SANDERS' SERIES OF SCHOOL READERS, CONSISTING OF 120 pages. 123 SANDERS' PRIMARY SCHOOL PRIMER; 6 cts. 2d Book; 180 18 แ 371 62 75 These books constitute the most valuable series ever published—a fact fully evinced by the generous patronage which they have received from the Friends of Education throughout the country. More than two mil lions have been sold, and the demand is increasing. Their leading adantages are as follows: 1st. The child is taught to read by the use of INTELLIGIBLE WORDS ONLY -beginning with the least, as those of two letters, and gradually advancing to those of greater length. 2d. All the words in the first book, or Primer, are learned by the scholar in the spelling lessons, before they meet with them in the reading lessons. Also, the difficult words of each reading lesson, in all the Readers, are previously formed into spelling lessons. 3d. In the 3d and 4th Readers, the difficult words are DEFINED in a general and literal sense. 4th. The Primary books contain more lessons of easy reading than other works-there being about NINETY PAGES made up of MONOSY LABLES. 5th. The PROGRESSION from one book to another, is more regular, gradual, and philosophical than usually found. 6th. The lessons are adapted to INTEREST as well as INSTRUCT. 7th. The practical and judicious use of PICTURES is calculated to ASSIST, and not retard, the efforts of the teacher. 8th. The PRACTICAL INSTRUCTIONS in the Rhetorical principles of reading and speaking, contained in the 4th Reader, constitute a distinguishing characteristic of the work. 9th. At the end of each lesson for reading, questions are asked, with reference to the proper inflections, emphasis, &c., which should be adopted m reading the lesson with propriety. 10th. In connection with the questions, are references to the instructions in other parts of the work. 11th The PRINT is large and distinct, gradually diminishing from the 5 large print of the Primer to that of the ordinary size, contained in the 4th Reader. 12th. A greater VARIETY, both in style and subject, is found in this series than is usual in books of the kind. 13th. The SPELLING and PRONUNCIATION throughout the series are unie formly in accordance with those of Dr. Webster. 14th. The INSTRUCTIONS in the SOUNDS and POWER of letters, as well as the "GENERAL RULES FOR SPELLING," are more clearly presented in "Sanders' Spelling Book," than any other work of the kind. The Convention of State and County Superintendents of Schools in Vermont, held pursuant to adjournment in the State House, Montpelier, Oct. 14, 1846, unanimously recommended SANDERS' SERIES OF SCHOOL Books, consisting of Sanders' Spelling Book, Pictorial or Primary School Primer, and Sanders' Readers, Nos. 1, 2, 3, and 4, for the uniform adoption in the Common Schools of the State. Of this Convention HON. D. M. CAMP was President. From A. S. Lovell, Principal of City High School, Middletown, Conn. Having carefully examined SANDERS' SERIES OF SCHOOL BOOKS, I most cheerfully recommend their general adoption, as I believe them to excel in several respects any series at present before the public. July, 1845. A. S. LOVELL. Extract from a letter from Rev. Stephen Martindale and Dr. Nathaniel Sir-Comparatively it is but light praise to say that the lessons are admirably arranged to give the necessary healthful exercise to the opening and expanding intellect of the pupil; gradually increasing from the simpler forms of ideas to those that are complex, and by easy gradations, progressing to even the initiatory forms of profound radi rima tion, all in a clear, pure, and at times even an elevated style, that cannot fail to be of essential service to pupils using these books. The grand crowning excellence of this series, is the rich vein of sound philosophy and truly Christian morality, that pervades the whole; uncontaminated by even an appearance of that sickly pseudo imitation of Christianity, with which we have found some works of this class to be unhappily replete: and which, under the specious mask of an outward respect for the princi ples of our holy religion, artfully inculcate the idea that man, unaided by divine grace, is perfectly able to render himself all that God requires; and that, as a necessary consequence, the Christian religion, being in reality unnecessary, is, in truth, but a useless and burdensome form of supersti tion In conclusion, allow us to assure you that it will afford us unalloyed satisfaction, to learn that the public appreciate your works in a degree Commensurate with their merits. We are, sir, respectfully and truly yours, STEPHEN MARTINI L Wallingford, Rutland Co., Vt., September 18, 1846. 6* SANDERS' SERIES OF READERS. From the Committee on the Subject of Education, appointed by the Senate of the State of Illinois. We have compared SANDERS' SERIES OF READING BOOKS with the Eclectic Series of Prof. McGuffey, and we have a very decided preference for those of Mr. Sanders, and recommend that they be adopted uniformly by the schools of the State of Illinois Farther, we have examined Day and Thomson's Arithmetical Series, Willson's His tories, and Gray's Chemistry, and find them superior to any other works of the kind, with which we are acquainted, and think that the interests of education would be ad vanced by their introduction generally into the Common and High Schools of the State. City of Sp imgfield, NEWTON CLOUD, Committee of Senate on the Subject of Education. An extract from a communication to the Board of Trustees and Visitors of the Common Schools, Cincinnati, Ohio, signed by the SEVENTY TEACHERS of that city. After examining such reading books as we have had access to, we are of opinion that the Series of Readers, known as Sanders' Series, have merits which highly recommend them to your favorable notice--some of which are peculiar. We believe that the important object of gradually progressive lessons, both in subjects and language, is more nearly attained in that series than in any other with which we are acquainted. Signed by SEVENTY TEACHERS, Cincinnati. Extract from a Petition, presented to the Board of Education, by the Principals of the Public Schools for the city of Rochester. "We, the undersigned, teachers in the Public Schools in the city, believing as we do, that some changes in our text-books, upon certain conditions, would give a healthful stimulus, facilitating our onward progress, therefore unite, earnestly soliciting the Hon. Board of Education to substitute SANDERS' SPELLING BOOK AND SERIES OF READERS for use in our schools, for those now in use. ( From Principals of Public Schools in the city of Buffalo. We have examined SANDERS' FIFTH READER, edited by C. W. Sanders of New York, and find the selections appropriate, and their moral tone of a highly elevated character The work seems admirably calculated to make easy, natural, and intellectual readers. June 14, 1848. A. L. BINGHAM, Prin. of Public School, No. 11, From A. S. Lovell, Principal of City High School, Middletown, Conn. Having carefully examined SANDERS' SERIES OF SCHOOL BOOKS, I most cheerfully recommend their general adoption, as I believe them to excel in several respects any series at present before the public. July, 1845, A. S. LOVELL. 7 From Joel Marble, Principal of Public School No. 2, Albany. Sirs-I received a copy of your "FIFTH READER," which you kindly sent to me, and have given it as much of an examination as my other duties would permit, but sufficient to satisfy me of its superior excellence. I think I can say unqualifiedly, that it is the best book of its kind, and for the place it is designed to occupy, that I am acquainted with. Of its many excellences I have time to speak of only one, and that is first, viz., its religious character. I rejoice that you have given us a superior School Book with so much of the religion of the Bible in it. May you live to see millions of them in the Public Schools of America. JOEL MARBLE. Albany, Dec. 12, 1848. From Worthy Putnam, late Superintendent of Common Schools, Chautauque Co., N. Y. I have carefully examined SANDERS' FIFTH READER, it having made its time appearance as a sequel to his admirable "SERIES OF READERS," So generally used, and so highly and universally approved in Chautauque Co. and elsewhere, as an incomparable Series of Reading Books. The Fifth Book is admirably calculated to energize the mind, and beautify the language of the pupil, as the result of a course of Elocutionary Reading; and I doubt not, that the teacher and advanced scholar will hail the "new comer" as a welcome guest and valuable acquisition. WORTHY PUTNAM. Sinclairville, Chautauque Co., July 8, 1848. Extract from a Petition, presented to the Board of Education, by the "We, the undersigned teachers in the Public Schools in the city, believing as we do, that some changes in our text-books, upon certain conditions, would give a healthful stimulus, facilitating our onward progress, therefore unite, earnestly soliciting the Hon. Board of Education to substitute SANDERS' SPELLING BOOK AND SERIES OF READERS for use in our schools instead of Cobb's which are now in use." From Principals of Public Schools in the city of Buffalo. We have examined SANDERS' Fifth ReadeR, edited by C. W. Sanlers of New York, and find the selections appropriate, and their moral one of a highly elevated character. The work seems admirably calculated to make easy, natural, and intellectual readers. It combines, in an eminent degree, the two essential qualities of a school book, adaptation and workmanship. It is with pleasure we give our testimony to its merit as a valuable acquisition to our school books. A. L. BINGHAM, Prin. of Public School No. 11. SAMUEL SLADE, Prin. of Public School No. 3. D. P. LEE, Principal of Public School No. 7. Jane 14, 1848. E. F. COOK, 3d Departmer, Public School No. 10. 9 10 DAY AND THOMSON'S SERIES: BEING A NEW AND COMPLETE COURSE OF MATHEMATICS FOR SCHOOLS AND The following is a summary of the General Plan : 1. The series is practical in the fullest sense of the term. 2. Unity of design runs through the whole series; while it embraces all the subjects 8. Great care is taken never to anticipate a principle, and never to use one principl 5. The definitions are designed to be simple and exact, yet free from redundancies of 6. The arrangement of subjects is systematic and natural. 7. The mode of reasoning is inductive, clear, and logical. 8. The rules are plain and brief. 9. Every principle is carefully analyzed, and the reason of the rules fully explained. 10. One principle is explained at a time, and a sufficient number of examples is given under it, to make its application well understood. 11. When a principle or term has been defined in one part of the series, if that principle or term occurs in a different part, the same definition is used. 12. The explanations are simple, direct, and clear; and the examples for illustration, are practical and apposite. Or First Lessons in Numbers for Children, by JAMES B. THOMSON, A. M. New edi tion, revised and enlarged. 18mo, 108 pages, half bound. 12 cents. This work commences with the simplest combinations of numbers, and gradually ad vances, as the mind of the learner expands, and is prepared to comprehend more difficult questions. "Thomson's 'Menta. Arithmetic' I think is much the best I have ever examined. It seems to me to be the very thing needed by the youthful mind, when first entering upon the science of numbers."-James M'Giffert, A. M., Sup't. Com. Schools, Greenport, NY, late Prof. Mathematics, city of New York. "I take pleasure in stating that the plan and arrangement of the work are superior to any with which I am acquainted The directions for using that almost indispensable piece of apparatus, the Numercal Frame, and the notes for the aid of the young teacher, contribute greatly to its usefulness and value, and are sufficient to commend the work to every teacher of Common Schools.-W. F. Phelps, Esq., Principal of the Experimental School attached to the New York State Normal School. NO. 2,--PRACTICAL ARITHMETIC, Uniting the Inductive with the Synthetic modes of Instruction, also illustrating the principles of Cancelation, for Schools and Academies. By JAMES B. THOMSON, A.M New edition, revised and enlarged. 12mo, 342 pages, half bound. 38 cents. The design of this work is to lead the pupil to a knowledge of Arithmetic by induction, to analyze every principle separately, and to make him thoroughly acquainted with the reason of every operation which he is required to perform. It abounds in examples, and is eminently practical. "Thomson's Practical Arithmetic will commend itself to Teachers for the clearness and precision with which its rules and principles are stated, for the number and variety of ex amples it furnishes as exercises for the pupil, and especially for the care which the author has taken to present appropriate suggestions and observations wherever they are needed, to clear up any difficulties that are likely to embarrass the learner. In recommending the work as a class-book for pupils, it is not unimportant to state, that the author has him 12 |