and appropriateness of the 'moral lessons,' as they were called, and often took notes of them. Later, his scholars, when teaching, pursued the same plan of instruction, esteeming it the surest way of elevating the minds of their pupils, and inspiring them to duty."

We thus see what a noble, elevated, and adequate idea Mr. Russell had of what a teacher should be, and what admirable qualifications he exhibited for the office of forming one.

As a friend, Mr. Russell was genial, warm-hearted, and sincere. He was familiarly acquainted with the best portions of English literature, kept up an acquaintance with the current reading and news of the day, and was most suggestive, agreeable, and instructive in conversation, for which he had a singular talent. He had all the genial qualities which make a good friend, and a kindness and natural warmth which won the confidence and affection of his pupils; all of whom remember him with the greatest interest and respect.

G. B. E.

NOTE. Besides his contributions to nearly all the journals of education, Mr. Russell published more than thirty volumes of lectures and addresses of great value, a list of which is given in Article IX, in the March number of the "American Journal of Education," from which so large a part of the present article is taken.

BREAKING THE CHILD'S WILL. "No art is so useful in the management of young children (nor is any art so much neglected) as that of avoiding direct collision. The grand blunder which almost all parents and nurse-maids commit is, that when the child takes up a whim against doing what he is wanted to do, will not eat his bread-and-butter, will not go out, will not come to lessons, etc., they, so to speak, lay hold of his hind leg, and drag him to his duties; whereas a person of tact can almost always distract the child's attention from its own obstinacy, and in a few moments lead it gently round to submission. I know that many persons would think it wrong not to break down the child's self-will by main force, to come to battle with it, and show him that he is the weaker vessel; but my conviction is that such struggles only tend to make his self-will more robust. If you can skilfully contrive to lay the dispute aside for a few minutes, and hitch his thoughts off the excitement of the contest, ten to one he will then give in quite cheerfully; and this is far better for him than tears and punishment. It is just the same with

S."

RESIDENT

ESIDENT EDITOR'S DEPARTMENT.

PICTURES AS AN AID TO NATURAL HISTORY.

"Teaching natural history by pictures is no better and no worse than by a book. A picture cannot furnish opportunity for that exact observation which must underlie precise definition and correct classification. It may help to impress a statement in words, but this is all. Think of building up a science of human physiology from the study of a manikin !"— Mass. Teacher, Nov. 1873.

NOTHING is of greater importance to the teacher's success, and to the welfare of those to be taught, than that the instructor possess a clear understanding of the nature of the work to be performed, of the objects to be accomplished, and the materials to be employed during the processes of teaching. The theoretical pedagogue may tell us that the nature of the work consists in subjecting the pupils to long and severe efforts of minute and repeated observation upon matters not easily perceived, under the supposition that drill and discipline constitute the chief ends of all teaching, regardless alike of the pain or pleasure which it affords the learner. A Spartan-imitating teacher might declare that the object to be accomplished is to impart alone that knowledge most useful to the man. The professor in some department of science may assert that training the pupils to discover facts pertaining to nature comprises the chief material to be employed in teaching. And yet there appears a new master who tells us that the true plan for school-work is to make children scientific; and that the only means for securing this end is to throw away books and pictures, because they tend in the direction of "superstition, fanaticism, humbuggery, scandel-mongering, demagogism, — vitiating politics, social reform, and religions." Then he would have the pupils learn nothing about all that vast multitude of objects, animals, productions, natural scenery, which they cannot find within the bounds of the city or hamlet in which they chance to reside, because no "testimony of others' must be received "without verifying it by personal observation." He would have the teacher proceed according to the manner of building up a science Has it yet been ascertained that the plans by which the sciences were built up constitute the best modes for teaching them? When it is remembered that the carrying out of those plans required the combined results of the labors of many individuals, whose patient observations and careful researches were continued through a long series of years, insurmountable difficulties appear in the way of introducing these as models of teaching. Life is too brief, the fields of observation are too extended, the subjects to be studied are too numerous, and the researches necessary to verify each supposed fact would become too protracted for the period allowed for school instruction. No one

can complain of a scientist for spending six months in studying the structure and observing the habits of a grasshopper or a mosquito; but can our pupils afford to devote time in that proportion to each necessary subject of school instruction?

In view of these obstacles it cannot be claimed that such a system would. be available in common schools, or even in the best of high schools.

No sane person would assert that any department of the science of natural history could be built up by the study of manikins, models, pictures, diagrams, etc., but it by no means follows that these are not available instruments for successfully teaching a science after it has been built up.

The intelligent teacher naturally seeks the best aids for each subject of instruction. But he accepts and uses the best that can be procured. The study of zoology could not be supplied with other aids so completely adapted to its purpose as by a favorable opportunity to see each animal in its native haunts, to watch its movements, observe its habits, its food, and to study its structure. But the remembrance of the long series of years spent by Audubon away from his home in studying the habits of the animals found in that part of North America included within the United States alone, and also the fact that multitudes of other animals inhabit the jungles of Africa and Asia, and other portions of the world, remind us that such a plan is not an available one for school purposes.

Since we cannot go to the homes of these animals, let us send forth and compel them to come to us; for "the life, in animals, renders them peculiarly attractive to the young." A menagerie embracing the principal orders of animals, with individuals of several families in each order, would be an excellent aid to the study of zoology. But we find ourselves confronted with the fact that such aids are not attainable for the common schools.

Next in order of utility, as aids to the study of the form, structure, size, and color of animals, are their stuffed skins. But to our regret we find them to be exceedingly difficult to procure, even were the great expense no objection; but the item of cost alone "compels us to look for some other, though perhaps less effectual means of reaching the same end."

Since we can neither visit these animals in their native haunts nor give them a dwelling-place near our schools, nor are able to gather their preserved skins in our cabinets, what further means remain as aids to the study of natural history for the great mass of the children in our schools? Fortunately the writer of the extract at the commencement of this article supplies us with a gleam of hope. He says:

"We must look for some other, though perhaps less effectual means of reaching the same end."

The order of interest to the observer is the order of value as aids to the instructor; the objects themselves; their pictorial representations; descriptions of them. Then we must next seek for pictures to aid us in reaching the end in view. It matters not that "the study of pictures is based upon faith." The study of geography has no better foundation; and neither ped

agogues nor new masters would dispense with this subject, or with globes and maps as aids for teaching it in school.

To pictures, then, let us look as our most available instruments, both from practical utility and cost, for aiding us in leading children to acquire a knowledge of zoology.

The next inquiry may be what pictures are adapted to instruction in natural history. Children should be trained to observe those prominent characteristic resemblances which are possessed by animals of the same kind. They may be led, by the aid of pictures which are adapted to the purpose, to notice these characteristics when they meet animals possessing them. Whether the use of Prang's Natural History Series is adapted to the attainment of these ends may be at least inferred from the following extracts from the Manual of Directions which accompanies each set:

"It is not intended that a knowledge of what is represented on these cards shall be considered an end in the system of instruction which they represent.

. . During all these Natural History lessons, the pupils should be led to observe animals as much as possible. . . . Request the pupils to try to see animals which possess the general characteristics of those represented. .. At the close of the first lesson on the cat, request each pupil to examine a cat at home, and to notice whether it possesses each characteristic which has been pointed out in the large picture."

The three most important steps in the process of gaining knowledge are, observation, comparison, and classification. The plan of using Prang's Natural History Series comprises these three steps; indeed, these are the foundation of this system of instruction.

In evidence of the value of the above statements, and of the value of pictures as an aid to the study of natural history, we cite the following testimonies, and submit the case to the readers of the "Massachusetts Teacher," hoping also that each will examine these pictures for himself:

"The child should be trained to comparison, to notice points of resemblance and difference in all objects of study. The leading points of likeness and unlikeness are happily illustrated in this series."— Birdsey Grant Northrop, Secretary of Connecticut Board of Education.

"I shall recommend and urge their introduction and use into all of our schools, as invaluable aids in studying Natural History." - Dan'l Leach, Supt. Public Schools, Providence, R. I.

'They cannot fail to lend a charm to the study of Natural History, whenever they are placed in the hands of children." - David Beattie, Supt. Troy City Schools.

"I cannot conceive of a plan that could render the subject more attractive to the young." - John Hancock, Superintendent of Schools, Cincinnati, O. After trying the series of Natural History Cards, I am well satisfied that they answer the purpose for which they were intended, completely. Our teachers are unanimous in their praise.” — Wm. T. Harris, Supt. of Public Schools, St. Louis, Mo.

RECEPTION OF HON. JOHN D. PHILBRICK.

HON. JOHN D. PHILBRICK'S return from an educational tour in Europe, was the occasion of a pleasant reception by the Masters of the Boston schools, at their meeting at the City Hall, Oct. 9.

Mr. Joshua Bates, of the Brimmer School, from his long acquaintance and appreciation, as well as from his eminent position and fitness, was chosen by the Masters to welcome their honored and beloved Superintendent. Mr. C. Goodwin Clark, of the Gaston School, waited upon Mr. Philbrick to the Chair, and introduced Mr. Bates as their representative.

Mr. Superintendent:

MR. BATES'S ADDRESS.

A few days since I received a note from one of our number, informing me that it was the wish of some of the Masters of our Public Schools, that I should extend congratulations to you on your safe return, and a most hearty welcome to your home, kindred, and many friends.

Perhaps, sir, it will not be inappropriate to the occasion, if I for a moment recur to some reminiscences of the past. It is now nearly thirty years since you and I commenced our labors in educational work, in adjoining districts, in this city. Thus I had an opportunity, for some years, to observe your faithfulness to duty; to study your plans of operation, your methods in discipline and instruction, and the estimation in which you were held by the Committee, parents, and the community at large.

After several years of devoted and efficient labor, you were called to another and a higher position, to superintend the educational interests of a neighboring State. We all felt, when you left us, that we had lost one of our most faithful and energetic teachers, and at the time were assured that an influence would go with you that would reach every school district in that Commonwealth, and we were not disappointed in our expectations.

After the resignation of Mr. Bishop, as Superintendent of the Boston Schools, the question was agitated who was the best man to fill the place. Among the many gentlemen mentioned, your name stood foremost, and your nomination for Superintendent was confirmed by the School Board, and received the unanimous approval of the Masters' Association. That position has been filled these many years, with honor to yourself, with very general satisfaction to the Committee, and with the hearty good-will and approbation of the Masters.

Your position, sir, is one of the most difficult to fill in our municipal government. Committees, parents, and teachers all have their peculiar notions and plans to suggest, and if possible to carry into operation; and many of these will necessarily be antagonistic. Amidst diverse and conflicting suggestions and plans, you have managed affairs with much wisdom and discretion. Seldom has there arisen any opposition to your recommendations and ar