sophy by her mother; of her dying on his shoulder while he was selling his wares to the crowd, whispering fondly to her between his jokes; and the suicide of the mother, when she afterward saw another woman beating her child, and heard the child cry piteously, “Don’t beat me! Oh, mother, mother, mother!”—these prepare the heart for full appreciation of the tender, considerate, and intelligent treatment of the deaf-mute child adopted by Doctor Marigold in Sophy’s place.
I went to that Fair as a mere civilian, leaving the cart outside the town, and I looked about the back of the Vans while the performing was going on, and at last, sitting dozing against a muddy cart wheel, I come upon the poor girl who was deaf and dumb. At the first look I might almost have judged that she had escaped from the Wild Beast Show; but at the second I thought better of her, and thought that if she was more cared for and more kindly used she would be like my child. She was just the same age that my own daughter would have been, if her pretty head had not fell down upon my shoulder that unfortunate night.It was happy days for both of us when Sophy and me began to travel in the cart. I at once gave her the name of Sophy, to put her ever toward me in the attitude of my own daughter. We soon made out to begin to understand one another, through the goodness of the Heavens, when she knowed that I meant true and kind by her. In a very little time she was wonderful fond of me. You have no idea what it is to have anybody wonderful fond of you,unless you have been got down and rolled upon by the lonely feelings that I have mentioned as having once got the better of me.You’d have laughed—or the rewerse—it’s according to your disposition—if you could have seen me trying to teach Sophy. At first I was helped—you’d never guess by what—milestones. I got some large alphabets in a box, all the letters separate on bits of bone, and say we was going to WINDSOR; I gave her those letters in that order, and then at every milestone I showed her those same letters in that same order again, and pointed toward the abode of royalty. Another time I give her CART, and then chalked the same upon the cart. Another time I give her DOCTOR MARIGOLD, and hung a corresponding inscription outside my waistcoat. People that met us might stare a bit and laugh, but what didIcare if she caught the idea? She caught it after long patience and trouble, and then we did begin to get on swimmingly, I believe you! At first she was a little given to consider me the cart, and the cart the abode of royalty, but that soon wore off.The way she learned to understand any look of mine was truly surprising. When I sold of a night, she would sit in the cart, unseen by them outside, and would give a eager look into my eyes when I looked in, and would hand me straight the precise article or articles I wanted. And then she would clap her hands, and laugh for joy. And as for me, seeing her so bright, and remembering what she was when I first lighted on her, starved and beaten and ragged, leaning asleep against the muddy cart wheel, it give me such heart that I gained a greater height of reputation than ever.This happiness went on in the cart till she was sixteen years old. By which time I began to feel not satisfied that I had done my whole duty by her, and to consider that she ought to have better teaching than I could give her. It drew a many tears on both sides when I commenced explaining my views to her; but what’s right is right, and you can’t neither by tears nor laughter do away with its character.So I took her hand in mine, and I went with her one day to the Deaf and Dumb Establishment in London, and when the gentleman come to speak to us, I says to him: “Now, I’ll tell you what I’ll do with you, sir. I am nothing but a Cheap Jack, but of late years I have laid by fora rainy day notwithstanding. This is my only daughter (adopted), and you can’t produce a deafer nor a dumber. Teach her the most that can be taught her in the shortest separation that can be named—state the figure for it—and I am game to put the money down. I won’t bate you single farthing, sir, but I’ll put down the money here and now, and I’ll thankfully throw you in a pound to take it. There!” The gentleman smiled, and then, “Well, well,” says he, “I must first know what she has learned already. How do you communicate with her?” Then I showed him, and she wrote in printed writing many names of things and so forth; and we held some sprightly conversation, Sophy and me, about a little story in a book which the gentleman showed her, and which she was able to read. “This is most extraordinary,” says the gentleman; “is it possible that you have been her only teacher?” “I have been her only teacher, sir,” I says, “besides herself.” “Then,” says the gentleman, and more acceptable words was never spoke to me, “you’re a clever fellow, and a good fellow.” This he makes known to Sophy, who kisses his hands, claps her own, and laughs and cries upon it.“Now, Marigold, tell me what more do you want your adopted daughter to know?”“I want her, sir, to be cut off from the world as little as can be, considering her deprivations, and therefore to be able to read whatever is wrote with perfect ease and pleasure.”
I went to that Fair as a mere civilian, leaving the cart outside the town, and I looked about the back of the Vans while the performing was going on, and at last, sitting dozing against a muddy cart wheel, I come upon the poor girl who was deaf and dumb. At the first look I might almost have judged that she had escaped from the Wild Beast Show; but at the second I thought better of her, and thought that if she was more cared for and more kindly used she would be like my child. She was just the same age that my own daughter would have been, if her pretty head had not fell down upon my shoulder that unfortunate night.
It was happy days for both of us when Sophy and me began to travel in the cart. I at once gave her the name of Sophy, to put her ever toward me in the attitude of my own daughter. We soon made out to begin to understand one another, through the goodness of the Heavens, when she knowed that I meant true and kind by her. In a very little time she was wonderful fond of me. You have no idea what it is to have anybody wonderful fond of you,unless you have been got down and rolled upon by the lonely feelings that I have mentioned as having once got the better of me.
You’d have laughed—or the rewerse—it’s according to your disposition—if you could have seen me trying to teach Sophy. At first I was helped—you’d never guess by what—milestones. I got some large alphabets in a box, all the letters separate on bits of bone, and say we was going to WINDSOR; I gave her those letters in that order, and then at every milestone I showed her those same letters in that same order again, and pointed toward the abode of royalty. Another time I give her CART, and then chalked the same upon the cart. Another time I give her DOCTOR MARIGOLD, and hung a corresponding inscription outside my waistcoat. People that met us might stare a bit and laugh, but what didIcare if she caught the idea? She caught it after long patience and trouble, and then we did begin to get on swimmingly, I believe you! At first she was a little given to consider me the cart, and the cart the abode of royalty, but that soon wore off.
The way she learned to understand any look of mine was truly surprising. When I sold of a night, she would sit in the cart, unseen by them outside, and would give a eager look into my eyes when I looked in, and would hand me straight the precise article or articles I wanted. And then she would clap her hands, and laugh for joy. And as for me, seeing her so bright, and remembering what she was when I first lighted on her, starved and beaten and ragged, leaning asleep against the muddy cart wheel, it give me such heart that I gained a greater height of reputation than ever.
This happiness went on in the cart till she was sixteen years old. By which time I began to feel not satisfied that I had done my whole duty by her, and to consider that she ought to have better teaching than I could give her. It drew a many tears on both sides when I commenced explaining my views to her; but what’s right is right, and you can’t neither by tears nor laughter do away with its character.
So I took her hand in mine, and I went with her one day to the Deaf and Dumb Establishment in London, and when the gentleman come to speak to us, I says to him: “Now, I’ll tell you what I’ll do with you, sir. I am nothing but a Cheap Jack, but of late years I have laid by fora rainy day notwithstanding. This is my only daughter (adopted), and you can’t produce a deafer nor a dumber. Teach her the most that can be taught her in the shortest separation that can be named—state the figure for it—and I am game to put the money down. I won’t bate you single farthing, sir, but I’ll put down the money here and now, and I’ll thankfully throw you in a pound to take it. There!” The gentleman smiled, and then, “Well, well,” says he, “I must first know what she has learned already. How do you communicate with her?” Then I showed him, and she wrote in printed writing many names of things and so forth; and we held some sprightly conversation, Sophy and me, about a little story in a book which the gentleman showed her, and which she was able to read. “This is most extraordinary,” says the gentleman; “is it possible that you have been her only teacher?” “I have been her only teacher, sir,” I says, “besides herself.” “Then,” says the gentleman, and more acceptable words was never spoke to me, “you’re a clever fellow, and a good fellow.” This he makes known to Sophy, who kisses his hands, claps her own, and laughs and cries upon it.
“Now, Marigold, tell me what more do you want your adopted daughter to know?”
“I want her, sir, to be cut off from the world as little as can be, considering her deprivations, and therefore to be able to read whatever is wrote with perfect ease and pleasure.”
No one ever read this story and its delightful closing without being more deeply interested in deaf-mutes and their education.
All the children, especially poor and defective children, should be taught how much they owe to Dickens, that they might reverently love his memory.
One of the most awful pictures shown to Scrooge by the Phantom was the picture of the two “wretched, abject, frightful, hideous, miserable children.”
They were a boy and a girl. Yellow, meagre, ragged, scowling, wolfish; but prostrate, too, in their humility. Where graceful youth should have filled their features out, and touched them with its freshest tints, a stale and shrivelled hand, like that of age, had pinched, and twisted them, and pulled them into shreds. Where angelsmight have sat enthroned, devils lurked, and glared out menacing. No change, no degradation, no perversion of humanity, in any grade, through all the mysteries of wonderful creation, has monsters half so horrible and dread.“They are Man’s,” said the Spirit, looking down upon them. “And they cling to me, appealing from their fathers. This boy is Ignorance. This girl is Want. Beware them both, and all of their degree, but most of all beware this boy, for on his brow I see that written which is Doom, unless the writing be erased. Deny it!” cried the Spirit, stretching out its hand toward the city. “Slander those who tell it ye! Admit it for your factious purposes, and make it worse. And abide the end!”
They were a boy and a girl. Yellow, meagre, ragged, scowling, wolfish; but prostrate, too, in their humility. Where graceful youth should have filled their features out, and touched them with its freshest tints, a stale and shrivelled hand, like that of age, had pinched, and twisted them, and pulled them into shreds. Where angelsmight have sat enthroned, devils lurked, and glared out menacing. No change, no degradation, no perversion of humanity, in any grade, through all the mysteries of wonderful creation, has monsters half so horrible and dread.
“They are Man’s,” said the Spirit, looking down upon them. “And they cling to me, appealing from their fathers. This boy is Ignorance. This girl is Want. Beware them both, and all of their degree, but most of all beware this boy, for on his brow I see that written which is Doom, unless the writing be erased. Deny it!” cried the Spirit, stretching out its hand toward the city. “Slander those who tell it ye! Admit it for your factious purposes, and make it worse. And abide the end!”
Dickens bravely fought the battle against the enemies of the children, and helped to win the grandest victories of Christian civilization.
THE END.
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D. $1.00.16.Higher Education of Women in Europe.ByHelene Lange, Berlin. Translated and accompanied by comparative statistics byL. R. Klemm. $1.00.17.Essays on Educational Reformers.ByRobert Herbert Quick, M. A., Trinity College, Cambridge. Only authorized edition of the work as rewritten in 1890. $1.50.18.A Text-Book in Psychology.ByJohann Friedrich Herbart. Translated byMargaret K. Smith. $1.00.19.Psychology Applied to the Art of Teaching.ByJoseph Baldwin, A. M., LL. D. $1.50.20.Rousseau’s Émile;or,Treatise on Education. Translated and annotated byW. H. Payne, Ph. D., LL. D. $1.50.21.The Moral Instruction of Children.ByFelix Adler. $1.50.22.English Education in the Elementary and Secondary Schools.ByIsaac Sharpless, LL. D., President of Haverford College. $1.00.23.Education from a National Standpoint.ByAlfred Fouillée. $1.50.24.Mental Development of the Child.ByW. Preyer, Professor of Physiology in Jena. Translated byH. W. Brown. $1.00.25.How to Study and Teach History.ByB. A. Hinsdale, Ph. D., LL. D., University of Michigan. $1.50.26.Symbolic Education.A Commentary on Froebel’s “Mother-Play.”BySusan E. Blow. $1.50.27.Systematic Science Teaching.ByEdward Gardnier Howe. $1.50.28.The Education of the Greek People.ByThomas Davidson. $1.50.29.The Evolution of the Massachusetts Public-School System.ByG. H. Martin, A. M. $1.50.30.Pedagogics of the Kindergarten.ByFriedrich Froebel. $1.50.31.The Mottoes and Commentaries of Friedrich Froebel’s Mother-Play.BySusan E. BlowandHenrietta R. Eliot. $1.50.32.The Songs and Music of Froebel’s Mother-Play.BySusan E. Blow. $1.50.33.The Psychology of Number.ByJames A. McLellan, A. M., andJohn Dewey, Ph. D. $1.50.34.Teaching the Language-Arts.ByB. A. Hinsdale, LL. D. $1.00.35.The Intellectual and Moral Development of the Child.PartI. ByGabriel Compayré. Translated byMary E. Wilson. $1.50.36.Herbart’s A B C of Sense-Perception, and Introductory Works.ByWilliam J. Eckoff, Pd. D., Ph. D. $1.50.37.Psychologic Foundations of Education.ByWilliam T. Harris, A. M., LL. D. $1.50.38.The School System of Ontario.By the Hon.George W. Ross, LL. D., Minister of Education for the Province of Ontario. $1.00.39.Principles and Practice of Teaching.ByJames Johonnot. $1.50.40.School Management and Methods.ByJoseph Baldwin. $1.50.41.Froebel’s Educational Laws for all Teachers.ByJames L. Hughes, Inspector of Schools, Toronto. $1.50.42.Bibliography of Education.ByWill S. Monroe, A. B. $2.00.43.The Study of the Child.ByA. R. Taylor, Ph. D. $1.50.44.Education by Development.ByFriedrich Froebel. Translated byJosephine Jarvis. $1.50.45.Letters to a Mother.BySusan E. Blow. $1.50.46.Montaigne’s The Education of Children.Translated byL. E. Rector, Ph. D. $1.00.47.The Secondary School System of Germany.ByFrederick E. Bolton. $1.50.48.Advanced Elementary Science.ByEdward G. Howe. $1.50.49.Dickens as an Educator.ByJames L. Hughes. $1.50.50.Principles of Education Practically Applied.ByJames M. Greenwood. Revised. $1.00.51.Student Life and Customs.ByHenry D. Sheldon, Ph. D. $1.20 net.52.An Ideal School.ByPreston W. Search. $1.20 net.53.Later Infancy of the Child.ByGabriel Compayré. Translated byMary E. Wilson. Part II of Vol. 35. $1.20 net.54.The Educational Foundations of Trade and Industry.ByFabian Ware. $1.20 net.55.Genetic Psychology for Teachers.ByCharles H. Judd, Ph. D. $1.20 net.56.The Evolution of the Elementary Schools of Great Britain.ByJames C. Greenough, A. M., LL. D. $1.20 net.57.Thomas Platter and the Educational Renaissance of the Sixteenth Century.ByPaul Monroe. $1.20 net.58.Educational Issues in the Kindergarten.BySusan E. Blow. $1.50 net.OTHER VOLUMES IN PREPARATION.D. APPLETON AND COMPANY, NEW YORK.A VALUABLE BOOK FOR TEACHERSPrinciples of Educational PracticeByPaul Klapper, Ph.D., Department of Education, College of the City of New York. 8vo, Cloth, $1.75.This book studies the basic principles underlying sound and progressive pedagogy. In its scope and organization it aims to give (1) a comprehensive and systematic analysis of the principles of education, (2) the modern trend and interpretation of educational thought, (3) a transition from pure psychology to methods of teaching and discipline, and (4) practical applications of educational theory to the problems that confront the teacher in the course of daily routine. Every practical pedagogical solution that is offered has actually stood the test of classroom demonstration.The book opens with a study of the function of education and a contrast of the modern social conception with those aims which have been guiding ideals in previous educational systems. Part II deals with the physiological aspects of education. Part III is taken up with the problem of socializing the child through the curriculum and the school discipline. The last part of the book, Part IV, The Mental Aspect of Education, is developed under the following sections:Section A.The Instinctive Aspect of Mind. Mind and its development through self-expression. Self-activity. Instincts.Section B.Intellectual Aspect of Mind. The functions of Intellect, Perception, Apperception, Memory, Imagination, Thought Activities. The Doctrine of Formal Discipline and its influence upon educational endeavor.Section C.Emotional Aspect of Mind.Section D.Volitional Aspect of Mind. Study of will, kinds of volitional action, habit vs. deliberative consciousness. The Education of the Will. Education and Social Responsibility, the problems of ethical instruction, and the social functions of the School.In order to increase the usefulness of the book to teachers of education there is added a classified bibliography for systematic, intensive reference reading and a list of suggested problems suitable for advanced work.D. APPLETON AND COMPANYNEW YORKCHICAGO
INTERNATIONAL EDUCATION SERIES.
12mo, cloth, uniform binding.
THE INTERNATIONAL EDUCATION SERIES was projected for the purpose of bringing together in orderly arrangement the best writings, new and old, upon educational subjects, and presenting a complete course of reading and training for teachers generally. It is edited byWilliam T. Harris, LL. D., United States Commissioner of Education, who has contributed for the different volumes in the way of introduction, analysis, and commentary.
1.The Philosophy of Education.ByJohann K. F. Rosenkranz, Doctor of Theology and Professor of Philosophy. University of Königsberg. Translated byAnna C. Brackett. Second edition, revised, with Commentary and complete Analysis. $1.50.
2.A History of Education.ByF. V. N. Painter, A. M. Professor of Modern Languages and Literature, Roanoke College, Va. Revised edition, 1904. $1.20 net.
3.The Rise and Early Constitution of Universities.With a Survey of Mediæval Education.ByS. S. Laurie, LL. D., Professor of the Institutes and History of Education, University of Edinburgh. $1.50.
4.The Ventilation and Warming of School Buildings.ByGilbert B. Morrison, Teacher of Physics and Chemistry, Kansas City High School. $1.00.
5.The Education of Man.ByFriedrich Froebel. Translated and annotated byW. N. Hailmann, A. M., Superintendent of Public Schools, La Porte, Ind. $1.50.
6.Elementary Psychology and Education.ByJoseph Baldwin, A. M., LL. D., author of “The Art of School Management.” $1.50.
7.The Senses and the Will.(Part I of “The Mind of the Child.”) ByW. Preyer, Professor of Physiology in Jena. Translated byH. W. Brown, Teacher in the State Normal School at Worcester, Mass. $1.50.
8.Memory: What it is and How to Improve it.ByDavid Kay, F. R. G. S., author of “Education and Educators,” etc. $1.50.
9.The Development of the Intellect.(Part II of “The Mind of the Child.”) ByW. Preyer, Professor of Physiology in Jena. Translated byH. W. Brown. $1.50.
10.How to Study Geography.A Practical Exposition of Methods and Devices in Teaching Geography which apply the Principles and Plans of Ritter and Guyot. ByFrancis W. Parker, Principal of the Cook County (Illinois) Normal School. $1.50.
11.Education in the United States: Its History from the Earliest Settlements.ByRichard G. Boone, A. M., Professor of Pedagogy, Indiana University. $1.50.
12.European Schools;or, What I Saw in the Schools of Germany, France, Austria, and Switzerland. ByL. R. Klemm, Ph. D., Principal of the Cincinnati Technical School. Fully illustrated. $2.00.
13.Practical Hints for the Teachers of Public Schools.ByGeorge Howland, Superintendent of the Chicago Public Schools. $1.00.
14.Pestalozzi: His Life and Work.ByRoger de Guimps. Authorized Translation from the second French edition, byJ. Russell, B. A. With an Introduction by Rev.R. H. Quick, M. A. $1.50.
15.School Supervision.ByJ. L. Pickard, LL. D. $1.00.
16.Higher Education of Women in Europe.ByHelene Lange, Berlin. Translated and accompanied by comparative statistics byL. R. Klemm. $1.00.
17.Essays on Educational Reformers.ByRobert Herbert Quick, M. A., Trinity College, Cambridge. Only authorized edition of the work as rewritten in 1890. $1.50.
18.A Text-Book in Psychology.ByJohann Friedrich Herbart. Translated byMargaret K. Smith. $1.00.
19.Psychology Applied to the Art of Teaching.ByJoseph Baldwin, A. M., LL. D. $1.50.
20.Rousseau’s Émile;or,Treatise on Education. Translated and annotated byW. H. Payne, Ph. D., LL. D. $1.50.
21.The Moral Instruction of Children.ByFelix Adler. $1.50.
22.English Education in the Elementary and Secondary Schools.ByIsaac Sharpless, LL. D., President of Haverford College. $1.00.
23.Education from a National Standpoint.ByAlfred Fouillée. $1.50.
24.Mental Development of the Child.ByW. Preyer, Professor of Physiology in Jena. Translated byH. W. Brown. $1.00.
25.How to Study and Teach History.ByB. A. Hinsdale, Ph. D., LL. D., University of Michigan. $1.50.
26.Symbolic Education.A Commentary on Froebel’s “Mother-Play.”BySusan E. Blow. $1.50.
27.Systematic Science Teaching.ByEdward Gardnier Howe. $1.50.
28.The Education of the Greek People.ByThomas Davidson. $1.50.
29.The Evolution of the Massachusetts Public-School System.ByG. H. Martin, A. M. $1.50.
30.Pedagogics of the Kindergarten.ByFriedrich Froebel. $1.50.
31.The Mottoes and Commentaries of Friedrich Froebel’s Mother-Play.BySusan E. BlowandHenrietta R. Eliot. $1.50.
32.The Songs and Music of Froebel’s Mother-Play.BySusan E. Blow. $1.50.
33.The Psychology of Number.ByJames A. McLellan, A. M., andJohn Dewey, Ph. D. $1.50.
34.Teaching the Language-Arts.ByB. A. Hinsdale, LL. D. $1.00.
35.The Intellectual and Moral Development of the Child.PartI. ByGabriel Compayré. Translated byMary E. Wilson. $1.50.
36.Herbart’s A B C of Sense-Perception, and Introductory Works.ByWilliam J. Eckoff, Pd. D., Ph. D. $1.50.
37.Psychologic Foundations of Education.ByWilliam T. Harris, A. M., LL. D. $1.50.
38.The School System of Ontario.By the Hon.George W. Ross, LL. D., Minister of Education for the Province of Ontario. $1.00.
39.Principles and Practice of Teaching.ByJames Johonnot. $1.50.
40.School Management and Methods.ByJoseph Baldwin. $1.50.
41.Froebel’s Educational Laws for all Teachers.ByJames L. Hughes, Inspector of Schools, Toronto. $1.50.
42.Bibliography of Education.ByWill S. Monroe, A. B. $2.00.
43.The Study of the Child.ByA. R. Taylor, Ph. D. $1.50.
44.Education by Development.ByFriedrich Froebel. Translated byJosephine Jarvis. $1.50.
45.Letters to a Mother.BySusan E. Blow. $1.50.
46.Montaigne’s The Education of Children.Translated byL. E. Rector, Ph. D. $1.00.
47.The Secondary School System of Germany.ByFrederick E. Bolton. $1.50.
48.Advanced Elementary Science.ByEdward G. Howe. $1.50.
49.Dickens as an Educator.ByJames L. Hughes. $1.50.
50.Principles of Education Practically Applied.ByJames M. Greenwood. Revised. $1.00.
51.Student Life and Customs.ByHenry D. Sheldon, Ph. D. $1.20 net.
52.An Ideal School.ByPreston W. Search. $1.20 net.
53.Later Infancy of the Child.ByGabriel Compayré. Translated byMary E. Wilson. Part II of Vol. 35. $1.20 net.
54.The Educational Foundations of Trade and Industry.ByFabian Ware. $1.20 net.
55.Genetic Psychology for Teachers.ByCharles H. Judd, Ph. D. $1.20 net.
56.The Evolution of the Elementary Schools of Great Britain.ByJames C. Greenough, A. M., LL. D. $1.20 net.
57.Thomas Platter and the Educational Renaissance of the Sixteenth Century.ByPaul Monroe. $1.20 net.
58.Educational Issues in the Kindergarten.BySusan E. Blow. $1.50 net.
OTHER VOLUMES IN PREPARATION.
D. APPLETON AND COMPANY, NEW YORK.
A VALUABLE BOOK FOR TEACHERS
Principles of Educational Practice
ByPaul Klapper, Ph.D., Department of Education, College of the City of New York. 8vo, Cloth, $1.75.
This book studies the basic principles underlying sound and progressive pedagogy. In its scope and organization it aims to give (1) a comprehensive and systematic analysis of the principles of education, (2) the modern trend and interpretation of educational thought, (3) a transition from pure psychology to methods of teaching and discipline, and (4) practical applications of educational theory to the problems that confront the teacher in the course of daily routine. Every practical pedagogical solution that is offered has actually stood the test of classroom demonstration.
The book opens with a study of the function of education and a contrast of the modern social conception with those aims which have been guiding ideals in previous educational systems. Part II deals with the physiological aspects of education. Part III is taken up with the problem of socializing the child through the curriculum and the school discipline. The last part of the book, Part IV, The Mental Aspect of Education, is developed under the following sections:Section A.The Instinctive Aspect of Mind. Mind and its development through self-expression. Self-activity. Instincts.Section B.Intellectual Aspect of Mind. The functions of Intellect, Perception, Apperception, Memory, Imagination, Thought Activities. The Doctrine of Formal Discipline and its influence upon educational endeavor.Section C.Emotional Aspect of Mind.Section D.Volitional Aspect of Mind. Study of will, kinds of volitional action, habit vs. deliberative consciousness. The Education of the Will. Education and Social Responsibility, the problems of ethical instruction, and the social functions of the School.
In order to increase the usefulness of the book to teachers of education there is added a classified bibliography for systematic, intensive reference reading and a list of suggested problems suitable for advanced work.
D. APPLETON AND COMPANYNEW YORKCHICAGO