aid. These are books devoted to special topics of instruction. Calkins' Primary Object Lessons and Manual of Object Teaching have long been favorably known. Recently Miss Crocker's little book on Methods of Teaching Geography has attracted attention. But the highest promise appears to reside in the Pedagogical Library, projected by a Boston firm, under the editorship of Dr. G. Stanley Hall, of which library a single volume has already been issued, Methods of Teaching and Studying History. It includes a translation of Dr. Diesterweg's Instruction in History, and papers on the same subject by Prof. Herbert B. Adams, Prof. C. K. Adams, Prof. John W. Burgess, Prof. Emerton, Prof. W. F. Allen, and Col. Thomas W. Higginson. What a grand symposium on this special topic! It is hard to conceive of a teacher of history to whom it will not be of value. Similar volumes are promised, treating of Ancient Languages and Literature, of Natural Science, and of Reading, English Literature and Language. Success to the enterprise. I am aware that to some of my hearers I shall appear to have taken a narrow range in my suggestions, to have omitted a number of their favorites, and especially to have disregarded the stores of learning bearing upon our profession in the French and German tongues. This has been necessary in view of the obvious limitations of time and purpose. All such omissions may properly be remedied during the discussion which is to follow. In conclusion, let me urge the teachers of New England to allow this meeting to begin for them a new era in educational life, an era marked by a systematic and persistent reading of the principles, methods and history of our high calling. I have aimed to show you that the difficulties in the way are not insuperable, and that the reward is amply sufficient. You may forget the titles and names which you have heard to-day; but never mind; begin with the nearest author at hand. You can scarcely go astray if you read with judgment and a determined purpose. At the battle of the Wilderness, a belated commander, on arriving at the front, reported to his superior and asked what position he should take. "Go in anywhere," sail the bluff old soldier, "there is good fighting all along the line." TITLES OF BOOKS MENTIONED IN LECTURE. 1. ELEMENTS OF INTELLECTUAL PHILOSOPHY. By Noah Porter, D.D., LL.D. New York: Charles Scribner's Sons. $3.00. (An abridgment of HUMAN INTELLECT, by the same author, published at $5.00.) 2. APPLICATION OF THE PRINCIPLES OF PSYCHOLOGY TO THE WORK OF TEACHING. By W. N. Hailmann, A. M. Boston: Willard Small, 1884, pp. 43. 3. INQUIRIES INTO HUMAN FACULTY AND ITS DEVELOPMENT. By Francis Galton, F. R. S. New York: Macmillan & Co., 1883, pp. 380, illustrated. $2.10. 4. LECTURES ON THE SCIENCE AND ART OF EDUCATION. By Joseph Payne. Boston: Willard Small, 1883, pp. 386. $1.75. 5. LECTURES ON TEACHING. By Joseph G. Fitch, M. A. Cambridge, (Eng.) at the University Press, 1882, pp. 436. $1.60. 6. INTRODUCTORY TEXT-BOOK TO SCHOOL EDUCATION, METHOD AND SCHOOL MANAGEMENT. By John Gill, Normal College, Cheltenham. London: Longmans, Green & Co, 1881, pp. 276. 90 c. 7. SCHOOL MANAGEMENT. By Joseph Landon, Lecturer in the Training College, Saltley. Boston: Willard Small, 1884, pp. 376. $1.25. 8. ON TEACHING; ITS ENDS AND MEANS. By Henry Calderwood, LL.D., F. R. S. E. London: Macmillan & Co., 1881, pp. 126. 63 cts. 9. EDUCATION AS A SCIENCE. By Alexander Bain, LL.D., Professor in the University of Aberdeen. New York: D. Appleton & Co., 1879, PP. 453. $1.60. 10. EDUCATION: INTELLECTUAL, MORAL, AND PHYSICAL. BY Herbert Spencer. New York: D. Appleton & Co., 1875, pp. 283, $1.00. 11. PRINCIPLES AND PRACTICES OF TEACHING. By James Johonnot. Ithaca, N. Y., 1878, pp. 395. $1.50. 12. METHODS OF TEACHING. By John Swett, Principal of the San Francisco Girls' High School. New York: Harper & Brothers, 1880, pp. 326. $1.00. 13. TWELVE LECTURES ON THE HISTORY of Pedagogy. By W. N. Hailmann, A. M. Cincinnati: Wilson, Hinkle & Co. (now Van Antwerp, Bragg & Co.) 1874, PP, 139. 75 cts. 14. THE HISTORY OF EDUCATIONAL THEORIES. By Oscar Browning, A. M., Senior Fellow and Lecturer of King's College, Cambridge, (Eng.) New York: Harper & Brothers. 55 cts. 15 ESSAYS ON EDUCATIONAL REFORMERS. By Robert Henry Quick. Cincinnati: Robert Clarke & Co., pp. 326. $1.75. 16. PRIMARY OBJECT LESSONS, FOR TRAINING THE SENSES AND DEVELOPING THE FACULTIES OF CHILDREN. By N. A. Calkins. New York: Harper & Brothers. $1.00. 17. MANUAL OF OBJECT TEACHING. By N. A. Calkins, New York: Harper & Brothers, 1882, pp. 469. er. 18. METHODS OF TEACHING GEOGRAPHY. By Lucretia CrockBoston Boston School Supply Co., 1884, pp. 71. 19. METHODS OF TEACHING HISTORY. Edited by G. Stanley Hall. Boston: Ginn, Heath & Co., 1883, pp. 299. $1.20. DISCUSSION ON TEACHER'S READING. HON. J. D. PHILBRICK, Boston: The study of education, its history and methods, is, I believe, the only way in which we can make any advancement as teachers; and such study is especially needed in this country. Unfortunately, however, our teachers have not yet learned to appreciate this need. Few of such books, in comparison with others, are sold by the publishers. Formerly they could not be obtained, however much called for, now they meet one at every turn, and there is but little demand. Yet they are of incalculable value; for, if a teacher obtains but one idea out of such a book, it pays to read it. In my own case, I may say the reading of one such work turned the whole course of my life. So, I say earnestly to all young teachers: By all means, buy and read these books which relate so intimately to your profession. SUPT. G. T. FLETCHER, Marlboro, Mass.: In my experience both as teacher and superintendent of schools, I have felt very strongly the necessity of special professional reading. I have also often found teachers, even graduates of colleges - well equipped in the matter of text-book knowledge, etc. — entirely ignorant of the first principles of teaching. We, as teachers, ought certainly to emphasize this need of more professional reading. SUPT. JOHNSON, Vermont: Instanced his experience of taking a district school just after graduation, without having read any work on education, and, "naturally, proving a failure;" before the next year he read “Page's Methods of Teaching," and from that one book he considered that his teaching was improved, the succeeding year, fifty per cent. Fifty years ago, he said, professional books were very scarce, now there is a large list and, while it may not be possible to designate the best teachers' books, there is hardly one but can be read with advantage. The psychological questions discussed in the books of the present day are also of special importance to the educator; for some teachers are, or appear to be, ignorant of existence of the various mental faculties; they seem to think that the child is only endowed with memory. As the books now published are adapted to all grades of teaching, there would seem to be no excuse why the lowest as well as the highest should not avail themselves of the opportunities thus presented to them. DR. A. B. PALMER, Mich.: I am surprised to hear that books on education are not generally read by teachers. In giving instruction in medicine, which I do nine months in the year, I very seldom go into the lecture-room without looking up everything new that can be obtained upon the subject which I am going to present to my class, - medical periodicals as well as books. If I did not do so, I should consider that I was falling behind in my profession. In passing, I should like to refer to another subject which has been discussed here, viz., the memorizing of certain terms and rules in grammar. I taught school once in the "old, bad way" which we have heard so much about, and must confess to having, to a certain extent, followed this plan of memorizing. And I am not quite certain, to-day, whether it is not best to have some terms and rules so memorized and implanted in the mind, that they may be immediately called up when necessary. We speak from habit and custom, of course, but when we want to examine a work, a composition and so on, we want rules for our guidance. In fact, I think necessary rules may be committed to memory by pupils without much detriment. E. P. SEAVER, Supt. of Schools, Boston: The last speaker alluded to a question which I think has been running through a good many minds during the discussions at this meeting, i. e., Shall we, or shall we not, have the pupil commit to memory definitions and rules? That seems to be one of the paramount questions of the day among teachers. I merely call attention to this in order to suggest, if possible, the right point of view from which to approach this question. I suppose all agree that definitions are necessary, but the difference between the old and the socalled "new "method is that formerly the teacher commenced with definitions and rules, which were then committed to memory by the pupil as a mere form of words. In opposition to this, the modern teacher first familiarizes the mind of the child with the thing itself, creates the occasion for the use of the name or term and then the name comes as naturally as possible. When the child has been through a few of these operations, enough to discover the governing principles, and has put these principles to service, it is time for the rule;-and then the rule has some meaning, and may be committed to memory. But the "ostrich " theory of cramming, now grown old and indigestible is, I hope, gliding into the past. And one of the best helps to this end is-wide professional reading. I am forced, however, to endorse what has been said by Dr. Philbrick, that teachers do not sufficiently read educational works. Doctors seek for the latest medical literature, lawyers eagerly look for any new phase in legal questions, their professional literature is in constant demand; but that teachers do not read educational works is too sadly true. An instance |