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The long continued popularity of McGuffer's READERS is sufficient evidence of the positive merits of the books.

In revising them the aim has been to preserve unimpaired all the essential characteristics of the series as received from the hands of the learned author, the late Dr. WM. H. McGUFFEY, D.D., LL.D., Professor of Mental and Moral Philosophy in the University of Virginia.

Among the advantages gained by the revision the following may be enumerated:

1. Adaptatation to more modern methods of teaching reading — notably the Phonic.Method, the Word Method, or a union of these methods. The most familiar and popular system of diacritical marks is brought into consistent use. 2. Every word used in the First, Second, and one half

of the Third Reader, when first introduced is placed at the head of the lesson in which it occurs, to be learned before the lesson is read.

3. Carefully engraved script lessons are introduced.

4. The gradation of the series, and of the different books of the series, has been carefully adjusted to meet the requirements of the schools of today.

5. A substantial increase has been made in the amount of matter in the series.

6. The additional reading matter, and the substitution of new lessons when they seemed manifest improvements on those formerly used, has given opportunity for the introduction of selections from the writings of the best modern American and English authors.

7. The illustrations, increased to double the number in former editions, were drawn and engraved expressly for these Readers by the foremost artists in the country. Many of them will serve admirably as the basis for oral lessons in language.

No collection of engravings of equal artistic merit has ever before been presented in a series of school text-books.

8. The typography, printing and binding are materially improved in efficiency and attractiveness.

The credit of the revision is almost wholly due the many friends of MCGUFFEY'S READERS — eminent teachers and scholars — who have contributed suggestions and criticisms gained from their daily work in the school.room. PRICES.

Sample Copy and

Regular,
McGuffey's Revised First Eclectic Reader

.13

.16 McGuffey's Revised Second Eclectic Read r... .18

.25 .30 McGuffey's Revised Third Eclectic Reader.. .25

.35

.42 McGuffey's Revised Fourth Eclectic Reader... .30 .42

.50 ; McGuffey's Revised Fifth Eclectic Reader.... .43 .60 .72 “McGuffey's New Eclectic Readers,” as heretofore published, will be continued in publication.

o Parties ordering will please specify if they wish McGuffey's Revised Readers. Van Antwerp, Bragg & Co., Publishers.

CINCINNATI AND NEW YORK.

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Introduction.

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WHITEWATER, Spring

WEDNESDAY, Jan. 28 Examination for admission day previous. At River Falls, same day.

TERMS OF ADMISSION.

The Board of Regents of Norwal Schools has adopted the following regula tions for the admission of students to any State Normal School:

1. Each assembly district in the state shall be entitled to eight representatives in the Normal Schools, and in case vacancies exist in the reprosentation to which any assembly district is entitled, such vacancies may be filled by the president and secretary of the Board of Regents.

2. Candidates for admission shall be nominated by the county superintendent of the county (or if the county superintendent has not jurisdiction, then the nomination shall be made by the city superintendent of the city) in which such candidates may reside, and they shall be at least sixteen years of age, of sound

dily health and of good moral character. Each person so nominated shall re ceive a certificate setting forth his name, age, health and character, and a dupli. cate of such certificate shall be immediately sent by mail, by the superintendent, to the secretary of the board.

3. Upon presentation of such certificato to the president of a State Normal School, the candidate shall be examined, under the direction of said president, in the branches required by law for a third grade certificate, except history and theory and practice of teaching, and if found qualified to enter the Normal School in respect to learning, he may be admitted, after furnishing such evi. dence as the president may require of good health and moral character, and after subscribing to the following declaration:

I, - do hereby declare that my purpose in entering this State Normal School is to fit myself for the profession of teaching, and that it is my intention to engage in teaching in the public schools of this state.

4. No person shall be entitled to a diploma, who has not been a member of the school in which euch diploma is granted, at least one year, nor who is less than nineteen years of age; but a certificate of attendance may be granted by the president of a Normal School to any person who shall have been a member of such school for one term, provided that in his judement such certificate is de. gerved.

TIIE TERMS OF BOARD AT EACH LOCALITY ARE MODERATE. Information as to board and other matters may be obtained by addressing the Presidents of the respective schools, as follows:

Pres't D. MCGREGOR, at Platteville; Pres't J. W. STEARNS, at Whitewater; Pres't GEORGE S. ALBEE, at Oslikeh; Pres't W. D. PARKER, at River Falls.

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(Paper read before the State Teachers' Association, at La Crosse, July 9, 1879, by Supt. C. W.

Roby.)

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In comparing the progress made by the three classes of schools, we are at once impressed with the difference existing among them in regard to a stability or fixedness of purpose of each in his own sphere. Elementary schools were established in this country as soon as the van of civilization reached it. They have been fostered ever since, with a zeal and enthusiasm that demonstrates the fact that they are securely imbedded in the hearts of the people. Even amid discouragements in business and depression of industries, when economy in the administration of affairs is the leading question, there is no thought of curtailing their usefulness or of rendering their foundation Tess secure.

Likewise, all over the land Colleges and Universities are receiving endowments and State support to such an extent that their perpetuity and successful progress is assured.

Thus we see that the condition of elementary and higher education is generally satisfactory. There is, however, between these two great departments of education a wide separation. Secondary instruction, comprising one of our most important classes of schools, is in any other than a satisfactory condition. It has been the common battleground of the enemies and friends of the more advanced system of schools. Theories both sane and insane have been evolved; but, as might have been anticipated, there has been no relief, because no well settled plan of work has been agreed upon. The caldron has boiled

1- Vol. IX.-No. 12

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with whims and fancies to the present time. Criticisms unusual and ominous have been hurled at the High Schools of the country for three years and more; and while there is no special cause for alarm, it is well to stop and consider where we are and whither we are tending with High School instruction. It is the duty of every friend of education to promote the welfare of High Schools, and if possible place secondary instruction upon a more substantial and enduring foundation. Let us concede no more than the facts in the case compel us to, remembering, however, that the argument that admits nothing is no argument at all, and he who can see nothing good in any position except that taken by himself, is unworthy the name of adversary. Many of the criticisms made upon High Schools are unjust, and yet to ignore, with disdain, all that are made, would be simply educational suicide. We should not forget that the High School is established for the benefit of the masses who are taxed for its support, and hence its policy should be in accord with the needs of the community. Any other policy would be manifestly unjust, and ought not and will not be long tolerated by the public. No one can deny the right of the teacher to be heard upon educational policies, but no one class of persons can absorb all the educational excellence of the times, and it were far wiser to make some concessions than to continue an opposition that will ultimately abolish the High School. We are to a certain extent off the track with High School instruction. Recent dissatisfaction with High Schools does not come so much from an opposition to these schools as from an opposition to the manner in which they have been and are still conducted. Occupying as they do a middle ground, it is perhaps more natural for High Schools to reach out after the higher instruction and to slight the elementary. Perhaps, this is not in itself a bad tendency, but when we consider the work that has really been attempted by these schools, the complaints and murmurings are not, after all, so mysterious. We have High School courses burdened with a multiplicity of branches, more than can be handled in a satisfactory manner by the ordinary college; and under the delusive hope of imparting a "broad and liberal education," teachers have attempted so much that thorough and efficient work has been impossible; and it is a sad truth that too many High School pupils and graduates bear the impress of superficial training. By precept pupils are taught the idea of thoroughness in their work. By example it is dissipated; the full, rounded course is placed before them; they are permitted to taste, as it were, of each branch in its season

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