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PUBLISHER AND BOOKSELLER,

PHILADELPHIA,

Would invite the attention of Teachers and School Officers to the following valuable School-Books.

Greene's Series of Grammars.

By Prof. S. S. GREENE, of Brown University.

GREENE'S INTRODUCTION........
GREENE'S ENGLISH GRAMMAR..
GREENE'S ANALYSIS....

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Retail price 50 cts.

66

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85 66 85 "

These three books form the most "complete, progressive and scientific series" now before the public.

Greene's Grammars have been in use for more than twelve years, and are to-day "more popular than ever."

They stand the test of the school-room: The pupils who study these books say: I love Greene's Grammar: I can understand it. It is my favorite study.

The best recommendation of these books is that they are in general use in the better class of schools in all parts of the United States, and have received the most flattering testimonials from those using them. They are used with great satisfaction in the Normal Schools of Illinois, Iowa, and Minnesota; and the Public Schools of Rockford, Freeport, Galena, Springfield, Quincy, Peoria, Peru, Mattoon, etc., in Illinois; Detroit, Ann Arbor, Jackson, Marshall, Battle Creek, Niles, Pontiac, Flint, St. Johns, Grand Rapids, and many other places, in Michigan; in Madison, Janesville, Beloit, Milwaukee, Racine, Kenosha, Geneva, etc., etc., in Wisconsin.

Berard's School History of the United States.

A NEW AND REVISED EDITION, INCLUDING

A HISTORY OF THE LATE REBELLION.

Warren's Geographies.

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15 00

WARREN'S GEOGRAPHICAL CHARTS. Per set, inclosed in a Portfolio, with Hand-Book..........

A NEW EDITION OF THE COMMON-SCHOOL GEOGRAPHY

is in preparation, and will be ready in a few weeks. The Maps are to be entirely new, and somewhat enlarged. Several new Maps will be added.

Colburn's Arithmetics.

CONSISTING OF

COLBURN'S CHILD'S BOOK OF ARITHMETIC.
COLBURN'S INTELLECTUAL ARITHMETIC
COLBURN'S COMMON-SCHOOL ARITHMETIC
COLBURN'S ARITHMETIC AND ITS APPLICATION

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Copies of any of the above works (except the charts) will be furnished for ex

amination, postage paid, on receipt of one-half the retail price.

Teachers and School Officers of the West, desiring to introduce any of these books, can obtain them on favorable terms. For any information regarding terms, etc., please address the publisher, or, if more convenient,

Office in Chicago with

FRANK PEAVEY, Gen'l West'n Ag't,

P.O. Box 603, CHICAGO.

SCHERMERHORN, BANCROFT & CO., No. 6 Custom-House Place.

Gift of

Prof. Wm. P. A Rimson,
of Cambridge.

ILLINOIS TEACHER.

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WILLIAM H. McGUFFEY, D.D., LL.D., is the son of a Scotch Presbyterian farmer, and was born in Washington county, Pennsylvania, in the year 1800. During the first eighteen years of his life he enjoyed no advantages of education beyond what were afforded by the rude schools which the frugal country people were able to sustain during the winter months. When William was still a child, his father removed to Trumbull county, Ohio, and established his family in a log cabin, on a small tract of land which he had recently purchased,

the country for miles around being yet an unbroken forest. Here William engaged with ardor in the labors of opening a farm in the woods, but never allowed manual labor to dull his desire for intellectual improvement. In the intervals of farm-work he improved every opportunity of gaining knowledge-borrowing books wherever they were to be had, and occasionally, and at irregular intervals, obtaining an hour's instructions from the clergyman of the neighborhood. When about eighteen years of age, he began the study of Latin with borrowed books, and used to walk (once a week) a distance of several miles to the house of the country clergyman to recite the lessons which he had prepared in the brief intervals of his daily toil.

His father being too poor to aid him in acquiring an education, William began the business of teaching so soon as he could be spared from the farm, and in this way sustained himself until he was able to graduate, which he did with distinguished honor, at the age of twentyfive, at Washington College, Pennsylvania, then under the Presidency of that great and good man, Andrew Wylie, D.D., subsequently for many years President of the University of Indiana at Bloomington. So high was Mr. McGuffey's reputation for scholarship, and such a reputation had he already acquired as a teacher, that upon his graduation he was immediately elected to the Chair of Ancient Languages in the Miami University at Oxford, Ohio. In this chair he continued for seven years, noted for the accuracy of his learning and the thoroughness of his teachings.

In 1829 he was called to the ministry of the Presbyterian Church, in which he has continued to labor ever since, but generally without having any pastoral charge. In 1832 he was transferred to the Professorship of Moral Philosophy in the same University.

In 1836 he was elected to the Presidency of the Cincinnati College, which in that year was reorganized, with a most distinguished faculty, embracing names already eminent in the departments of Law, Medicine, and Letters; among which may be mentioned Doctors Drake and Gross, of the Medical Faculty, the latter being the celebrated surgeon who has so long been a resident of Philadelphia; Edward D. Mansfield, LL.D., the statistician and statesman; and Judges Walker and Wright of the Law-School; and the late General O. M. Mitchel, the astronomer and soldier, and Professors Telford and Drury in the Academy Faculty. To be placed at the head of such a galaxy of brilliant men was a high testimonial to the eminence which Mr. McGuffey had already attained.

While in the Presidency of the Cincinnati College, he received the

degrees of Doctor of Divinity and Doctor of Laws from several Universities, Eastern as well as Western.

In 1839 he was elected to the Presidency of the Ohio University, at Athens. In 1845 he resigned his position at Athens, and accepted the Chair of Moral Philosophy and Political Economy in the University of Virginia.

From the year 1829 to the present time Dr. McGuffey has, in addition to discharging the onerous duties of the different chairs which he has occupied, been laborious and incessant in the duties of the ministry, aiding and building up feeble churches, preaching generally twice every Sabbath; and has rendered signal service to the cause of Education by lectures and addresses in all parts of the United States, but chiefly in the States of Ohio, Indiana, Pennsylvania, and Virginia. But the labor by which his name has become most widely known has been the preparation of the Eclectic Series' of Readers. His attention having been strongly directed to the defects in existing schoolbooks, he availed himself of his first leisure, while in the Chair of Languages in Miami University, to endeavor to supply what he had felt to be a great want. Taking in his own house a class of very young children, he led them step by step, for several years, beginning with the alphabet, noting all that their progress indicated or their mistakes and difficulties suggested, and preparing and modifying the lessons as the necessities of the young mind required; and from this protracted study grew the 'Eclectic Series' of reading-books, so familiar in common-school instruction during the last twenty-five years. Dr. McGuffey is still in the prime of his intellectual life, and is distinguished as a clear, original and vigorous thinker, and an impressive speaker. He makes no show of oratory, but in lucid statement, felicitous illustration, and cogent logic, he has few equals in any profession.

Clark's School Visitor.

ON IMPARTING COLLATERAL KNOWLEDGE.- We can not remind teachers too often of the signal benefits they may confer upon their pupils by communicating collateral knowledge to them; that is, such knowledge as is directly connected with the subject of their lessons, though rarely, if ever, found in a text-book. This practice should be commenced with a child the first day he enters the school-room, and should never be discontinued until the day when, for the last time, he leaves it. The whole business of the school-room, from morning till night, should, in this way, be made attractive and profitable.

NATIONAL EDUCATION.

THE new plan for free and universal education in the United States consists-1. Of town or city public schools; 2. State Normal schools; 3. State colleges; 4. National universities.

Studies of the town public schools, of the state public colleges, and of the United States public universities, to be arranged on one plan, in a gradually ascending series, corresponding to the gradually unfolding powers of the mind; so that a pupil who enters the town primary school at the age of five years may graduate at the national university at the age of twenty-four. Through the whole course there will be no charge for rooms, books, or instruction. Is it worth while to educate every child in the United States?

Aristotle says:

"That the education of youth ought to form the principal part of a legislator's attention can not be doubted, since education first moulds, and afterward sustains, the various modes of government. The better and more extended the system of education, the better and more perfect the plan of government it is intended to introduce and uphold."

The Hon. Daniel Webster says:

"It is the undoubted right and the bounden duty of government to provide for the instruction of all youth. We regard it as a wise and liberal system of police, by which property, and life, and the peace of society, are secured."

Cicero says:

"What, under heaven, can there be more worthy of our highest admiration, and strenuous attention, than knowledge?"

Montesquieu says:

"Education makes the man: that alone is the parent of every virtue; it is the most sacred, the most useful, and, at the same time, the most neglected thing in every country."

Milton says:

"To make the people fittest to choose, and the chosen fittest to govern, will be to mend our corrupt and faulty education: to teach the people to place every one his private welfare and happiness in the pub. lic peace, liberty, and safety."

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