LATEST and BEST SERIES of TEXT-BOOKS PUBLISHED BY PORTER & COATES. MATHEMATICS. ELEMENTARY ARITHMETIC, by Albert N. Raub, Ph. D. Principal of Central Pennsylvania State Normal School, Retail Prices. .50 .75 Teacher of Mathe 1.25 COMPLETE ARITHMETIC, by Albert N. Raub. Ph. D., matics at Westtown School, Designed as a first book of Algebra for all classes of Students in Schools and Academies. Mathematics, Haverford College, ELEMENTS OF PLANE AND SOLID GEOMETRY, by I. Sharpless, RAUB'S NORMAL READERS. .90 I.20 BUCKWALTER'S SPELLERS. PRIMARY SPELLING BOOK, by Geoffrey Buckwalter, Containing only familiar words in well-graded lessons, a number of them being in script. COMPREHENSIVE SPELLING BOOK, by Geoffrey Buckwalter, LESSONS IN ENGLISH, by A. N. Raub, Ph. D., 20 .25 .45 PRACTICAL ENGLISH GRAMMAR, by A. N. Raub, Ph. D., .75 1.50 1.50 These are entirely new works, and their intrinsic merit, as well as the well-known ability of the authors, will assure them a prominent place among text-books on these important subjects. 1.50 GREEK MYTHOLOGY SYSTEMATIZED, by S. A. Scull, 1.50 PORTER & COATES publish many more valuable School and College Text-Books, and Teachers will do well to examine their Catalogue before deciding upon what books to use during the coming Catalogues will be sent to any address upon application, season. PORTER & COATES, Publishers, 900 Chestnut Street, Philadelphia. THE STUDENT. VOL. III. NINTH MONTH, 1882. No. 1. EDITED AND PUBLISHED BY ISAAC SHARPLESS, HAVERFORD COLLEGE P. O., MONTGOMERY COUNTY, PA. TERMS-$1 a Year (11 numbers), SUBSCRIPTIONS WILL ALSO BE RECEIVED BY THE FOLLOWING: FRANKLIN PRINTING HOUSE, 321 Chestnut Street, Philadelphia, DAVIS H. FORSYTHE, GERMANTOWN, PHILADelphia, EDWARD H. HALL, WEST CHESTER, PA, WILMER P. LEEDS, MOORESTOWN, N. J. NICHOLSON & BROTHER, RICHMOND, INDIANA, CHARLES E Cox, LE GRAND, Iowa. THE STUDENT IS ENTERED AT WESTTOWN P. O., PA., AS SECOND-CLASS MAIL MATTER. EDITORIAL. Whether or not it is desirable to have Friends' schools open to all denominations there should be a clear distinction in the minds of our educators, as to the duties which are owed to the two classes. Most Friends' schools were originally intended, and are still primarily managed for the education of Friends' children. Their advantages over other schools for this purpose are manifest. They can be conducted so as to shield their children from the bad influences in connection with common morals, which often exist in schools, and they afford the means by which to furnish instruction as to the distinctive views which Friends as a denomination hold, and so give to the children an inclination toward the adoption of those views. These are not all their advantages, but it is safe to say that a school which does not fulfill these two ends has very little in it to attract the patronage of Friends. The moral tone can be secured by good discipline, by inculcation of scriptural standards, and by the careful elimination of bad influences before they have time to circulate widely. The instruction in Friends' views may be given directly and explicitly, by lectures or text-books, and indirectly by lessons drawn from the facts of daily life on the principles brought out in the class room. The result of this work should be that every graduate should have clear ideas of right and wrong as applied to practical life, with strong tendencies toward the right, and that he should know enough of Friends' doc trines and practices to enable him to choose intelligently and not blindly the denomination of his fathers. This choice he will be almost certain to make if we may judge by the history of the schools of all denominations. That Friends have besides this a certain duty in relation to education outside cannot be reasonably denied. They owe to the public school system their sympathy and aid. They owe to themselves that they exert their moral influence and extend the benefits which they have received. In most cases, it has also been decided to be good and safe policy to admit to Friends' schools those not members who are willing to come in. Against the good to be accomplished for these is to be offset the possible dangers to our own membership. When this policy is adopted, there should be, we think, the idea prominently kept forward of the original design and purposes of the school, and no financial advantages should stand in the way of giving to Friends' children that which is rightfully theirs. If the policy of the school is permeated with the real spirit of Quakerism, and the influences are kept decidedly Friendly, the effect on outsiders will be to give them a favorable view of our principles and gain for those principles their sympathy. If the reverse is the case, the only good to them will be the mental benefit which will be given at the expense of the Quakerism of our own children, an expense which will hardly be repaid. This is more particularly true of boarding-schools, where influences in any direction are stronger and more active, and for those especially designed for Friends. Besides schools for our own children we believe in as many other schools as Friends can support open to all. We believe they are centres of good in many ways. We would be glad if every community of Friends had one, employing and encouraging the teaching talent which may exist among us, educating the neighborhood under good moral, mental and religious influences, and drawing it into sympathy with us. At the recent meeting of the National Educational Association the impression was given that the schools of this county were not as influential factors in society as they were ten years ago. This was based on the statement that a smaller percentage of children is enrolled now than then. This may be due to the fact that more attention is paid at home to elementary education, and that children are kept from school till a later age. If so, it is no disadvantage to the country. The early education of John Stuart Mill is referred to by one of our contributors to this number. While fully agreeing with his conclusions, we yet believe that a different selection of studies for young children, and a different method of giving the knowledge, so as to keep up interest and enthusiasm could fully double the progress of children in an ordinary school with no extra strain upon them. The parents have found this out before the teachers, 37-222 5040 |