press. For the present, we must refer to the notice then taken of it; as from want of room, we can only say that this compilation seems well adapted to the object mentioned in its title page.

The Spelling Reader, or Concordant Spelling Book. By Jeremiah and Anna T. Goodrich. Albany. 1828. 12mo. pp. 156.

The chief peculiarity of this book consists in its being so arranged as, in one part, to present on every page a reading lesson, from which the words of the spelling lesson are extracted. This is certainly a good point in the plan of the exercises, but much of its value must depend on the style of the pieces from which the lessons are taken. Unfortunately the selection has been made from the Scriptures; the style of which, as is well known to teachers, though very simple in structure, contains many words of very difficult pronunciation.

The General Class Book, or interesting Lessons in Prose and Verse, on a great variety of subjects, combined with an Epitome of English Orthography and Pronunciation; and intended as the Third Book in a course of Reading for the use of Schools. By the Author of the Franklin Primer, and the Improved Reader. Greenfield, Mass. Phelps & Clark. 1828. 18mo. pp. 312.

Of the other volumes in the series mentioned on the title page of this, we have already spoken, as valuable improvements in the compilation of school books. The present work seems, with the exception of a few points regarding pronunciation and inflection, excellently adapted to its objects. We would recommend it, along with the others, to the particular attention of teachers and school committees.

Johnson's Dictionary, improved by Todd. Abridged for the use of Schools; with the addition of Walker's Pronunciation; an abstract of his principles of English Pronunciation, with Questions; a Vocabulary of Greek, Latin, and Scripture Proper Names; and an Appendix of Americanisms. Boston. Benjamin Perkins & Co. 1828.

The chief merit of this dictionary consists in its combining the definitions given by Johnson with the orthoepy of Walker. As a standard book for common schools, it may serve to aid the attainment of an intelligent uniformity in instruction, as far as regards that very important but much neglected branch of it, the English language. To make the work adequate in all respects, however, to this useful purpose, it would perhaps require a brief and practical introduction, explaining some of the apparent singularities of Walker's system of pronunciation, and pointing out the words in which Johnson's orthography is become obsolete; as, for example, in 'errour,' 'critick,' and similar words.

Books for Children.

The Infant School and Nursery Hymn Book; being a Collection of Hymns original and selected, with an analysis of each, designed to assist Mothers and Teachers in developing the Infant Mind. To which are added Moral Songs and Pieces for Recitation. The whole adapted to the capacity of Children under seven years. New-York. W. Carey & R. Lockwood. 1828 18mo. pp. 126.

Questions and explanations are justly considered by the author of this little volume as among the chief means of rendering early instruction intelligible and interesting. We doubt, however, whether any method of tuition, could render some passages in several of the hymns in this collection intelligible to young children. An unnecessary and degrading vulgarity of thought and style characterizes not a few of these pieces. In a word, we should dread the mental influence of this volume, throughout. To the opening mind of infancy it seems to offer low, formal, and mechanical views of most of the subjects which are introduced in it.

We select one specimen of the faults of which we complain :'God made the water for my drink,

God made the fish to swim;

God made the trees to bear nice fruit,
Which does my taste so nicely suit;
Oh! how should I love him.'

Walks with Mamma, or Stories in Words of One Syllable. New-York. Samuel Wood & Sons. 18mo. pp. 48.

With the exception of one or two passages in the third and fourth stories, this book furnishes much instruction in a very natural and interesting form. The thoughts are simple and at the same time elevated; and the language is familiar without being silly or low. A few grammatical inaccuracies, however, seem to have escaped the notice of the author.

The Infant's First Book for Lessons in Reading. Boston. Benjamin Perkins & Co. 1829. 18mo. pp. 22.

This little work is a pretty successful exemplification of rational and affectionate conversation with infant children. We must question, however, the character of some of the motives to goodness, which are held up to the young reader in the seventh and eighth pages of the book, and some of those mentioned in the twenty first page.

The reasons for moral action should, even in the stage of infancy, be drawn as directly as possible from the mind itself, by apposite questions, instead of being inculcated by tuition.

AMERICAN

JOURNAL OF EDUCATION.

No. II.

MARCH AND APRIL, 1829.

VOL. IV.

ART. I.-Pestalozzi's Principles and Methods of Instruction.

[We have long been in expectation of receiving materials for an article similar to the present; and as delay may still be attended with disappointment, it has seemed preferable to compile from the Academician* the following concise but clear and satisfactory account of Pestalozzi's mode of conducting education, as exemplified in his own seminary.

To parents and teachers, and, indeed, to all who are interested in the success of elementary instruction, the views disclosed in the subsequent paragraphs are of inexpressible importance. We shall feel happy to contribute, in the slightest degree, to their more extensive dissemination.]

PESTALOZZI endeavoured, in the first place, to ascertain by questions adapted to the tender age of the pupil, whether any idea existed in his mind upon the subject to which he wished to direct his attention; and from any one clear idea of which he found the child in possession, he led him on, by a series of questions, to the acquirement of such other ideas as were most intimately connected with that primary conception. Thus, for example, suppose that he found in the child an idea of the existence

For the information of some of our readers, it may not be uninteresting to state the circumstance, that the useful publication mentioned above, preceded our own, as a periodical devoted to education, a fact of which we were not aware, at the commencement of the Journal. The Academician was published in the city of New-York, under the editorial care of Mr. Picket, at one time a very reputable teacher, and a successful author in the departinent of school books. The work, though not of long continuance, contained much valuable matter.

of a being whom he called God. Instead of teaching him to repeat by rote the notions communicated by divine revelation on what constitutes the basis of all religious principle, he proceeded, by questioning him, to direct his attention to such attributes of the divine power, wisdom, and goodness, as were immediately within reach of his perceptions, concerning the unbounded love, and all-directing providence, of the supreme Being. Clear ideas were in this manner obtained; and thus the infant mind was led, at an early period, to objects, which cannot, at any period of life, be contemplated without producing correspondent emotions of reverence, gratitude, love, and veneration.

Having thus prepared the heart for obeying the 'first great commandment,' by leading to a consideration of the omnipresence of the deity, he rendered the impression deep and permanent. It was thus that he laid the foundation for the belief and practice of the doctrines and duties of Christianity, when the faculties of the understanding should be sufficiently ripened for comprehending the importance of the truths that have been revealed. It was in the same manner, and by the same principle, that he inspired his pupils with correct notions of justice, probity, and benevolence. The duty of doing to others as they would have others, in like cases, do to them, appeared, as it were, a discovery of their own, a truth demonstrated and unquestionable. Led also in the same manner, to a perception of the utility of order, they became conscious of the necessity of adhering strictly to rules and forms of discipline, essential to the preservation of that order, of which they felt the benefit and advantage. Instructed, and in a manner compelled to think, and to examine the motives of their conduct, they learned to set a value on self approbation, confirmed by the approbation of those in whose wisdom they placed confidence.

We may easily believe, that when the moral feelings have been rendered thus susceptible, the dread of losing the esteem of a revered instructer, would impose a restraint more powerful than is imposed by terror of punishment.

A few particular methods judiciously planned, and carefully practised, were made to exert the minds of his pupils in the acquirement of clear and accurate notions concerning the objects of perception, which were brought within the reach of their observation; and thus their mental powers, instead of being suffered to remain dormant, were gradually developed and improved, and rendered capable of being exerted on other subjects.

The principle adopted and adhered to by Pestalozzi, is, in its nature, universal; and may be universally applied. It is neither deep nor intricate, nor beyond the comprehension of the most ordinary capacity. In few words, it is simply attending to the laws of nature. By these it has been ordained, that the human understanding, though it may be generally opened, and enabled to embrace a vast extent of knowledge, can only be opened gradually, and by a regular series of efforts. Pestalozzi, perceiving that, when one idea upon any subject had been acquired by a child, the next in succession was no sooner presented than imbibed; and also observing that when it was attempted to force upon children, ideas having no connexion with any that had previously entered their minds, took the hint from nature, and wisely formed his plan in conformity to hers. Instead of making children repeat words that suggested ideas to his own mind, he set himself to observe what were the ideas that actually existed in theirs. He then, by questions adapted to their capacities, induced them to make such further exertion of their powers, as enabled them to add new ideas to their slender stock, and by persevering in this process, expanded their faculties to a degree, which, to those best qualified to judge of the difficulties of the abstruse sciences he professed to teach, seemed little short of miraculous.

The means employed by Pestalozzi, to improve the heart and disposition, are extremely simple and obvious; yet simple as they are, and infallible as is their operation, many and obstinate are the prejudices that must be surmounted, ere we can expect to see them generally adopted. The effect resulting from them, as exemplified in the school of morality, is what has been termed by our old divines, the practice of the presence of God.' Other children are taught to say that God is ever present; but the pupils of Pestalozzi, are taught to know and feel in their hearts, that in God they live and move and have their being.' This conviction is impressed and rivetted in their minds so as never to be for a moment obscured; nor does this belief produce in them, the slavish fear which so naturally leads to a gloomy superstition; neither does it produce any tendency to that enthusiasm which expends its fires in the fervid and useless blaze of ecstacy. It is productive of the feelings of reverence, and gratitude, and love, with a sense of the divine protection, which inspires courage and confidence in the practice of every duty.