before the public, before teachers and school officers, a list of books from time to time, which have been examined and compared with those in use, and which, Eke all other lists they have had before them, it may be hoped, might afford some facility to them in their own good work of investigation; leaving such books, after announcing the result of such examination by this office, where the law itself leaves them-subject to adoption or rejection, to change or otherwise, as the best julginent of school officers and teachers, and their knowledge of the local wants of the schools or districts, shall afterwards dictate.—Superintendent's Report, 1850. There certainly can be no serious objection to the recommendation of works which, in the judgment of this department, seems best adapted to the purposes and uses of teachers; leaving such works to find their way into our schools upon their actual merits, and both teachers and scholars free to avail themselves of such authorities as in their opinion might most effectually aid their investigations. It is not contemplated, either in the law or by this department, to make such recommendations imperative. The great object of this requirement would seem to be that a list of suitable books, properly and carefully examined, should be thrown before teachers and school officers, in the hope of facilitating their own examinations, and by some unity of action, that something useful may be accomplished towards a desirable uniformity. No reason has yet occurred to this office, to modify or change the ground assumed upon this subject, in its last communication to the Legislature. The organization of schools and academics, the establishment of Universities, liberal endowments and apppropriations for teachers, are but first steps. They are all preparatory to that system of training and development which is called education. This system does not consist in the acquisition of mere facts, learned without order, and remembered without arrangement, but in that orderly training which develops in their right direction, the whole physical, intellectual and moral nature. Education, therefore, demands system and order. There must be correspondence and unity in all its parts. In a perfect system, each branch has its appropriate ideas, properly classified and arranged. For this, much study and much experience in teaching are indispensable. The mechanic or farmer learns his business only by labor and toil, continued through many years. Systems of instruction for the young, that are to furnish food for the mind and give character to our schools, can only be contstructed by varied knowledge, aided by long experience. They can be formed only from ripe knowledge, made practical by much experience in teaching, and become well known only by the fruits they bear. Under such impressions, the attention of this office was directed at an early season to the subject of text books. Our schools were Alled with multifarious systems, having no connection with each other, and consequently carrying forward no common system of education. In mathematics, where uniformity of system is most necessary, and most easily attainable, various systems, differing from each other in their organic structure, were often to be found in the same school, and frequently in the same class. Systematical instruction in the exact sciences, based upon uniform and settled principles, could not thus be given. Under this state of things, it seemed to be necessary to make selections and recommendations which would secure at least a uniformity in the same school, and if possible, in the same district. In accomplishing this, it was to be expect ed that differences of judgment and opinion would arise, not only among practical educators and teachers, but among various authors and publishers, whose interests were more or less affected. It is perhaps due to the interests of our schools that the reason for some of the principal selections made and recommended by this office, should be given. The works of Professor Davies, on the subject of mathematics, and which were much in use in our schools, were greatly preferred, because of their scientific arrangement, the clearness and precision of their rules, and their eminently practical character. The author of these works had long been at the head of the mathematical department in the military school at West Point, had prepared a course of mathematical text books long since adopted and used in that institution, and in whole or in part, in most of the collegiate institutions of the country. A second series was also prepared, on the same general plan, for academies, and a third, embracing an arithmetical course, for schools. Our University had adopted, and how use the higher course. To have the same system in the schools, the preparatory institutions and the University, appeared to be of the first importance. The principles of exact science are the same in arithmetic, in algebra, and in the higher branches of mathematics, and should be taught and explained in the same manner, so that a pupil who has thoroughly learned his arithmetic, will have acquired those habits of thought which prepare him for the study of the advanced course. The course of Professor Davies is the only complete one now before the public, in which all the subjects forming a full course of mathematical instruction are taught according to one general method. This course has been rendered of still greater value as a system of education, by a recent publication entitled the "Logic and Utility of mathematics.” This work gives a full analysis of mathematics as a subject of knowledge, explains the mental processes which the study develops, the nature of the reasoning employed, and the best method of imparting instruction. It is a work which should be in the hands of every practical teacher, and its superior merit entitles it to a place in every district library of the State. In the selection of text books for history, the same considerations governed. The series of Mrs. Willard embraces a school history of the United States, a larger history for advanced classes, and a general history, ancient and modern, all constructed upon the same general plan. This series, more than any other, seems to connect chronology, geography and the physical development and growth of our country, with the rise and fall of nations and the progress of civilization. They are marked by a wide range of thought, a pure and ardent spirit, a warm patriotism, and a methodical arrangement particularly adapted to instruction. For the work on natural philosophy, we are indebted to the system of public instruction established in the schools of Boston. Mr. Parker, whose philosophical works are recommended, has been long known as the head of the public schools of that city. His works have passed the ordeal of adoption and use, not only in that city, but in other places equally distinguished for good schools and general intelligence. Their peculiarity consists particularly in clearness of style, correct arrangement and copiousness of matter. Grammar, it has been known from long experience, has been taught mechanically. To break up this false system, the author of the work recommended for use in our schools, has adopted a method which subjects every step to careful analysis, obliges the pupil to chalk out on the black board the results of every lesson, and compare every principle with those which have preceded. Thus was substituted a series of connected principles, for a set of arbitrary rules, making Grammar a science, enlightening and expanding the mind, instead of a dubious art, loading and clogging the memory. No reason need be assigned for recommending a return to the elementary works of Dr. Webster. Although perhaps subject to objection, others in some respects are no more perfect. Besides, his dictionary is the standard of our language, and has become a national treasure, as well as the monument of his industry and genius. To discard his elementary works from schools, while we adopt the higher as the basis of our literature, would seem to be unwise. Connection and uniformity in systems of instruction, will alone raise the mind to clear and connected trains of thought, while different and conflicting systems, like opposite winds and opposing currents, only produce agitation and froth. Having thus explained the general principles which have governed this department in the recommendation of text books, it is a cause of much satisfaction that distinguished and able educators of our own State have so efficiently aided in giving the right tone to an already enlightened public sentiment on this subject. History of the United States. Universal History, perspective. Willard's School History. do do do do do do American Chirographer, a chart to aid in the study of Willard's U. S... Temple of Time-a chronological chart of Universal History. Historical Guide for Schools. The first Book of History, by Peter Parley. Robbins' Outlines of History. Mitchell's series of Geographies and Atlases-Ancient and Modern. Parker's Progressive exercises in English composition. Parker's Aid to English Composition. Northend's Little Speaker. do School Dialogues. do Am. Speaker. Dr. Watt's Improvement of the Mind. Parker's First Lessons in Philosophy, do Natural Philosophy. Smith's ilustrated Astronomy, for Districts and Schools. Olmstead's large Philosophy, for advanced classes. Olmstead's Astronomy, for advanced classes. Reid & Bain's Chemistry and Electricity. Page's Geology. Hamilton's Physiology. Clark's elements of Drawing. Wood's Botany. Liebeig's Chemistry, in its application to Agriculture and Physiology. Kingsley's Juvenile Choir-for teaching vocal music. Fulton & Eastman's Chirographic charts. do do Key to Writing Books. do do do Copy Books. Penmanship. Book-Keeping. do Blank Account Books for Merchants. do Blank Account Books for Farmers and Mechanics. Anthon's classical dictionary, Brande's Encyclopedia of science, art and literature,. McCulloch's Universal Gazetteer,. Murray's Encyclopedia of Geography,. McCulloch's Commercial Dictionary,. Cyclopedia of Biography,. Chambers' Cyclopedia of English Literature,. Chambers' Information for the People,. Baldwin's Pronouncing Gazeteer,. Encyclopedia of Agriculture,. Ure's Dictionary of Arts and Science,. Webster's Encyclopedia of Domestic Economy, Morse's North American Atlas. Universal Atlas,.. Butler's Ancient Geography,. Potter's Hand-Book for Readers,. Pycroft's Course of Reading,. RELIGION, NATURAL AND REVEALED. Kitto's Cyclopedia of Biblical Literature,. The obliga ions of the world to the Bible, by Dr. Spring, . Butler's analogy of natural and revealed Religion,. Paley's natural theology, with Lord Brougham's notes,. Wiseman on the connection of science and religion,. Paley's evidences of Christianity,... Turner's sacred history of the world philosophically considered,. Bibilical legends of the Mussalman, . Milman's history of the Jews,. Milman's history of Chris.ianity,. Ranke's history of the Popes, • History of Missions,. History of the different religious denominations in the U. States by members of the respective denominations,. Imitation of the life of Christ, . LAW AND GOVERNMENT. The Constitution-published by order of U. S. Senate,. Wheaton on the law of Nations,.. Gardner on the moral law of nations and American_policy,. Constitutions of the several States,. Story on the constitution of the United States,. The Federalist, by Madison, Jay and Hamilton,. Kent's commentaries on the consti ution and American law,. Messages (annual and special) of the several Presidents of the United States to Congress.. Marshall's decisions of cases of constitutional law... Class book on the constitution of the United States, by Hart,. Democracy in America, by De Tocqueville,. Democracy in France, by Dumas,. The people in France, by Michelet,. The legal rights of Woman, by Mansfield,. The citizen of a republic,.. Cushing manual of Parliamentary practice,. EDUCATION. Schools and School systems. Connecticutt common school journal, 1838-42,. Journal of the Rhode-Island institute of instruction,. Pennsylvania common school journal, 1844,. Common school system of New York. S. S. Randall,. School laws and returns of school committees of Massachusetts. Reports relating to the public schools of Providence,. Barnard's report on the public schools of Rhode Island,. Annals of education for 1836-37,. Education of mothers. L. Aime Martin,. Theory and practice of teaching. D. P. Page,. The school and school inasier,. History of Sunday schools. Lewis G. Pray,. Exercises on the black board. John Goldsbury,. The teacher's insci.ute. Wm. B. Fowle.. The teacher's manual. Thomas H. Palmer,. Horace Mann,. Fruit and fruit trees of America, . Agricultural chemistry,. New American Gardener,. Farmer's dictionary,.. The farmer's companion,. The complete farmer,. Catechism of agricultural chemistry, American farmer's encyclopedia,. Youatt on the horse,. do do pig,.. Cultivation of the grape vine,. American flower garden directory The American florist,. The American gardner,.. The farmers' instructor,. American husbandry,. Agriculture and gardening,. The American poultry book, The honey bee,. The cultivator,.. The farmer's library,. Journal of agriculture, . The American polterer's companion,. Ladies' companion to the flower garden,. History of British commerce; by Clark. McCulloch's commercial dictionary. AGRICULTURE. COMMERCE. |