549 & 551 Broadway, New York. NEW BOOKS APPLETONS +SCHOOL+READERS. By WM. T. HARRIS, L. L. D., Supt. of Schools, St. Louis, Mo. MARK BAILEY, A. M., Instructor in Elocution, Yale College. CONSISTING OF FIVE BOOKS, SUPERBLY ILLUSTRATED. THESE books were made by teachers for teachers. During the short time they have been before the public, two States and hundreds of towns have adopted them, to the exclusion of all other Readers. Examine them, and you will use them. Specimen copies for examination with reference to introduction, if approved, will be sent to Teachers and Committees at the following rates: 66 Words, and How to Put Them Together." This little book should be in the hands of every boy and girl in our schools." It will not rival any book now in use, but is designed to go before all such, and "make their paths straight." Sent for examination, postpaid, for 25 cents. The Model Copy-Books, in Six Numbers, with Sliding Copies, contain so many evident MARKS OF SUPERIORITY that the demand for them has been FAR BEYOND the Publishers' ABILITY TO SUPPLY. With LARGELY INCREASED FACILITIES for manufacture, they can Now be furnished in ANY QUANTITY. Sample number, 10 cents. Krusi's Primary Drawing Cards. For Slate and Blackboard Exercises. In Principles and Practice of Teaching. By JAMES JOHONNOT, 12mo. Cloth, $1.50. Harkness's Sallust's Catiline, with Notes and other Special Vocabulary, 12mo. Cloth, $1.15. The Latin Speaker. Easy Dialogues and other Selections for Memorizing and Declaiming in the Latin Language. By FRANK SEWALL, A. M. 12mo. $1. D. APPLETON & COMPANY, PUBLISHERS, NEW YORK, BOSTON, OR, J. A M. PASSMORE, GENERAL AGENT For Eastern Pennsylvania. Pottsville, Pa. CHICAGO,, S. J. DRINKWATER, AGENT, [The following letter was addressed to the Editor | to rise into the next higher class at the end of of the Educational Times, London, and published in that magazine.-ED.] STR IR: Although I left London last midsummer for the purpose of entering upon my Government position here, my interest in the affairs of the College of Preceptors, and in English educational movements generally continues unabated. At the State Upper Real School here, where I am engaged as Professor, I already feel quite at home. I will endeavor to point out some features of its organization and discipline, which, inasmuch as that school may be considered to be a type of all the Upper Real Schools in the large empire of Austria, I presume, will afford some useful information. All Upper Real Schools are established for the purpose of preparing young men for the so-called Polytechnic Schools, from which the professions of civil engineering, mining, architecture, &c., are annually recruited. The subjects of instruction particularly regarded in those schools are-modern languages, mathematics, natural sciences and drawing in all its branches. There are seven separate classes; all, however, forming one united whole. For the entrance into the lowest or first class every boy is qualified who has passed a prescribed examination in the usual elementary branches of instruction, and who is at least about nine years of age. Every pupil must attend one year's course of study in each class. Those who are not found fit the year, must repeat the same course. No pupil of the highest or seventh class is admitted to the Polytechnic School, unless he has satisfactorily passed the so-called Maturity Examination (Muturitäts-prüfung). Thus the Upper Real Schools are in a juxtaposition to the Gymnasiums, which in an analogous way prepare for the Universities, and more particularly lay stress on classics. A State Upper Real School is under the entire control of the Ministry of Cultus and Instruction in Vienna, through the medium of the Landesschulrath (Provincial Educational Council). This latter has its seat in the capital of each province, and actually inspects every such school through their two Landes Schul-inspectoren (Provincial School Inspectors). These inspectors are only appointed by the Government to their important posts after many years' successful service as directors of middle schools; and one of them must be an acknowledged scholar and expert in classics and modern languages, the other in mathematics and natural sciences. I myself have already been inspected by one of them during five hours in five different classes, and I know that he had to report about me as a teacher and disciplinarian both to the Landesschulrath here, and the Minister of Instruction in Vienna. They praise and blame with authority, and offer to individual professors most valuable counsel. ernment, as well as the The Imperial Govrespective corpora I am enjoying myself the boon of such an arrangement, for my two elder sons, who, like myself, are Protestants, receive as pupils of our school their religious instruction from our own excellent Evangelical pastor under the sanction of the Government. We, in fact, know nothing of a so-called religious difficulty in the training of youth by the State here. tions, contribute most liberal monetary grants | of their own confessions. These teachers towards the maintenance of State Middle are also appointed and paid by the State. Schools. We, for instance, possess an excellent teachers' library, a pupils' library, drawing saloons, a natural history cabinet, a geographical mathematical cabinet, a physical cabinet, a splendid chemical laboratory, a gymnastic hall, and very convenient and wellfitted up lecture and class rooms. The school routine for the whole year is always most carefully and judiciously framed by the directors, and submitted to the Landesschulrath for their sanction. In no class must the pupils exceed a certain number; to no professor must more than a legally fixed maximum of weekly lessons be assigned. The director himself need not give more than six or eight lessons a week, in order that he might have time and leisure for the direction and constant supervision of the whole, I must confess, most laudably-arranged organism. There are extra branches of instruction, such as singing and stenography, of which any pupil may avail himself without additional fee on the two weekly half-holidays. I cannot forego, on this occasion, to express my high admiration of His Excellency the Austrian Minister of Cultus and Instruction, Dr. V. Stremayr, under whose supreme direction, during the last decennium, State education in Austria has taken so high a flight, and who graciously granted me an audience on my way from London to Graz. Only a few weeks ago Dr. Stremayr came to Graz, in order to inaugurate in person the first Gewerbeschule (School of Industry) here. All kinds of schools, private ones included, are taken cognizance of by the Government in one way or the other, and must submit to certain wise laws and regulations. But to return to our State Upper Real School, I will add that its discipline is very good and effective, although every kind of corporal punishment is banished from it by the strictest law. Every pupil from the lowest to the highest class must be treated on all occasions in the most gentlemanly way, and addressed by "Sie," which in our German language is a recognized form of politeness and respect. On the other hand, every pupil is obliged by law to render to each of his Professors profound respect and obedience, although he, or his parents and guardians, have a perfect right to appeal in doubtful cases to the higher school authorities. The other subjects of study are all obligaitory. The annual school fee is very low (about £2 per annum), from which any poor pupil, if pronounced diligent and well conducted by the whole body of professors, may .be exempted for the whole of his school career, and may even receive school books for his use without charge. And so far is this charitable allowance from being considered by any one in any way as a stigma, that it, on the contrary, stamps at once the recipient as a superior pupil, and increases his esteem with pupils, professors and the public. There are also attached to the State schools, and others, considerable stipends, drawn mostly from A continual communication between the legacies of pious citizens, which, upon the professors and the pupils' parents or guardians fulfillment of certain conditions, secure to the is kept up, particularly by the privilege of the fortunate gainers of the same, important pe- latter to visit and consult the former in their cuniary aids for years to come. Private so-called Conferenz-Zimmer (meeting-room). effort is, therefore, not excluded from the In fact, parents or guardians are not rarely support of State schools in Austria. Religious invited by such Professors as are at the same instruction is obligatory in the first four lower time Classen-Vorstande (directors of classes) classes, or "Under Real School." The State to an interview, for the purpose of arriving religion being the Roman Catholic, a pro- at a mutual understanding regarding their fessor of religious instruction, who must be sons or wards. Never did I find in any pubin holy orders, is appointed for the Roman lic school, either in England or Germany, Catholic pupils, and is made a member of the more individual care being taken of the pupils. body of Professors. But both religious toler-At regular conferences, all the Professors, unance and praiseworthy care for the religious training of non-Roman Catholic pupils is, I am happy to find, most unexceptionally exercised by the Government, who permit and oblige them to receive their respective religious instruction from teachers of religion der the presidency of the Director, take counsel together with regard to school affairs in general, and to each pupil in particular. The punishments inflicted upon pupils are nicely graduated, such as private and public admonitions, impositions, keeping in after school hours under superintendence of the "punishing" professor, who is obliged to enter each case into the class-book, and to give to the culprit suitable employment. In the three highest classes, or "Upper Real School," punishments are only inflicted in extreme cases, and are, besides admonitions, only what we call here Carcerstrafen (severe confinements), which can only be awarded, within certain limitations, by the whole conference of professors. Every pupil who does not improve after repeated and severe punishment may be removed from the school. Regular reports of the application, conduct and progress of each pupil, are, as a matter of course, sent to his parents or guardians. Every professor is obliged to make a monthly report of what he has taught in each class, and of the progress each pupil has made under him. Some time ago I also obtained the additional appointment of Lecturer on the English Language in the University here, and trust that very soon I shall be able to communicate to you some information concerning that ancient seat of learning. Yours very faithfully, DR. ADOLPH OPPLER, F. C. P., Lecturer in the University, and Professor in the State Upper Real School. Graz, Austria. ciency of these schools. Still, every year the Normal schools and the Normal school system have been subject to criticism. In all these years few Legislators and fewer educators have opposed Normal schools; the objections have been those of special management. The workers in the schools are now invited to discuss their demerits and suggest improvements. None more deeply feel their defects, none more sincerely desire their improvement. It is no discredit to the schools to acknowledge defects, none to admit the possibility of improvement. They were founded by private generosity, encouraged by liberal State appropriations and built up by patient and persevering labor. They are an honor to those who have assisted in founding and sustaining them. They would now be better than they are if more persons had assisted in their development. They can be improved; they should be improved. The needed improvements are those of equipment and of administration. The better equipment cannot be provided without funds, and the funds must come from State appropriations. Can the appropriations be afforded? To make liberal appropriations to Normal schools is true economy. Economy consists, not in never spending, but in spending wisely. Teaching is an art. It is not the direct NORMAL SCHOOL ARTICLES.-No. III. gift of nature, but comes from a wise use of THE STATE NORMAL SCHOOLS. PROF. J. A. COOPER, EDINBORO. HE tenth article of our State constitution requires the General Assembly to provide for the maintenance of a thorough and efficient system of public schools, wherein all the children of, this commonwealth above the age of six may be educated. This constitutional provision demands a system of State Normal schools. All experience has shown that the teacher is the most important agent in education. There can not be good schools without good teachers. There can not be an abundance of good teachers without a State system of training schools for teachers. The State has a system of Normal schools. Like the common schools, the Normal schools are managed by local authorities, assisted and stimulated by State appropriations, and subject to State supervision. The system has been in operation for twenty years. It has worked well. Every annual report of the State Superintendent for this period speaks highly of the usefulness, prosperity, and effi nature's gifts. All who have acquired this art have learned it at public expense, some have learned it by practice in the public schools; others have learned it at Normal schools, but those who have learned the art of teaching by experience in the public schools have as truly been taught at public expense as those who have studied the same art in the Normal schools. In the former case the expense to the public has been greater that in the latter. The eloquent Fox was the greatest debater of his age. He said he attained his "debating power" at the expense of the House of Commons, by long practice therein, not for the instruction of the House, but for his own personal improvement. It was a good school for Fox, but the House of Commons paid dearly for the instruction. Those teachers who learn how to teach by practicing, as paid, licensed teachers, learn at the expense of their pupils, and that expense is heavy. There are private houses so proportioned in outline, thorough in workmanship, tasty in furnishing and orderly in management, that simply to live in them gives an education. Let our Normal schools be established on a similar plan. Let the teachers, the teaching, I to-day. The facilities for training that ma the furniture, the collections of raw and manufactured articles, natural history specimens, illustrative and demonstrative apparatus and libraries, both general and professional, be such that students, even unconsciously, must become acquainted with the instruments and methods of their profession and infused with zeal for the teacher's life and work. Improvement in administration also requires increased State appropriations. At present the invitation is given for all students who desire to become teachers, to enter the State Normal schools. Those who enter differ in teaching talent. They differ in attainments. There should be some method of selecting young men and women who have native teaching ability, and drawing them into the Normal schools. If all such were induced to enter there would be no room for those without this native" aptness for teaching." The advantages offered at the Normal schools should be such that these selected, gifted persons would take a full course in the schools. In the schools they should acquire a thorough knowledge of their profession, its history, methods, means, appliances, etc., should develop and demonstrate their teach ing power and after an examination by a board of examiners of weight and influence, should receive a certificate admitting them to the teacher's profession and relieving them from any subsequent examination. A similar examining board should have charge of all candidates for the teacher's profession and give certificates for long periods of time. terial are found at the Normal schools of the State and these facilities will be increased as rapidly as the State provides the funds to increase them. The agencies for selecting and testing the candidates for admission to the schools are yet unprovided. We need simply to organize our educational forces and we can provide good teachers, excellent teachers for all the public schools, such teachers as will make learning a delight to the young and train every boy and girl in ways of pleasantness and peace. E THE NATURE OF THE MIND. EDWARD BROOKS, PH. D. DUCATORS tell teachers that they must understand the mind in order to train the mind. Young teachers realizing their duty in this respect, repeatedly ask the question, Where shall we find a brief and simple statement of the nature of the mind in a form which we can readily understand? In reply to such a question which is often put to me by young teachers as I meet them at teachers' institutes and elsewhere, I present the following brief and comprehensive outline of the faculties of the mind. The terms used are those which are drawn from a careful reading of the best writers and years of experience in teaching the subject. The MIND is that which thinks, feels, and wills. It is that immaterial principle which The selection of persons apt to teach, the we call the soul, the spirit, or the intelligence. persuasion necessary to lead them to the Of its essence or substance, nothing is known; teacher's profession, and the inducements to we know it only by its activities and its operkeep them in the schools until they could ations. The different forms of activity which complete a full Normal course require labor, it presents, indicate different mental powers, tact, discernment and public sentiment. If which are called the Faculties of the mind. the laborers in the Normal schools have done their best hitherto, they can do but little better. The improved administration suggested must result from the employment of additional agents and agencies. There must be closer union among educators. Public school teachers and school directors must learn to regard every pupil in school as a possible future teacher and to observe those indications of capacity and character which indicate that one is given the "work of teaching." When pupils show undoubted gifts for teaching they should be directed and encouraged to choose teaching as their calling and to make the best possible preparation for that calling. The material for good teachers in the future is found in abundance among the pupils of A Mental Faculty is a capacity for a distinct form of mental activity. It is the mind's power of doing something, of putting forth some energy, of manifesting itself in some particular manner. The mind possesses as many faculties as there are distinct forms of mental activity. In order, therefore, to ascertain the different faculties of the mind, we must notice carefully the various ways in which the mind acts. General Composition.-The mind embraces three general classes of faculties; the Intellect, the Sensibilities, and the Will. Every capacity or power which the mind presents falls under one of these three heads. Every mental act is an act of the intellect, the sensibilities, or the will. The mind is thus a tri |