William Holmes Mcguffey and H Is Readers

W ILL IAM H O LME S M c GUFF E Y

AN D H I S R E AD E R S

BY AR E. I H V EY C MINN IC H LL D. Df . . , . , )

DE AN E M E RI U S M IA M I U N IV E RS I Y T , T C URATOR OF T H E M C GUFFE Y M US E U M

NEW YORK C IN C IN NAT I C H ICAGO AMERIC AN BOOK C OMPANY

B O S TO N AT LA N TA DALLA S SAN FRA N C IS CO mcm' 1 6 BY Cot , 93 ,

AMERICAN BOOK COMPANY

All rig hts reserved

WmumHOLMES MCGUFFEY

MADE mU. S . A. DEDICATED TO H ENRY FORD

' lon devotee and atron o his b hood Alma M lgﬁ g p f oy ater, the MoGuﬁey Readers

AND TO JOH N H ORST f ounder of the Columbus McGuﬂy Society and ardent believer in the MoGuﬁey eult

Fo r e w o r d

' So GREAT have been t h e services of the McGufiey Readers that it seems most fitting th at full authentic information concerning th eir a uthor and the books should be made available to the millions of American citizens who h ad through th ese readers their first intro ’ duction to the world s best literature and to a dependable

r a . mo al and ethic l code / That the impact o f th ese b ooks was W ide and deep in t h e lives of th e people who read them as children and youth sand in those who lived in the milieu o f the social r hi h f p ocesses w ch t ese books set into operation, is ully a of attested by the org nization many societies and clubs, o f by the appearance numerous magazine articles , r r f r of histo ical e e ences , and by the establishment ﬂ McGu b y museums . Henry Ford commemorated hi s introduction to the ' great world o f morals and literature in the McGufley

R r o f 1 8 . H e eaders by reprinting the “six eaders 57 t - generously distributed sets til these reprints to the M fi r h h h C ollec cGu ey love s t roug out t e United States . tions of th e McGufiey Readers are sough t fo r by libraries of h fr and museums . Very complete sets t ese books om t h e earliest editions may be found in th e McGuffey a t h e r Museum at Mi mi University, in Ohio A chaeological r S i at hi S a and Histo ical oc ety O o t te University, Colum in t h e F r bus, Ohio , ord Museum, Dearbo n, Michigan, in a few ri a and p v te collections . The auth or h as a ttempted in this book to exhibit the so cial status o f the times and the character o f the population v iii FOREWORD o f the Ohio country which created a demand for books of McGuHey tone and timbre; h e has tried to illustrate the growing commercial a nd publishing interests wh ich carried along the success o f this enterprise with oth er o f r in F h r enterprises the pe iod the Middle West . urt e it t h e o f far more, is purpose this book to reveal as as ' possible the character o f William Holmes McGufley as h e o f n a distinguis d humanitarian, heedless mo etary or i r in i h mercenary p ossib lities , cente ed only serv ces w ich he could render his day and generation th rough the a ppeal of his pen and his voice and h is extraordinary ra h h h lite ry sense . We ave wis ed to pay tribute to t e influence of the McGuffey Readers in the far-flung fr of ontiers in the march western development, even R beyond the ockies . C o n t e n t s

PAGE

1 Th e McGuffeys Arriv e in Ohio

i l mo s h ere of 2 . So c a th e Ohio Co un r in 1 At p t y 836 .

H o th e Mc uﬁe a 3 . w G y Re ders Beg an

So urces Peers and Co m etit o rs 4 . , , p

Su remac of th e McGuﬁe Rea ers 5 . p y y d

6 Th e So cial Teach in s of McGuﬁe . g y

Th e Lure of th e Pic ures 7 . t

' 8 illiamH o lmes McGuﬁe as Co lle e Pr si en and . W y g e d t

C ollections of th e McGuffey Rea ders

Index

Il l u s t r a t i o n s

Memo rial t o WilliamH olmes Mc ﬁ Fr i i Gu ey . ont sp ece

H se in hi h Mc uif e as r o u w c G y w bo n .

r r r a m G ee sb u g Ac de y .

H arriet Spining McGuﬁey

’ Th e McGuffeys h ome

' Pag es fro mt h e McGuﬁey Primer

i i m M if W ll amH o l es cGu ey .

' an r H McGuﬁe Alex de . y

B Smi h and C o m an W . . t p y

r m E T ler Letter f o Mary . y

Th e McGuﬁey elms at Oh io University

Rotunda o f th e Univ ersity of V irg inia

T h e Me Guﬁ e y s Ar r i v e i n Oh i o

” McGUFFEY ! said a distinguished senator of th e United “ ' S ? tates . Is that a person I thoug ht McGufiey was a ’ b ookf After a famous meeting of the Ohio Societ y in New York City in which roll call responses were made by so fr McGuff e R a many quotations om the y e ders , someone of the later generation, evidently an Ohioan by a“doption in ar of E rather than by birth, asked, the p lance nglish ’ ” “ hi Mc uffe G . as she s spoke, who was t s guy y N of either book nor guy, sprung this scion a worthy S t l of co ch ine, but as one sent to deliver the childhood America from the stygian night of fear and horror cre a ted by stories of the public crema tion of Christian mar Rh mes romWi lesworth t h e D o Doom di tyrs , by y f g g , ay f , In an of forefath ers and for massacres their , to create it a ren _ “ ’ ‘ aissance in Ch ildhood s world,a world of familiar ani f ni mals, amiliar playthings, compa ons . The desirable cheap lands of the Ohi o Company and the Joh n Cleves Symmes Company h ad long been dis posed of by 1800 and the Congress became anxious to increase settlement upon the unsold homesteads . May 10 800 L d , 1 , Congress passed the Harrison aw re ucing the minimum number of acres a pioneer might purchase r f 6 0 t o 0 in the Ohio Count y rom 4 32 , at five dollars an f r acre with a down p ayment of fi ty cents an acre . Lumbe and land fo r a h ome and farm could be h ad for $ 160 and 2 WILLIAM HOLMES MCGUFFEY AND H IS READERS

five years to pay the entire obligation . The story ran through Pennsylvania and the East as swiftly as news of f ’ f victory, and every armer s son said to his young wi e or w ?” to his betrothed, Will you go ith me In every home of limited circumstances and in the embryo homes young men and women were filled with “ ” f P L r a o f dreams o the romised and . The t e ty Green l A a of vi le, signed by nthony Wayne and represent tives t of I d O welve tribes n ians, established peace in the hio country. No sooner had the west ern part of Pennsylvania been cleared of organized India n massacres and depredations than the pioneering urge and the pressure from competi tion of newly arrived German farmers in York County led to a trans- Pennsylvania migra tion to the unoccupied of r of a and lands the Westmo eland section the st te, to the f r banks of the picturesque Shenango . To the e tile lands between the Monongahela and Ohio Rivers came b e tween 1 770 and 1 790 hundreds of Scotch and Scotch I f f mi rish amilies . Among the historic a lies that settled in the southwest portion of Wa shington County near Good Intent and West Alexander occur the names of McCuloch McInt osh B Eu , , urns, Davidson, David, F Z R and th e chanan, razier, Wetzel, ane, oney, Holmes, “ ” - McGuffe Scotch Billy y. ” The Westmorela nd folk were almost ki th and kin t o ' McGufie s r S S - the y as almost all we e cotch, cotch Irish, E of P t and nglish, and most were the genuine resby erian faith to which William Holmes McGuffey lat er gave long and disting uished service . n McGuffe f of You g Alexander y, ather William Holmes McGuHe S of y, born in cotland, was in the height young a f mi a t m nhood when the a ly arrived in W shington C“oun y, P a f as ra ennsylvania . He soon est blished himsel the c ck TH E MCGUFFEYS ARRIVE IN OHIO

his f r ad en shot among ellow hunters . Th illed by the v of B t tures the Wetzels, Kenton, and oone, he enlis ed in t e a a th e hi R service against h Indi ns cross O o iver . his fr McArth ur He and iend, Duncan , later governor of hi a S Br O o, eng ged with amuel ady as spies . To make of hi s B a a sure men, r dy selected five men, mong whom McGuff e and McArth ur for a s were y , sp ecial services spies in the frontier Indian wars and gave them the severe tests necessary of woodsmen and spies; running f ar oldei' oot races, hunting game, shooting m k . The spies were dressed as Indians and sent into the woods to give full test o f the cunning and fighting qualities of the young f f ti t r - Mc ufle neophytes . A ter due ron er y outs only G y McArth ur of hi s and were chosen . The complete story a r o f ani r hi s service is told in lette D el D ake to grandson, a o f McGufle of Charles, son Alexander H . y, brother Wil McGuffe f few f liam Holmes y, rom which a excerpts ollow

t h e r r t h e a h fo r During ﬁ st summe , yiw tc ed Indians , i h h Bra as h i and one t me, t ey and two ot ers , with dy t e r r ar t h e leade , made an exp edition, ne ly to Muskingum R r hi a hi was h r if h ive in t s st te !O o! . It t ei business, t ey met with a small body of Indians to ﬁgh t them; if with r a ra a larger number, to retu n to the st tion on G ve Creek

‘ f eo a or to Wheeling, and noti y the p ple, th t Indians were mi a i h r o co ng, that the men gener lly m g t tu n out and p h h th e r h was ne p ose t em . T rough next winte , t ere no cessit for fo r a as h r a o y looking out Indi ns, t ey we e not a th e h in h a customed to inv de w ite settlements t at se son, ra fa r h and ar so your g nd the sp ent it in unting deer be , r ar h Th e of t h e al in the count y ound W eeling . ﬂesh anim s

f and h i r for . was used as ood t eir sk ns , we e sold money h ” This was repeated t e next two winters .

k r a r f o f I a Once in a s i mish with supe ior orce ndi ns , McGuffey retreated and was pursued in his ﬂight in full 4 WILLIAM HOLMES MCGUFFEY AND H IS READERS

t o speed up a hill . When he reached the p , the Indians h H e r were close upon his eels . tu ned and drew up his empty gun as to fire; wh ereupon t h e th ree Indians a McGuffe h os dropped into the gr ss, giving y c ance to f of cape . A‘ter the war was over, one these Indians met McGufie h “y in Wheeling and as he shook ands with him ” a of h s id, I was one the t ree who chased you up the hill . Then McGufiey challenged the Indian to a foot race and h won t e race . f St ’ f fl Sh . McGu e ortly be ore Clair s disastrous de eat, y, B McArth ur S i rady, and were sent as spies to Cold pr ng near Sandusky City . As they lay concealed in a swamp h I a St t ey saw ndians passing in great numbers to att ck . ’ St h h i Clair s army . They decided . Clair must ave t s f r da in o mation . They lay in concealment during the y and traveled in silence by night . One night they traveled — forty-one miles everywhere were Indian camps and In dian warriors . Unable to shoot game they used the two f small accompanying dogs as ood . To avoid breaking f t the silence o heir movements the dogs were choked . St f The men reached . Clair with their in ormation, but the egotistical governor profited as little by this informa tion a“s he had done from Washington’s last words to B of him, eware a surprise .

McGuﬂe McArth ur In the summer y, , and George Sutherland were sent over the Ohio River opposite o f o r i h mi Wheeling, to the distance seven e g t les , as spies i i a h upon the Ind ans . They were walk ng on a little p t , which led to a deer- lick wh ich the Indians often fre uent ed B r q . etween sundown and da k, they came upon ’ ca h h an Indian s p , w ic had been thrown there to cause any white man wh o migh t p ass that way to stop and h pick it up, w en the Indians, lying in ambush, would s . t hoot him The spies understood the s ratagem, and

TH E MCGUFFEYS ARRIVE IN OHIO 5

f h f when your grand ather, who appened to be oremost h a i saw it, he gave it a kick without lt ng, and cried out, ‘ ’ Indians ! As h e uttered th e word seven o r eight Indians a nd of th e a h h is ﬁred at once, one balls sm s ed p owder h h is h h im Th e orn and tore clot es , but did not wound . r a t h e ia spies then ret e ted to Wheeling, and Ind ns did f ” not ollow them .

f r o f r of a i fa r A ter six or eight yea s a t io ctivit es , ming, h a unting, and spying upon and ﬁghting Indi ns , our h f h t young pioneer soug t a settled li e, and at C ris mas in 1 W a 797 married the insome Ann Holmes, who was to become an inspiration to all American mothers burning with the ambition to see ” their talented sons born in “ ” hi O t o f ni c ll penury given an ppor unity college trai ng . The ceremonies of the wedding accordin“g to family f 0 of tradition were not wanting in estivities . N end wild turkey” and other game meats furnish ed by the h unting prowess of the groom served in multiple choices f r h rom rare unw itten recipes , toget er with corresponding a e of r a fr bundanc and variety ce e ls, uits, and native s r i sweet , and d inks were served on the groan ng ta“bles both at the wedding dinner of the bride and at th e in ” fa f f re east o the groom . a of H Anna Holmes was the d ughter Henry olmes, f R i R whose wi e was Jane oney, s ster to Hercules oney, noted defender o f the Scotch - Irish pioneers from Indian ’ fa of f atrocities . The Holmes rm was one the largest arms f in the settlement, containing over our hundred acres , ’ a a of and the Holmes house, log c bin, was one the largest

- ar houses in the community, a two ap tment cabin with en h f the real Scotch but and b . Thoug ollowing American a t fa r . rchitec ure, these mous rooms we e on two ﬂoors ’ It was here doubtless that Alexander McGuffey s ﬁrst r r — a a three children we e bo n J ne, Willi m Holmes, and 6 WILLIAM HOLMES MCGUFFEY AND H IS READERS

of Henry . The first was named in honor the grand H olmes mother . The names look quite y, William alone f Mc ufle coming rom the G y side . Th e whole of the Connecticut Western Reserve In hi a O o, three million acres , was purch sed by the Con necticut a at f r er a r L nd Company o ty cents p c e . It was r r 0 u o ganized under one county, T umbull, and was p p larly called New Connecticut . The comp any advertised E i cheap lands in all the ast . Her agents were travel ng everywh ere displaying specimens o f the rich soi“l and oth er advantages of the Mahoning Valley and New ” n of Con ecticut . Daniel Coit had bought the comp any a wh ole townshi p in northern tier of t h e former Trumbull hi hi County, w ch later became Coitsville Towns p, Ma ‘ h omn S of g County . pecimens this soil were shown all r a hi P hi ove W s ngton County, ennsylvania, and to t s township of solid forest Alexander McGufley was lured 180 h in 2 . He p urchased about one undred and sixty fiv e acres from Gard and Elizabeth Green for five hun r r th e d ed dollars, less than the government price unde H th e arrison Act . His purchase was doubtless on long 18 1 time land contract plan . He received his deed in 4 . The untold h ardsh ips o f the frontier fell in full measure up on these earlier settlers o f Trumbull County no h h o f h c urches , no sc ools, winters winds moaning t rough th e of r f r r branches giant trees, t ackless o ests, sp ing with roaring, threatening streams swollen into floods by rains a nd and melting snow, summers autumns with their unremitting toil with out aid o f any of the dextrous ma chines of modern labor to give relief from the heavy duties of clearing the land . In such an environment Alexander and Anna Holmes fl f b e McGu ey reared their pioneer amily . Two sons came noted Americans : William Holmes and Alexander . THE MCGUFFEYS ARRIVE IN OHIO

These worthy pioneer p arents are buried side by side in B f r P ni r h the New ed o d, ennsylva a cemete y wit monu ments that pla ce th em a mong the well- to- do members o f h a P h r t t resbyterian c u ch . l a McGuﬂe of hi Wi li m Holmes y, the subject t s volume, r S 2 1 800 th e h f was bo n eptember 3 , , in old omestead o th e fa h r ar a P ani grand t e ne W shington, ennsylv a . The a o f h a E exact loc tion t is homeste d is still disputed . ach

' of f B a and a fa m two arms, the l ney the Lockh rt r s in F a i West inley Township , W sh ngton County, claims to r of hi di H F be the bi thplace t s stinguished son . enry ord h as B a fa a o f lent evidence to the l /ney rm by his purch se it and has restored the old cab in most reasonably sup posed to be th e log- cabin in which Willia m Holmes ffe a Th e f th e McGu y w s born . old logs ound on birth site a r hi a were moved to Greenﬁeld Vill ge, Dearbo n, Mic g n, as r of th e i and used p a t restored bu lding . Willia m Holmes McGuffey was second in a family of h r : r a f eleven c ild en two brothers , ﬁve sisters, and th ee h l r Al r 1 siste s . exander, his youngest brother bo n August 3 , 1 8 1 6 a H ni , came with Willi m olmes to Miami U versity and was a student in the academy and college during

’ ! th e of McGuffe s f r a as time y pro esso ship in Mi mi . He s sisted McGuffey in the co mplh tidn o f t h e McGuffey r A a McGuffe S r of 18 8 se ies . lex nder compiled the y pelle 3 ' of ar McGuﬁe Fi th Reader and was the author the popul y f , E a 1 8 . H e issued in 44 married liz beth Drake, daughter of of Dr . Drake Cincinnati, to which union was born a r fa la ge mily . His career as teacher, attorney, church was a man, and citizen notable one in the g rowing r f met op olis o the great West . The monotonous seasons dragged slowly through the ' ’ a of a McGuﬂe s al long d ys Willi m Holmes y boyhood, ways serious b ut not gloomy ; always occupied but not 8 WILLIAM HOLMES MCGUFFEY AND H IS READERS

a for f hi burdened with toil necess ry ood, clot ng, and shelter . McGuffey gained the rudi ments of an elementary edu cation from h is parents and such a dventurous sub scrip tion schools as occurred in Ohio for western pioneer a hi l nd . He committed to memory all literature w ch of - ca me into his p ossession . At the age twenty one he of of B could repeat many the books the ible complete . He could repeat verbatim sermons which he heard but r a f a single time . Conve s tions and names o persons and a pl ces were always accurately remembered . Young William Holmes and his sister Jane attended R school in Youngstown conducted by the everend Wick, living with the Wick family during the week and return il ing home weekends . There is no record ava able about h is education between th e time of his private instruction with the Reverend Wick and the time of his college

o f f- courses . It may have been one sel improvement . His ’ daugh ter writes of McGuffey s education as follows

Fath er h a d the usual education tha t boys o f that r of r it was count y get, but cou se was not much . He f f and r a i H e ond o studying e d ng . used to walk miles to borrow books from t h e sch oolmaster or the minister r a at h ﬁreli h t r and would e d nig t by the g , st etched out was i a f on the ﬂoor . He e ghteen ye rs old be ore he ever ” saw a slate .

That he taught in the country schools is quite ev“ident, of r though records this are enti ely wanting . The com ” mon schools of Ohio had scarcely dawned and prior to r of th e 1825 were wholly subsc iption schools . Many schoolmasters tramp -traveled during vacations and upon discovery of a school building canva ssed the neighbor ” f f r h hood or district o r scholars o t e ensuing winter . THE MCGUFFEYS ARRIVE IN OHI O

f - a S h a These men were o ten well educ ted men . uc a w n dering teacher prepared Hora ce Mann in th e Latin re uirements for B r i q entrance to rown Unive s ty . No system of of a th e a certification teachers had been dopted by st te, and often the townsh“ip trustees o f the district sch ool ” larnin of a a committee tested the the c ndid te . Gen erally letters o f recommendation from well - known men and credentials from colleges and a ca demies were suf ficient of a i a guarantee a qu l fied pplicant . Citizens and teachers o f more th an one community ' believe that McGufiey once taught in th eir sch ool dis t ricts of a of t h e McGufle . In one the recommend tions y series the writer commented upon the auth or o f the series :

R Pr f McGuﬁe t h e a h r of t h e esp ecting o essor y, ut o R a i B l sa h a h im e d ng ooks , I wou d y, t t I do not suppose qualiﬁed to p repare a good book simply beca use h e h as a cquired an h onorable reputa tion as a p ro fessor in a ni r h fa a i t h e U ve sity; yet t at ct, t ken in connect on with fa a o fo r a ar a i i i h a h r ct th t h _ was , m ny ye s , d st ngu s ed Te c e of S h r a v h im r a Common c ools , does ce t inly gi e impo t nt a dvanta ges over ot hers wh o are less familia r with t h e operations of th e mind th ey attempt to direct;

The good Reverend H ug h esji rav eling th rough th e country on horseba ck in sea rch o f sup erior lads fo r his Greersb ur a da a t h e g Academy, ch nced one y to p ss“ Mc ff a w as ni and th e eaceﬁi l Gu ey homeste d . It eve ng p noises of the farm had subsided; t h e vesp ers o f t h e native birds were fa intly h eard from the nearby trees a nd hedges; the giant forests were already black with t h e — f r ra h e sh ades of nigh t friendly environment o p yer . As h ar th e r a h e h ar t h e drew near t e g den by o d, e d earnest ' f c ﬂe a i i h H im voice o Mother M Gu y ple d ng w t , with all h i are r for f whom t ngs p ossible, to p ovide urther edu IO WILLIAM HOLMES MCGUFFEY AND H IS READERS

fo r cation her son William . The reverend principal ’ moved silently on t o hi s night s lodging an“d returned the next morning delicately to inquire if any likely lads ' McGuﬂe f abode among the y amily . One may more fully appreciate th e religious spirit of these early Scotch and Scotch- Irish Presbyterians from the following guiding principles adopted by the 1 14 signers of the religious code of a Presbyterian community in Washington County in which Fath er and Mother Mc ff Gu ey had lived .

and of h are r r We, each us, w ose names unde w itten, being chiefly th e inhabitants of t h e Western frontier of di Washington County, considering the many aboun ng i th e ev ls in our own hearts and lives, as also op en and of of hi secret violation the holy law God, w ch dishonors H is name and defiles and ruins our country; such as ig no rance f of a of , unbelie , hardness he rt, contempt God a a and His ordin nces, law, and gospel (in p rticular in setting our hearts upon the creature in one line or an r r a of Sa othe more than up on God), b e ch His bbath, i r - a ni d sobedience to p a ents, back bitings , entert i ng bad h r r of t oughts, and receiving groundless evil epo ts others , fil lascivious songs , thy discourse, promiscuous dancing, r f r- a hi ar a d unkenness, de raud, deceit, ove re c ng in b g ins , r h for r gaming, ho se racing, cock fighting, s ooting p izes, i f a ai ly ng, covetousness , discontent, retting g nst the dis ’ ensations of fa h f fo r p God s providence, un it ulness God ff a h r (in su ering sin to rem in on our neig bor unrep oved), of f and denying God in the neglect amily secret worship , catechi zing and instruction of our ch ildren a nd servants la a ra a h or s ves, vex tious w nglings , and l wsuits , toget er h ra wit innume ble evils , provoking God to send down h av a and h h r e y judgments on our l nd, to wit old or d aw fo r His gracious presence, and unfit our soul enjoying an i a y solid happiness, wh ch we desire to cknowledge

l I 2 WILLIAM HOLMES MCGUFFEY AND H IS READERS f in the humble home of th e McGuffeys in Trumbull rni af fl er . a County, Ohio On the mo ng ter the ardent p y of a McGuffe R r e a r Ann Holmes y, the eve end Hugh s ‘ ranged with t h e McGufley family th a t Willia m b ould a a m and f Re come to the c de “y live in the home o the v n h r ere d Hug es and cho e his expenses . McGuffey did not dig coal in the nearby hills and “ ” th e i f i cart it to old stone p le, as the boys o ten des gnated a a r a r the old stone c demy, to wa m the cl ss ooms, but earned his expenses by working about th e benevolent ’ r h ar and pasto s ouse, g den, church . While he lived at ’ th e h h e Hug es house, doubtless ate the 75 cents per week R : academy menu , adopted by the everend Hughes fa — ff and r a r i — break st co ee b e d with butte ; d nner bread, a a r — and and me t or pot toes ; supp e bread milk . r a a i i n r He p ob bly p id no tuit on even t ade, as was done wh o a hi a h a d by students l cked money . T s tr de a wide f i — r — n o ar . a d a range t cles butte , wool, etc it is lleged th at the economically versatile Princip al Dilworth ( 18 2 1 1 8 at a a i a o f 23) took, up on le st one occ s on, two g llons r whisky . (The gove nment revenue on it was no doubt ai p d . ) 1 820 arr h a for In , W en, O io, needed headmaster the il h Mr M G fle t e c u . new school bu t by town . . y applied Two of th e Board of Examiners fo r the town were grad uat es o f and s a n a Yale, succeeded in etting ex mination whi ch contained questions that h a d never come within ’ f r McGufle s a a r the range o M . y educ tion l expe ience . ’ His failure to p ass th is tea ch ers examina tion fixed his determination to go beyond t h e requirements for head f illa mastership o a V ge school . at a hi He attended college W shington College, Was ng P l a ia a nd a a lif fr o f t h e ton, ennsy v n , bec me elong iend R r a r Th e M . p esident . everend Wylie was great college TH E MGGUFFEYS ARRIVE IN OHIO 13

a h a of th e president, who t ug t cl sses most day and held fﬁ r o ce hours at sund y times . His p ersonal inﬂuence dur ’ a o f McGq e s f o f ing the college ye rs young y li e, years r r r f intellectual matu ing and ca eer dete mining, was li e

. for was long To this inspiring teacher, he a great teacher of McGuf as well as a college executive, was due much ’ f r ey s success in his ea ly career . R Mr f The everend . Wylie was a native o Washington

P a a . ra of County, ennsylv ni He was an honor g duate ff a P in 18 10 Je erson College, C nonsburg, ennsylvania, , a of and soon became princip l the college . He was an advocate o f the union of Jefferson and Washington Col f f ’ . r a t of leges A ter our years service as p incipal , the age

- r of twenty seven , he took the p esidency Washington Col f a f o f r h lege . A ter success ul service twelve yea s at Was ing ton College through its bitterest comp etition with ff r R Je erson College, he esigned to succeed the everend B r of af Matthew rown, ﬁ st president Indiana College ( ter 1838 Indiana University) and served as president of this

! h is 18 1 H e of institution until death in 5 . was Irish descent and inh erited in an unusual degree the gift of c o f i h as tea hing , wh ch his race always possessed so con s ic s an Mc uﬁe p uou endowment . G y entered Washington p 1 8 1 and minut esof th e B of College in 9, the oa“rd Trustees, S 2 6 1 82 6 rr f : R eptember , ca y the ollowing esolved that e o f A conferd McGuﬂi e the d gree B . be !sic! on William ” f f His Pr . !sic! now o essor in Ox ord University, Ohio r a studies had been la gely L tin, Greek, philosophy . and

Hebrew . R r d R B The eve en obert Hamilton ishop, the most dis tin uish ed r g college p esident in the West at that time, f f Mr McGuff e a nd learned o the qualiﬁca tion o . y nomi nat ed him to th e position o f Professor of Ancient Lan McGuff e was a t guages in Miami University . y still in I4 WILLIAM HOLMES MCGUFFEY AND H IS READERS

a at l f tend nce Washington Co lege, but le t college to begin a hi ia 1 8 2 o r af his te c ng at M mi late in 5 , just ter/the a a Christm s holid ys . ’ President Wylie s letter to McGuff ey under date o f ’ F a 1 1 1 8 26 McGuffe s h a ebru ry , , justiﬁes y wit drwing fr f r th e i o f h is e om college be o e complet on senior y ar . h h Upon the whole, I am inclined to t ink t at you acted f r h ad ra wisely in going to Ox o d . You ked up all t h e f f h r and t h e r aff in ormation to be ound e e , p osp ect, orded h of f l a nd a t t h e a r ar you t ere, being use u , s me time p ep i n r f for f i n th e f g you sel more extended use ulness uture, while your funds may be a ccumulating instea d of di r i a f minishing, I conside s ngul rly elicitous . I did wish you h ai and a a ar very muc to rem n gr du te regul ly with us , and afterwa rds to settle in some situa tion within striking a o f a nd a r i i i a of th e r dist nce me, in mo e c v l zed l nd wo ld . But it a i I know must not be ccord ng to my mind, and wi h h r i f and h a I s you to be w e e you w ll be most use ul ppy .

i Mr McGuff e President Wyl e commended . y to the ar o f r ia i i r i : bo d t ustees , M m Un ve s ty

Understanding th a t th e Board o f th e Miami Univer sity h ave in contemplation to elect a p rofessor largely fo r at h ir i l a languages t e next meet ng, I wou d beg le ve h ir a i ia McGuff e a s to recommend to t e ttention W ll m y, a h a a a i a nd a young gentlem n w ose tt inments , h b ts, taste,

as a ra ali a i r hi min m - as well n tu l qu ﬁc t ons, ender y opin r t h e i r o f i ra r ion, eminently ﬁtted to p omote nte est l te tu e ” f h ni i in that dep artment o t e U vers ty .

The board of trustees o f Miami Unl v ersity a t their i ar 2 1 8 2 6 a t h e f ll i r next meet ng M ch 9, , p ssed o ow ng eso lution

Resolved th a t t h e Board do now proceed to the elec of a f o f a a wh o a recel e tion pro essor L ngu ges , sh ll v In THE MCGUFFEYS ARRIVE IN OHIO 15 compensation from th e institution an annual salary of six h undred dollars and th at a majority of all the votes h e a . . P r r be n cess ry to a c oice Mr o ter and Mr . Gard we e a r and th e a ppointed telle s , on b llots being taken and it f h a i H McGuﬁe counted was ound t t W lliam . y had all th e and a l votes given was decl red du y elected .

The conditions o f roa ds and th e meth ods of travel in the early times support t h e claim th at McGuffey rode into the remote village on horseba ck with his p ersonal of v H ra a copies Li y, o ce, Memorabili , and the Greek and r of Bi h is a a Heb ew texts the ble in s ddle b gs . Of a ara a h r his p erson l app e nce we h ve t ee accounts . ' H isto o the McGu e Readers a : Dr . Vail in his ry f ﬁy s ys

Dr McGuff e was a man o f a r and . y medium st tu e com a r H is f r h a w as r a and f hi s p ct ﬁgu e . o e e d b o d ull ; eyes ar and r H is f a r o f th e cle exp essive . e tu es were strongly ar r h H e was r a m ked ugged Scotc typ e . a e dy sp eaker, a ar r a a and a n p opul lectu er on educ tion l topics , able h r H e a mi ra l i r a was n r a . o b p e c e . d b e conve s tion His servation of men was a ccura te and h is study of ch aracter ” close .

Mr h arl r fa o rl te o f McGuff e . C es Ande son , a v student y a t ia i a o f h imin iami ni R i M m , s ys M Alum em niscences f H McGuff e o Dr . . . W y

can r r r a th e r a I , even now, ve y clea ly ec ll d ess , ppear a ai of Pr f r McGuff e a s h e r nce, and g t o esso y ente ed or left t h e ch ap el o r his classroom (south west corner o f the r al and fr his f second ﬂoo ), or w ked to om newly ounded fa - a t th e h r of a mily nest, sout east co ner the H milton r a a a fr t h e h r a a . o d, di gon lly om sout e n c mpus g te The fa of h a s of h h f shions clot es , ot er institutions , ave o ten ‘ ’ and a If grea tly ch anged since those primitive d ys . 16 WILLIAM HOLMES MCGUFFEY AND H IS READERS

’ a Pr f h a any one now c res to know the o essor s t en pparel , it was somewh at thus : A silk stove - pip e h at (th ese silken shams were just beginning to supplant th e honest furs of B r o f a r a ff high p riced eave ); a complete suit ce t in stu , B b a of r called ombazine, l ck in color, the d ess p attern; r his and usually a cane (as I remembe ), composed every a fr wa h is d y costume . A black broadcloth ock coat s ma rr n h S a o r a r . e und y, p ulpit, pp a el I y possibly i t is r i fo r was r r r of t h e ecollect on, I never a ve y close obse ve r fa a a r a d ess shions , but I think he lw ys wore the c‘le ic l ’ h i a r ra a of ar a w te c mb ic c vat, inste d the l ge bl ck stock of a o r of ff ar patent le ther, some sti bo d covered with — ‘ velvet or Bombazine an invention o f th a t fribble ’ r a h king, Geo ge IV, then so gener lly in vogue . W en it is a dded th a t he wa s most habitually and ch aract eristi a r a nd a ar h a of c lly neat in his p e son pp el, t is cl ss remi ” ni c nces ff s e ought to su ice .

r a a r d Dr. Thornton in his memo i l dd ess at the edica tion of the McGuffey Public School building at Char lo t t esv ille says

Among my earliest recollections of the University of r h f M ff e a t r a H cGu . Vi gini is e ﬁgu e o Dr . Willi m olmes y He was a man so ugly as not to be readily forgotten ; a a di r ai huge mouth, a portentous nose, s ndy red sh g ey h r, h u i his cars worn so long t at it curled p a l ttle above , a a f r h h a v st o ehead eightened by baldness, keen eyes t t a and a t r w sn pped twinkled you . His d ess was onder f l th e fa h r i ul y neat, but most old s ioned I eve saw outs de Fo r h is S a r la a museum . und y morning lectu es to his c ss in Bible Studies he would array h imself in a dark blue coa t with brass buttons cut somewhat like the evening dr‘ess coa t o f th e present day and known from its sh ap e as ’ sh adb ellied a r was a li a co t . A ound his neck high nen a collar surrounded by a voluminous bl ck silk stock . f S When Pro essor Francis H . mith ﬁrst saw him he wore TH E MC GUFFEYS ARRIVE IN OHIO 1 7 knee breech es with black silk stockings and low shoes fa hi i i h h a stened with s n ng buckles . In my t me e d rec o nciled f r r h a himsel to t ouse s, but it seemed to me t t

' i his concession t o r i h th s was only mode n ty . When t at mouth of h is broadened into a smile he looked to me like a h h some geni l monster . W en he scowled even t e young devils in his classroom believed and trembled .

S a o f Miss Katherine tewart, living grandd ughter McGuffe her r y, who was eight years old when g and f a a fr a nd f o con ather died, decl res th t om memory r m r o f McGuffe versation with the two daughte s y, she is McGuff e a sure y had black h ir . Soon after h e began hi s p rofessorship at Miami Uni McGuff e arr S inin versity, y met H iet p g , who was visit r S inin ing her brothe Charles p g . The brother, at that a f r time was a merch nt in Ox o d, and, as runs the legend, i S h l ved in the old cott omestead, the name given to the h ouse on the corner south o f High Street and west of S inin a Campus . Miss p g , a little l ter, went to live with h er r r fa brothe Cha les , who moved to the home rm at h fa S inin Woodlawn, Dayton . At t is rm Harriet p g and M ff a r 1 S inin cGu e 82 . y were m rried Ap il 3 , 7 Miss p g was th e of a S inin daughter Judge Isa c p g , who held court in

r ff nS r hi . the log cou t house on Je erso t eet, Dayton, O o It was not customary in th ose days for a young man to address letters to his fiancée in her own name . All such communications must pass to the aristocratic young sweetheart through the hands of her p arent o r guardian . a S inin r As Miss H rriet p g lived with her b other, such him r letters must be addressed to . Young love s always f r invented methods o direct communication, and the young pair agreed that all letters from Oxford sh ould have the initial o f the middle name of the brother under It an a h h h a a scored . is indisput ble ypot esis t t when m il 18 WILLIAM HOLMES MCGUFFEY AND H IS READERS was due a t Woodlawn from th e Oxford Lochinvar the dainty fingers of th e young fiancée were first to touch the a sa cred p ges . r r fiv e : a a To this union we e bo n children M ry H ines, 20 18 0 r a 10 18 2 January , 3 ; Hen iett , July , 3 ; William 1 1 8 ar S inin e Holmes, October , 34; Ch les p g , Novemb r 8 18 E 18 18 8 , 35 ; dward Mansfield, May , 3 ; William Holmes lived but fourteen days ; Edward Mansfield died shortly after their a rrival in Athens in 1 839; Charles S inin B r 18 1 p g died in u lington , Vermont, in 5 , and was h is r buried beside mothe in Woodlawn Cemetery, Day 1 8 0 McGuff e ton, Ohio . In July, 5 , Harriet y died in r Dayton, Ohio, in the house in which she was mar ied . In th e summer of 185 1 McGuff ey was married to L r fa r of th e S of aura Howa d, whose the was Dean chool h f r Medicine in t e University o Vi ginia . To them was f f a h r o . born one d ug te , Anna, who died at the age our r a M ff ar S a cGu e . M y H ines y m ried Dr tewart, eminent

h o f i r . . . p ysician Dayton, Oh o ; Hen ietta married Dr A D r of ia i 18 2 - 18 Hepburn , p esident M mi Univers ty in 7 73 and fo r many years head of the department of English in that institution .

2 0 WILLIAM HOLMES MCGUFFEY AND H IS READERS mind to make th e new country a real democracy after ff the Je ersonian p attern . By 1 836 th e foreign population of Ohio had risen to a f These immigr nts came chieﬂy rom Germany, E of for Ireland, and ngland . Most them came wholly r a — f i economic e sons they came to buy cheap land, ert le of For land, regardless who were to be their neighbors . forty years Cumberland Gap thronged with native and foreign migrants into the great spaces of the Ohio and its r E 18 0 of hi t ibutaries . ven in 5 , when the population O o had reached nearly two million p eople, not more than -f f r one ourth o the population was bo n in the state . A cross section of the population of Cincinnati at that time represents fairly accura tely the distribution in the west ern half o f the state and reasonably well the distribution

f ﬁft - o peoples westward . About y six per cent were native

f of f - born, and over hal the oreign born were German . ’ It was in this social milieu that McGuff ey s readers f f ﬁrst ound avor . It was to this new audience that Mc ff r P Gu ey appealed . He e the uritan ideas were greatly r — o modiﬁed or enti ely substituted . This new mind pra a h r f S — tical Germ n, t i ty cotch, witty Irish became cos Da of a mo olit an. S p The y Doom, horter C techism, and church creed Were not adequa te in their li terary latitudes to sa tisfy the high potential ambitions of their inter r mingling social cu rents . One may get an insight into the enthusiasm for the Ohio countryfrom the following estimate of Ohio by a wr“iter in 1836 : a Without bo sting, we aver, and challenge the world t h e a r i h a h i r a and to contradict sse t on , t t t s g e t growing state p ossesses more of th e essential ingredients of future r f- f- r greatness , and mo e sel sustaining and sel creating p in ciples than any other territory of equal size on the face

SOCIAL ATMOSPHERE OF TH E OHIO COUNTRY

f h i o . the globe Wit a cl mate, moderate and invigorating, of r r i a i o f with a soil eve y p oduct ve v r ety, and cap able sus taining a population equal to t h e p resent number in the S a fa ff r fa United t tes , with a sur ce o e ing every possible cil ity for railroads and canals ; with its valleys already teem h r a nd ing wit ﬂocks and he ds , its hills yielding various — ores and other fossils in a bundance and with internal improvements lea ding to every h amlet; its march must ” f r be, as it has been hereto o e, onward and upward .

What was said o f the character of the Puritan Fathers of New England by Greenwood Whenever a few of them settled a town they immedia tely gathered them selves into a church; and their elders were magistrates ” of P h was and their code laws was the entateuc , true also of these early settlers in Ohio, excep t that their magis trates were chosen from many church denominations and the Pentat euch was interpreted in terms of west ern life needs . Simultaneously in all the Middle West country with the establishment of communities were built temples for P Ba r worship by resbyterians, Methodists, ptists, Luthe a ans, and other church denomin tions . In Cincinnati by 1 8 1 f r ar 4 there were ﬁ ty churches holding egul services,

- mi a comprising twenty three deno n tions . A still greater increase o f founding a nd building churches occurred b e 1 1 0 u tween 850 and 86 . Colleges sprang p in the Ohio ra h country with great rapidity, and ent nts to these hig er re- neces schools must be prepared in p college studies, sit ating the academy and the elementary schools .

B 1 8 r hi . y 37, eight colleges had opened their doo s in O o r f 1 80 o f Ohio Unive sity, ounded in 4 upon the support h as a two townships, set aside by the O io Company part of its contract with Congress in the purch ase o f a million and a half acres of land in eastern Ohio; Miami Uni 22 WILLIAM HOLMES MCGUFFEY AND H IS READERS

f 1 80 th e of versity ounded in 9, upon support one town a of h S ship, under like contr ct the Jo n Cleves ymmes Company for three- fourth s of a million acres between the Great and Little Miami; Kenyon College in 1 824; Oxford College fo r Women in 1 830 ; Denison in 183 1 ; Oberlin in 1833 ; Ohio Wesleya n in 1 833 Marietta in 1 8 1835 ; and Muskingum in 37 . In Indiana ﬁve colleges were established by the year 18 : a a 1 820 H 1 82 37 Indi n University, ; anover, 7; Wabash, F 1 DePa w 1 18 2 8 u 8 . 3 ; ranklin, 34; , 37 ’

f St . a 1 82 1 McKendree Illinois had ounded M ry s in , In 1 82 6 S ff 1 82 a 1 82 and , hurtle in 7, J cksonville in 9, Knox f 18 . r 1 8 1 in 37 In Kentucky, Cente was ounded in 9 and hi a a r 1 8 2 . a Geo getown in 9 In Mic g n, K l mazoo was f 1 8 ni r o f h a 18 ounded in 33, the U ve sity Mic ig n m 37, and 1 8 a a t h e f Albion in 39 . As in M ss chusetts, where ounding o f Harvard in 1636 influenced education even to th e f of all h a dame schools , the ounding t ese e rly colleges in the Ohi o country necessitated schools and schoolbooks fo r all ra of a g des educ tion below the college . One o f r of the g eatest educational influences the day, 1 8 1 8 was r o f a and a 34 to 45 , the g oup intellectu ls in bout i was a t h a a r a Cincinnati . Cincinnat t t time the gre t u b n of i r i of center the M ddle West . Into this b oil ng center f hi hau t ban hau o f a of Pr mi pioneer li e, t s p f the L nd o se, r r o f a came some g eat spi its . One these was D niel Drake o f h a ni New Jersey, w ose cre tive ge us touched with the f f hand o f a true pioneer every phase o this new urban li e . His ambition to found educational institutions was ex ceeded only by that of the realtors of the day to expand E a r : . . Cincinnati others were D M nsfield, lawye , philan th ro ist S r a a p , educator; amuel Lewis , fi st state educ tion l ff S r of S o icer in Ohio, up e intendent Common chools , 1 18 t o 2 1 8 P March 3 , 37 December 4, 39; Albert ickett, SOCIAL ATMOSPHERE OF TH E OHIO COUNTRY

’ of r o f a r r a o f P author a se ies school re de s, p incip l ickett s ’ F S ar h Ra a h r o f Ra emale emin y; Jo n y, ut o y s series o f McGuffe R a arithmetics , companion text to y e ders in the ’ E S r hi h 1 great clectic e ies, w c began in 834 with Ray s ’ Arithmetic Mc ff Little . . Gu e h r o f McGuff e s ; A H y, aut o y Rhetorical Guide and Fif th Reader; a nd Willia m Holmes

McGuff e o f r o f r a r y, author the great se ies e de s . Membershi p in this society included t h e lea ding ex “ onent s of a f h s r p educ tion rom O io, Kentucky, Mi sou i, a ri a nd Indiana, Illinois, Louisi na, Missou , Tennessee . These men were the original foment fo r state and na i n l a h r a i t o a public educ tion . T ey o g n zed t h e ﬁrst im ’ “ r a r a sso c1at 10n i n r a al a 1 p o tant te che s Ame ic , c led it C 0 ” of a h r h a lege Te c e s , wit its meeting pl ce in Cincinnati, h O io . of h a a a r In the meetings t is org niz tion, known l te as

r i ra i it s r i t h e the Weste n L te ry Inst tute, membe s d scussed r of a i h p oblems educ t on . The common sc ools constituted the chief phase o f educa tion found on the annual p ro r hi in f r a g ams . T s topic one o m or nother app ea red on the several a nnual progra ms from 1 834 to 1 840 one r a nd ni McGuff e as a r hund ed neteen times . y w p omi nent member o f this society throughout its existence and f f a b efore t his H is requently g ve addresses body . lecture before this society in 1845 was an eloquent a eal for pp ﬂ ‘ the education of the whole community; leisure for the laboring class that they might become pious and intel lig ent ; the need of trained tea chers; continued growth of a hi teachers in service; adequ te school buildings . T s body agitated the need o f western culture and western a a hi schools, which g ve gre t impetus to western authors p and western publications . Bookmaking h a d established itself quite independently of a a h a B r P a east the App l c i ns . oston, New Yo k, and hil 24 WILLIAM HOLMES MCGUFFEY AND H IS READERS delphia h ad freed themselves of all domination of foreign S printers . tereotyp e plates were introduced into New 1 1 a B Th e York in 8 2 by D vid ruce . early printers and r of h bookmake s the O io country used movable type . Publishing h o“uses sp rea d rapidly in all western cities ” and th e sloga n western books fo r western p eople was h a i h Th adopted by the western publis ing est bl s ments . e rise of books published in the Ohi o country greatly stimu a lated western uthorship . Lexington and Louisville, h Kentucky, and Cincinnati, O io, became the three cen h h i h r of th ters to w ic booksellers , publ s e s , and printers e h a i r f h East migrated . W ile the e rl est cultu al centers o t e f n — r a a great West were ou d in Kentucky T ansylv ni , Lex — in t on i a t h e g , and Louisville C ncinn ti soon became a i o f Al greatest intellectu l nﬂuence west the leghenies . In 1 1 8 0 r 8 r of 4 there we e 3 5 p inting presses in the West, Of h which 159 were in Ohio . the 5 7 binderies in t e

0 h . West, 4 were in O io

As early as 182 6 there were printed in the city of Cin cinnati - fift -fiv e sixty one thousand almanacs , y thousand i t h i h spelling books , th r y t ousand pr mers , t ree thousand of th e B f copies ible News , fi ty thousand table arithmetics, h h a r a Pr h r h t ree t ous nd Ame ic n eceptors , t ee t ousand R a h r a r th American e ders , t ee thous nd Int oductions to e ’ E R r h a Kirkh ams a nglish eade , three t ous nd gr mmar, f h a h ourteen t ous nd testaments , ymn, and music books , ’ h i r H am one t ousand V ne Dresse s Guide, five hundred ’ r r S 2 mond s Ohio epo ts , five hundred ymmes Theory, ” a a nd other miscell neous books .

P U . . James, a Cincinnati publisher, stimulated great interest in books by his widely advertised Book Trade

l r o the Middle Western Frontier. Rusk, Literatu e f 2A th eory th a t o n antipo da l sides o f t h e earth th e surfa ce was indented b y two r s a ce of t h ese cones li ed th e h great co nes and upon th e inne urf v uman race.

26 WILLIAM HOLMES MCGUFFEY AND H IS READERS

t h e B only the one book, German ible . America was an English nation and only in small colonies o f strict secta rian population was the native language of another na 1 a t on encouraged as the practical langu ge . All court ‘ r E i ecords , deeds, and public documents were in ngl sh . The churches alone were conducted in the na tive tongue E h St other than nglis . Cincinnati, Dayton , . Louis , and a few other cities carried bilingual courses o f study in r h a h the elementa y sc ools, the second langu ge being c ieﬂy r Ge man . The struggle to learn a new la nguage without books and little social conta ct was difficult fo r th e young and a a r was l almost impossible mong the dults . The e on y a h Few r E a nd or l speec . could w ite in nglish , the spoken word was so distorted by t h e mingling o f German a nd English sounds th at one could make h is meanin g known h a ar a a only to those who d le ned the s me di lect . ’ f is fr E H oosier Schoolmaster The ollowing om ggleston s . It is the th reatening letter from the gang in Flat Creek i i i D str ct to Squ re H awkins to intimidate his court . SQUAR H AUKINS th is is to Lett u no that u beter be Keerful hoo yoo an yore fa mily tacks cides with fer p eepl wont Sta n it ’ ’ h e th e a s o rtin th e a r too v Men w t s p wuns w t s obin us , ’ b i F kum ne sported yor okes kepin p with em, u been a o ssifer o th e Lau or H a r ick as an o r v , y wil be n as q to y

m r a d ressnt . B Tak r . o arn tu . so ke e No p

’ Th e English o f Daniel Boone s letter to Colonel Dur rett in 1 789 was common throughout the West in moun 1 0 tain districts until 85 . h Ma t h e t 1 8 . y 7 , 7 9 — h e R Dear Sir z This Instant I Sta rt Down t iver . My Two Sumes Returned ameadet ely from philadelph ia and SOCIAL ATMOSPHERE OF THE OHIO COUNTRY

Daniel Went Down With Sumgoods in order to Take in S h il ri g ensg n at Lim tone . I op e you W l W gh t me By r h o r h t h e Bearer M . goe w you Co n on Wit my H o rsis I H ear t h e Indians h ave Killed Sum p eple Neer Lim — stone and Stole a Number of h o rsis Indeed I saw one of t h e men Wh o Was ﬁred on Wh en th e kiled also 5 p urso ns Wa r Cirtinly kiled on th e h ead o f Dunkard Crick on th is River a bout Six D ayes since 30 miles from Ra dstone I Likewise saw a Later yesterday from kin do m Mr Galas e at t h e f r Mus g To . p y old o t th a t 300 Indans are C ert inly Sit out from Det raig h t To Way Lay t h e River at Deferent placis to Take Botes SumSay 700 SumSay 10 0 But th e Later C artiﬁes o f 300 th is a cco ump t you may Rely on I a m Hear Sir With Resp ect your omble Sarv ent a B D niel oone . m Mrs H untt R My Best co mt . To . Col ochester and

Lady .

Without books English forms were learned from the fa h r r r a ther and mot e who, st uggling to ep e t the new r l tongue, wove the sounds into a g otesque dialect . Adu ts a f r a a h a rarely learn to sp eak o eign l ngu ge wit ccuracy . In ’ Bernard Sh aw s Pyg mali on the slow progress o f t h e t al ent ed little ﬂower girl under p ersonal instruction in learn ’ ing to speak good English illustf hfes McGuff ey s task in i E li h changing muddling d alects to ng s . Th e following list o f words is taken from the lessons R a r t h e o f of th e o r1g 1nal Third a nd Fourth e de s . At end f ea ch lesson is given a list o f words o ten mispronounced . These are only mild violations in t h e common speech o f McGuff e R the rural population“when th e y eaders were l introduced into th e common schoo s .

for according after 2 8 WILLIAM HOLMES MC GUFFEY AND H IS READERS

for allows appointed boiler borrow calculation care children concerned

In addition to the words incorrectly pronounced and f r r o ten me ely mumbled we e countless idioms, in which all the words were unspellable and without meaning in E R f f r r in nglish . andom selections rom our ea ly reade s the table on th e fa cing p age give a reasonably accurate picture o f the contents o f some early readers in the o r r ar r lower classes p im y g ades . SOCIAL ATMOSPHERE OF THE OHIO COUNTRY

9 2 0 m 2 m 2 2 w 3 o ” 2 a a 0 £ a 0 E 2 fi s 2 D 0 h 2 o 2 3 m r 0 u 2 m E 0 n m a 0 2 8 o 2 g m E 2 L 0 S 3 M c 0 2 m o 0 ch 2 3 . O 6 o d 0 m 5 2 o w w Q 3 z 0 m S 2 9 Q 0 E o o & 2 2 v m z fi S 3 m 0 fl 2 3 S o 3 m o 2 f 2 2 5 2 2 fi 2 o M a o 3 n o 5 o 1 2 o o w a0 0 Q fi m2 m 8 0 m D 2 3 m 2 m o “ g z 1 2 2 o o o 2 m 0 2 v 0 2 o 2 fi o o 2 a a E d m3 m 0 2 k H H . 2 . k . ?

n s m o 5 o E ? 5 0 o m o 2 D 8 2 n 5 o m m o 3 t E 3 a m w 2 0 fi 8 m $ g : o 2 o 0 $ o 2 e m 2 8 5 2 2 8 o c fi w f 0 s 0 m 8 a o o m w w o s u o 0 n 0 mc 9 a a 5 m m s 0 s 2 c e o 0 n 0 mm 0 . o m o 2 2 2 o 0 2 m a 9 0 8 2 o 0 2 m w B 2 ” 0 m 2 0 2 2 e 2 0 S 2 6 3 S 0 e a 1 2 E f W 2 ? 0 0 a 2 mm 3 ” 0 o o 2 o 0 » 0 w E 0 5 0 > 0 o 0 0 m 2 fi s ! > 2 2 E 2 S m a 2 2 o 2 a 2 qm0 k a 4 T . . F 4 9 . ? 3

2 2 2 2 0 5 0 m a 2 3 m m 2 m 8 9 z m 2 o o $ o 2 2 o o 8 8 ? Q 0 I w 3 2 f e n s 2 0 o 5 2 s o o o 2 2 a m w5 w w a m B m > 5 a a m o 3 I mq s m n mi 0 m w o 2 fi m a n E w 3 2 a fi mo 2 s 5 o fi $ D m m £ 3 a m m0 2 ma a E m 3 5 f o ! o > o 3 M o 2 2 5 a a 0 a c m a u 2 a E o 2 a 5 a k n m H 2 r m a m . m fi 5 . ? k . .

m 2 o | 2 2 m 2 2 o 0 2 2 m 0 2 0 d 2 0 —a 2 2 o 3 5 0 9 0 m 2 m 0 $ 0 M 8 m fi 0 0 s . 2 m 0 2 0 m o 3 o o 5 3 o 5 3 3 8 2 h c B 2 0 1 2 5 f 0 0 m o o 0 2 2 o 2 u 5 0 2 0 “0 a 2 5 2 “ m a 0 0 2 0 a 3 2 0 8 2 2 o 3 fi 2 0 0 2 m 8 3 e 2 0 9 9 o s m 4 8 2 0 0 2 2 2 s u 2 m 4 m0 0 0 3 2 0 0 2 m o o “ 2 0 8 3 3 o 2 o o 2 0 0 o fi 0 2 2 m m c c 0 2 o E a a o 2 a 5 m H k k w 2 k 8 m 2 . 4 . 4 . . 1 H o w t h e McGu f f e y Re a d e r s B e g a n

TRUMAN and Smit h were sma ll publishers on the second 1 0 S h S r i a h ﬂoor at 5 out Main t eet, C ncinn ti . T ey were, ’ ’ 18 i h The Child s B ible Mason s Sacred H ar in 34, publ s ing , p, ’ ’ Ra s Little Arithmetic Smith s Practical and Mental Arit y , h ’ metic Smith s Productive Grammar The Picture Primer The , , ,

! Picture Reader few of , and a miscellaneous books an ele ra mentary cha cter . w as S arr1 1n The business not prosperous, and mith, v g ni a o f early one mor ng at the humble pl ce business, t wo o f th e o f made piles meager assets the firm . In the ’ first he piled the school textbooks including Ray s Arith metic f r r o f McGuff e and ou little eaders y, and in the o f h r a o f second the rest t ei public tions . On the top the a a second pile he pl ced all the c sh on hand . When Mr . r S ff r his r of Truman a rived, mith o e ed p a tner his choice ar r a en the two piles to dissolve the p tne ship . Un ble to visage the golden fortune o f t h e readers Truman pounced i a h upon the p le with the c s . S was a r t Mr. mith especi lly inte ested in school exts and gave emphasis in his extensive a dvertisements to ’ “ the peculiar adaptability of the firms texts to western ” S r schools . mith, who was a pionee in the big American a of advertising game, had le rned through the success ’ few of firm a of R s the textbooks the , especi lly that ay Little Arithmetic f , that the uture in schoolbooks was gold 30 HOW TH E MC GUFFEY READERS BEGAN 3 1

. E h o f th e rimmed arly in the short istory ﬁrm, Truman Smi h e fo and th, began to cast about r an eminent edu 1 t l of a r ca or who would compi e a series re de s . ' L B h r f yman eecher, with his c ild en destined or such “ t r rr a 1 8 . grea caree s , a ived in Cincinn ti in 32 As presi dent- elect o f the newly established Lane Seminary he

a H . r al settled in W lnut ills His son, Henry Wa d, was ra and a r ready att cting public attention, C the ine, oldest a r f ra f daughter, to assu ge her g ie at the t gic loss o her r r a t r bet othed in a hur icane sea, tu ned her mind to tea ching and established the Female Institute for Girls f r Sh e . ar in Hart o d, Connecticut wrote the ithmetic a nd other texts to be used by th e young ladies o f the

- a h er r institute . Ill he lth led her to discontinue wo k at f f H er Hart ord, and she came west with her ather . estab lish ed name as educator and author had preceded her, f r o f and soon a ter her ar ival, upon urgent requests citi a th e F a I zens, she op ened in Cincinn ti Western em le n stitut e and beca me identiﬁed with the educational move f h e ments o t West . It was to Miss Ca therine Beecher t hat Smith ﬁrst turned with his proposition that she assume a uthorship f hi clectic Readers B r h ad o s E . Though Miss eeche shown r r eduEatibn a g eat inte est in elementary , her m in interests hi f la o r . y in gher education women, and she declined Mr ’ S r mith s p oposition . E S f a S a Calvin . towe, popular pro essor in L ne emin ry, was one of the most active members o f t h e Western o f Profess1onal a Literary Institute and College Te chers . In 1 8 6 rr arr t B h was January 3 , he ma ied H ie eec er and the same year sent by the Ohio General Assembly to r of a Ge many to study the school system th t country . ’ McGuff ey s conta ct with th e Beechers and his intimate

1 ail Histo McGu e Readers. V , ryof ﬂy 32 WILLIAM HOLMES MC GUFFEY AND H IS READERS association with William Holmes McGuffey in t h e West h r h McGuff e ern College Teac e s Institute, in whic y was th e also an active member, doubtless led to suggestion a S h a r i h th t Mr . mit m ke his p oposit on to write sc ool fo r r a a nd S P f McGuff e readers T um n mith to ro essor y. McGuffey h a d a lrea dy planned a series of rea ders and h ad publish ed in London a trea tise on Methods of Reading ; First Reader was a r a and r his l e dy compiled , copied, eady f i r 1 Th e r r fo r or the p r nte in 833 . p inciples and ules good rea ding aloud were formula ted and used in h is in t h H is r adult classes e college . p ainstaking in t aining “ ” t h e young gentlemen o f th e college in class hours and out of class h ours to read and speak ﬂuently was pro erb ial ia i ni i v in M m U vers ty . ’ ! Smith s p rop osition to McGuffey was doubtless made 1 r ar in 1 McGuff e h ad h in 834 o e ly 835 . y taug t in ele mentary sch ools ; h e wa s co -worker with t h e leading men interested in a system o f common schools for Oh io ; his plans fo r a series of readers were made esp ecially to meet th e needs o f th e great civiliz ation developing in t h e h i McGuff e a r O o country . y had collected la ge number of school rea ders ; “many were compiled for p rivate ” h f a sc ools , o ten by the he d masters ; others were written fo r ar of the op en m ket, conceived to meet the demand ’ McGuffe s private and common schools . y series were i fo r t h e comp led common schools only, the common sch ools which h e and his co -workers in the Western Teach ers College Institute h a d been zealously laboring h h a Th e to establis in t e pioneer l nd . series comprised ’ i a a Webster s Elementar S eller a pr mer, sp eller to repl ce y p , f and our readers .

Primer a r - a The , cont ining thi ty one p ges , issued a year after the app earance of t h e First and Second Readers 1 seems almost unnecessary in the ser es . Only one copy

34 WILLIAM HOLMES MC GUFFEY AND H IS READERS

R r ar r fift -fiv e eve ence and p“iety ch acte ize the y lessons . h e All f im T last lesson, We Must Die, sets orth the o f h mortality the soul in c ildhood language and an“alog y, with the blessed inh eritance of the good- a place where ” ni ht nor winter storms f there is no g , , nor ; three great ears f o the pioneer child . The last p aragraph of the Good- Bye at the close“of the book gives the ever ecstatic h op e of promotion : If and ar you have been a good child le nt your lessons well, R ” you may now have the Second eader . Some of these lessons were classic in child literature “ ” a : and were continued in l ter editions The Lame Dog, “ ” “ ” “ S Bo Th e Br The tory Teller, The Cruel y, oken “ ” “ ” ” L S . P Window, Twinkle,“Twinkle ittle tar, Mr ost, “ ” ” “ ’ Sh L The Cool ade, The Little Dog, Marys amb (edition of The class1o Second Reader appeared simultaneously with the first and followed the same pattern—reading with h - fiv e sp elling, eig ty lessons with sixteen pictures, an“d one h - I L undred and sixty six p ages . t opened with the ittle R ” eaders . This book was a compendium of stories about the a h a air th e heavens above and the e rt bene th; the , sea f and the land, pets and erocious beasts ; history, biog

’ ra h z o cilo p y, astronomy, g y, botany, sociology; games and sports in poetry and prose; table manners, behavior toward parents, toward brothers . and sisters , toward the aged, the poor, animals ; attitudes toward God and

th e th e . toward teachers, great and good It gave ﬁxed a of codes for every pioneer man and woman . It is book ’ i the youth s world in a pioneer land . The obligat ons of and duties youth are stressed, the ﬁrst great step in America through public education to establish social b e havior through well-chosen lessons and anecdotes of H OW TH E MCGUFFEY READERS BEGAN 35

right living , serious but not gloomy, exemplary but not didactic . This book with its changes and additions to the edition ’ of rr 53, was high school and college cu iculum in log cabin days to the boys and girl“s o f fourteen to sixteen ” of For P years age . the gir“ls were uss and her Kittens , r S r The Greedy Gi l , to y About Little Mary, “ ’ ” Re ( Mary s Lamb came i“nto the Second ader in “ ” ” r e for The Kind Lit“tle Gi l , The L“ittle Letter Writ r ; ” ” Bo E Cat the boys were The Idle y, dward and the , “ “ ” “ S Fr Bo B tory about ank The y and the ear, The ” “ ’ r a Quarrelsome Cocks, T ue Cour ge, Washington s ” “ ” “ a Little Hatchet, Obedient Cas bianca, About Using ” “ ” “ f F P L , ro ane a“nguage ather William, T“he Diligent ” ” S L F Sol cholar, The ark and the armer, Young “ ” “ i ” S S d ers, Harry and the Guidepost, The even ticks, “ ” h Waste Not, Want Not . Ot er lessons made equal of th e i app eal to both sex“es . One clos ng lessons in an early edition was The Moth er and Child

Mo h er wh o ma e th e s ars t , d t , Wh ich lig h t t h e beautiful sky? Wh o ma e t h e mo o n so clear and ri h d b g t, ” Th at rises up o n h ig h ?

Twa s Go d th e g lo rio us One H e fo rmed t h emb y h is p ower ; H e ma e ali e t h e rillian sun d k b t ,

And ev ery leaf and ﬂo wer .

Millions and millions of boys and girls graduated from of r this book into the tests and trials the practical wo ld . These were the only topics which engaged the literary conversations and criticisms of those faraway wearers o f “ ” - R E ai ﬂannel and linsey woolsey . omeos , Hamlets , l nes , H arlowes E Lancelots , Clarissa , vangelines would have 36 WILLIAM HOLMES MC GUFFEY AND H IS READERS

r h been incomp ehensible heroes and eroines to them . Millions o f pioneer men and women were alumni of this

Second Reader College . They could read and write in li h Eng s . Th e Second and Third were recopyrig h t ed in 1 838 under “ ” suit o f over- imita tion by the publish ers o f the Worces t er R a f e ders . The identical lessons were removed rom t h e Second t h e Third Thir h f and . In the d t e rules or read ing which p receded ea ch lesson were p ractically all re r S h a a n wo ded . lig t additions were also m de d the new “ ” edit10n1ssued r R h r unde evised and Improved . T usunde “ ” Revised and Improved and homonymous titles of lessons were h idden the ugly threats of the big b a d wolf o f eastern publishers against the rising comp etitors o f h t e West . It may be of interest to note the astute manner in S h and h o f r a which Mr . mit the aut or the se ies voided notable a ppearances o f ch ange in th e Revised and Im r i i o f 1 8 8 i o f r p oved ed t on 3 , succeed ng the suit Wo cester R r vs McGuffe R a a eade s . y eaders . In comp ring the t ble f l h h Th e o contents one wou d scarcely notice t e c an“ges . “ ” C a t and Ball o f the old edition is called Puss and ” i t h e R r K ttens in evised and Imp oved , About the “ ” “ ” ” Sun th e U Th e to About Moon, Time to Get p to ” E rl Ri r a y se . B 1 8 th e Third and Fourth y July, 37, Readers were li h Few h pub s ed . sc ools , except in towns and villages , h r for r needed more t an the ﬁ st two books, but the mo e l r ir : r f p opu ous cente s , the ent e series was used p imer, our readers with sp elling covering all the words of th e 2 95 and l i a a of lessons , sp e l ng book cont ining m ny thousands

r a r ia i r o f r a h t e . wo ds, bb ev t ons , ules o thogr p y and or ho py Th e Third Reader f was much more ormal, more like f r other books o the pe iod . F1rst pa g es o f t h e ﬁrst McGuff ey P ri mer

‘ Fa cmg p a g e 36 ’ Pi c r tu e lesso ns w ere used i nst ea d o f t h e a cro st l c o f McGuff ey s predecesso rs

H OW TH E MC GUFFEY READERS BEGAN 7

b i Pa How g was Alexander, , ” Th a t p eople called him Great? ” “ Th e - r B Th e F B Moss cove ed ucket, estal oard, ” “ ” o f Senach erib Bo —all Destruction , The Dying y live long through the succeeding editions of McGuff ey are r all McG ff r and remembe ed by u ey boys and gi ls . Th e rules for oral rea ding p recede every lesson th rough

h e o f ﬁft - r r l out t text y seven lessons . Th ee pictu es on y

h f r i h s r- are used in t is text . It was not a book o e g t yea old

hi r for th e h r o f h - e c ld en, nor t i d grade an eig t grad ele of h was mentary school , but was a text much whic fo r ni r h designed maturer minds, such as the ju o hig h f i di i h e sc ool o today . In succeed ng e t ons t best lessons f h wa h r o f r ound t eir y into the hig er numbe s the se ies . “ ” “ ” Freaks of the Frost and Th e Russian Peasant were r f r Fi th o f th e re 1 8 Th e t ans e red to the f g at 5 7 edition . great lessons in th is book were soon tra nsferred to t h e l n Few more advanced books subsequent editions . hi r r h r r r pioneer c ld en eached t e Thi d Reade . Lazy Geo ge “ ” Jones in Conseque“nce of Idleness startled many a boy i a : H ow Fl a “nto studious w ys the y W “lks on the Ceiling, ” Th e R P h Generous ussian easant, Touc Not, Taste ” Not, Handle Not . Fourth Reader a n t ro duction The ﬁrst was . m to good r a f Br h lite ature . The poetry was taken l rgely rom itis a o b ec writers . It m inta“ined and elaborated the basic j tiv es of r R the se ies, eading aloud with sense, clearness , ” “ r of and appreciation . The volume completes the se ies t h e E R f of clectic eaders . It ollows in the steps its pred ” ecessors far a s r fa so principle is concerned . In the p e ce th e author again emph asizes hi s copious use of th e Bible l th e r fa Third among the se ections . As in p e ce to the the author apologizes fo r not using t h e sacred scrip tures more; in the preface to the Fourth he justiﬁes his wide use 38 WILLIAM HOLMES MC GUFFEY AND H IS READERS of biblical literature in prose and poetry . In a Christian country th at man is to be pi tied who at this day can honestly object to imbuing t h e minds o f the youth with of th e the language and spirit word God . ’ This text was addressed to the highest class in th e h of r o f o f diffi sc ools, and much its lite ature was a level cultness with that of t h e American secondary schools sixty- nine lessons in p rose and twenty- eight lessons in i poetry, all serious, eth cal, and religious Nothing can show the great shift in education more clearly than a comparison of the literature of th is con of r of r h r cluding book a se ies school reade s , wit the cou se f f i h o reading o r a modern h gh sc ool . In its contents of r r of i f r of Na ol were sketches the cha acte W lber o ce, p f h f B o . B o P r n F h eon onap arte, Mr roug am, the u ita at ers, of of ra women, God; tempe nce education, religion, h h a — p ilosophy, the common sc ools, or tory all were fr r th e chosen om the ho tatory, the p atriotic, grand, the

- exemplary . Twenty nine lessons were biblical and reli i us of hi g o . Little t s book survived in succeeding editions . r r a a h r o f In his prose he d ew upon Ame ic n ut o s , many B h r R r H r a : a D . them loc l Lyman eec e , obe t ll, Drake, h r B r r E a Cat e ine eecher, G imke, Webste , . D . M nsﬁeld, S a i r fa hi th e igourney, Nott, Ch nn ng, with a p e ce in w ch of hi author discusses the mind the c ld, how the child ’ o f a r a a learns , the value the te che s becoming le rner with “ ” t h e o f child, extols the simplicity wisdom, extends his of o f a instructions the methods te ching reading, justiﬁes of his lists questions, probable errors in pronunciation f ollowing each lesson, answers the critics on his methods H e f used in h is earlier books . respect ully submitted the th e of i volume to judgment the public at Cincinnat , 1 July 837 . The press in the western country was in general favor

40 WILLIAM HOLMES MCGUFFEY AND H IS READERS

The editions in wh ich radical changes were made in th e r o f 18 18 1 8 entire se ies were the editions 53, 57, and 79 . — 1836 38 The original edition including Primer and Speller with chan“ges in Second and Third in 1 838 ” a R r under c ption evised and Imp oved . — 1 84 1 49 During which time ch anges and a dditions were ma de in ea ch volume with out regard to h 1 8 th e Second Reader the ot ers . In 44 “ was ” issued under th e caption of Newly Revised a nd great ch a nges were made in t h e Primer in 1 Fi th Reader 18 849 . The f was added in 44 and h r ler 1 the muc imp oved Spel“in 846 . E r r of R nti e se ies readers Newly evised . Radica l changes in gradation and redist rib u tion of ma terial with much new material “ ” under the caption New ; Sixth Reader and 1 863 H ig h School Reader added; minor ch anges h di 1 86 1866 and in t is e tion were made in 5 , ,

1 88 Mrs. 5 . Obed Wilson completely revised th e First 1 86 B a in 3 using illy, K ty , Carey, and oth er nephews and nieces of hers for illustra i t ons . Comp letely r em a de ; unifo r m binding in r b own .

1 0 1 Reco ri h t ed . 9 py g , slight changes

1 0 Reco ri h t ed i h h . 92 py g , sl g t c anges

The seven parent publishing houses of the McGuff ey readers are as follows : Truman and Smith B S h W . . mit B S i h W . . m t Co l S r i H i . a gent, W lson nk e k Wilson, Hin le Co

r Bra . Van Antwe p, gg Co American Book Co So u r ce s , P e e r s , a n d C o mp e t i t o r s

TH E ﬁrst books th a t came to thi s bookless genera tion fo r — fa were textbooks the schools textbooks about cts , h a if r r Th e h a o f istory, soci l l e, poet y, sto ies . w ole r nge litera ture fo r h ome and pub lic occasion h a d to come r f h th ough the textbooks o t e p ublic schools . Th e public sch ools bega n in earnest in 1 82 8 in t h e h r h a h h ar th e O io count y . T ey beg n in O io in t at ye by ba rgaining of members o f the OhioAssembly wh o were interested in th e schools with t h e members who “were i th e b ar interested in p romot ng canals . We use word ” a ni h Th e of g i ng wit out odium . members the Assembly directly interested in sch ools a greed to allow the sta te to h f h h use the irreducible debt sc ool unds, t at is , money w ich th e townships h a d deposited with the state from th e sale o f ‘ ‘ ‘ S h S S a nd o tltfer t sch ool di c ool ection ixteen lands , to g t h e a f l a th e r can l rom To edo to Cincinn ti, and membe s o f the Assembly interested in public improvement agreed to a state- wide t ax lev ied by counties o f one- half mill;

1 82 h - f of a i 1 8 8 9, to t ree ourths m ll ; and in 3 to two mills for schools . can r t h e o f h Who w ite books to meet need t ese schools , h r i a r such books t is new count y w ll use, a hum n inte est series o f rea ders? Th e lessons o f the new rea ders must a f th e of th e le d rom level experience, the intellectual th e r f r status, eligious belie s , the unw itten economic WILLIAM H OLMES MGGUFFBY AND H IS READERS

of codes , the new world these unpuritanic pioneers of r possessed tolerance, neighbo liness, toil, strict honesty f f i f t and . and ruth ulness, un e gned aith piety The old school stressed death a nd the grave; th e “new must stress f ro r If i fa a li e and the wond us wo ld about . n nt damn ” tion was still a belief a mong the Calvinists o f the western empire it must not be th rust into th e litera ture of t h e h hi of sc ools, c ldhood must not be made conscious it h h through t e new sc ool readers . The Puritan children argued with God against their fate

’ Chil ren O reat C rea o r wh was our Nature d g t , y dep rav ed and fo rlo rn? ’ ’ Wh so deﬁl d and ma e so v il y , d d ” wh ilst we were yet unbo rn?

Yo u sinners are and such a sh are , as sinners ma ex ec y p t, Such yo u sh all h av e ; fo r I do sav e no n b ut m n lect e y o w E .

A C rime it is t h erefo re in liss , b yo u may no t h o p e t o dwell; But unto yo u I sh all allo w t h ea ies a e in H ell e s t pl c .

The material cannot be copied from the New England f r h r a re courses o English sto ies and p oetry . T ei children not the children of New England who h a d been com mitting to memory selections from the p opular poem D r a nd The o Doomfor h r ar . ay f a und ed ye s Di gy, grave, h i New En land t eolog cal was their one reading book, the g Pr mer i .

Th ere is a drea dful ﬁery H ell ell Wh ere wicked o nes must always dw . SOU C S P S AND C OMP T T R E , EER , E I ORS 3

Wh en wicked ch ildren mo cking said To an o ld man Go u B ald H ead , p , Go d wa s displeased wit h th ema nd sent ” Two ears wh ich th emin ieces ren b p t .

The dramatic situations in this text were too terrible to be dramatized even by children in th eir improvised

- a play school . The gre test dramatic incident of this h of h R r a h o f sc ool text was the burning Jo n oge s , eretic _ ’ ’ a r 1 E of Queen M ry s e gn . very line the martyr s farewell p oem froze the dra ma tic instinct :

Giv e ear m ch il ren t o m wo r s y / d y d build no t yo ur h o use t o o h ig h But always h av e befo re yo ur eyes h a ou er rn t t t y w e bo o die. ’ Th o ug h h ere my bo dy b e adjudg d in ﬂaming ﬁre t o fry My soul I trust will strait ascend ” a nd li e with n h i h v Go d o g .

A n“ew litera ture must be compiled for the generation h - that knew not Josep , that knew not the anti bear f P h R h E baiters o lymout ock . Anot er nglish background f r a r o f for must be ound . The Ame ic n sou ces material n a a school readers was limited beyo d im gin tion . Not th e a o f r r of r r until dvent the New Yo k g oup w ite s , Willis, r H a B a a nd t h e a a h D ake, lleck, Irving, ry nt; M ss c usetts r hi f and g oup, W ttier, Long ellow, Lowell, Alcott could American p rose and p oetry form any p art o f an American h r a r th e r Fourth Reader h sc ool e de . In fi st , publis ed in 18 h a f er o f t h e 2 l r 37, slig tly bove orty p cent 35 essons we e f ri a th e r Fi th 18 h a rom Ame c n sources ; in fi st f in 44, less t n twenty p er cent o f t h e 2 35 lessons were from America n sources ; wh ile in th e Fif th o f 1 879 nearly fifty p er cent fr r a r o f t h e a were om Ame ic n sou ces . Many Americ n M H M 44. WILLIA OL ES MCGUFFEY AND H IS READERS

authors of the earlier editions had only local reputation h r Th e ne and are now unknown except in local isto y . w th e of f a texts must be an introduction to joys li e, the be uty

of a nd . the garden, ﬁeld, wood

me co me co me C o , , , Th e Summer now is h ere C o me out amo ng t h e ﬂowers And ma e so me re o ers k p tty b w .

We h a d a lea san w al t o a p t k d y, Ov er t h e mea do ws a nd far away; cro ss t h e ri e b t h e w at er-mill A b dg y ,

- B th e reen wo o si e and u th e h ill . y g d d , p

We saw t h e yellow wall-ﬂower wav e Upo n a mo ldering castle wall; And th en w e w at ch ed t h e busy ro oks o n t h e ancient elm- t rees all Am g t .

And leanin fro mth e o ld s one ri e g t b dg , Belo w we saw o ur sh a o ws lie , d ; And t h ro ug h t h e g lo o my arch es w atch ed ” Th e swift and fearless swallo ws ﬂ y.

’ Oh fo r o h o o s time o f une b y d J , C ro wding years in o ne brief mo on Wh en a ll t h ing s I h eard o r saw h eir ast er ait e f r Me t m w o . , , d I w as rich in o wers and rees ﬂ t , H umming - birds and h o ney- bees; Fo r m s o r th e s uirrel la e y p t q p y d, Plied t h e sno uted mo le h is sp a de; Fo r my t aste t h e bla ckberry co ne Pur le o v er h e e a nd s one p d dg t , Laug h ed t h e bro o k fo r my delig h t Th ro u h t h e da and h ro u h t h e ni h g y t g g t, Wh is erin at th e ar en wall p g g d , ll f l Talked with me fro mfa t o al . SO C S P RS AND COMP T T R UR E , EE , E I O S

In summer at t h e clo se of day Wh en sunset sh ades h a d co me Geo rg e with h is Ro v er went t o ﬁnd ” t h e cows a nd riv e t h emh o me d .

Th e lark is up t o meet t h e sun Th e b ee is o n t h e win g .

Mar h ad a litt le lam y b, It s eece was wh it e as sno w ﬂ .

Go d lant s ea ch o wer t h a lo ws wit h lov eliness and lo o m p ﬂ t b b , ” H e iv es th e v io le and th e rose t h eir eaut and erfume g t b y p .

TEN C OMMANDMENTS IN V ERSE m 1 Th o u no o s sh alt h av e b ut e. . g d

Befo re no i o l en th e nee. 2 . d b d k m f in ai Ta e no t t h e na e o Go d v n. 3 . k f Dare not t h e sa at h da ro ane. 4 . bb y p Gi e t t h arent s h onor due v o y p .

Ta e h ee t h a t h ou no mur er do . 6 . k d t d

st ain fro mwo r s and ee s unclean. 7 . Ab d d d

8 S eal no t fo r h o u b Go d art seen. . t , t y

Tell no t a willful lov e it . 9 . ’

10 Wh a is th nei h o r s do not co v e . . t y g b t

With all th y so ul lov e Go d abov e; ” i r l e And as t h yself t h y ne g h bo ov .

TH E LORD’ S PRAYER

a en Our fat h er in h e v , We h allow t h y name; May t h y king domh oly On eart h b e t h e same;

O i v e t o us ail , g d y, 46 WILLIAM H OLMES MC GUFFEY AND H IS READERS

Our o r io n of rea p t b d, It is fro mt h ount y b y, Th at all must b e fed .

o r iv e o ur t ra ns ressio ns F g g , And t each us t o kno w Th a h um le co m assio n t b p , Th at p ardo ns each fo e ; Kee us fro mt em t ation p p , ro mwea ness and sin F k , And th ine b e th e g lo ry ” Fo rev er : Amen !

The organization rendered th e lower schools prepara All r r a h a t ory . ea ly p im ry sc ools led but to the gramm r h th e a a nd of t h e sc ool or cademy, none texts and les sons in the p re- gra mmar sch ool were ch ild- centered a o f r i h or m de use inte est ng child environment . T ey a h t h e h h h a t ug t, not what c ild delig ted to know, but w t f a r adults , o ten p rovinci l or p ejudiced, determined he should know . Th ose were th e days in wh ich the only reasons for being i h o f i an E r a ch ld was t at somet me becoming adult . ve y “ ” was l man a s h is h at r r a nd boy a ittle “, t ouse s , coat, ” E r ir a h boots bespoke . ve y g l was a little l dy wit bon ’ nets and frocks like ma mma s except in size; ch ildhood if was r ai and h a r r l e unde utmost restr nt, all be vio s we e

48 WILLIAM H OLMES MC GUFFEY AND H IS READERS

a o f a of sian king . It gives a clear inst nce the d ngers circumstantial evidence and illustrates thrillingly th e detective genius o f t h e shrewd barrister in sleuthing r an rs B olin broo ce M d M . / evidence . . g was most widely t h e r r a a used by ea ly Ame ic n reader makers . Though ’ o f ar a Ed ewo rth s limited number M i g tales , stories , and r r a r a inﬂu plays we e used boldly in Ame ic n e ders , the o f h i ra and h a ence t e r style, mo l teaching, um n interest, establish ed standards in all compila tions of rea ders in r Ame ica . Fr th e a o f S h P a om Qu kers c uylkill County, ennsylvani , a r t h e o f hi r c me Lindley Mu ray, oldest ﬁve c ld en, dull h i wh o a t f ra n a fr h looking as a c ld, ourteen aw y om ome r H is fa to go to boa ding school in New Jersey . ther a of h is wanted to m ke a merchant son, and used every persua sion and tempting opportunity to interest h imin ’ r r a business career, but the son s uncont ollable inte est in scholarly pursuits overcame all t emporary interests . Easy money and fat jobs found on every hand in New York during t h e Revolutionary Wa r could not warm ’ h r ia f R Lindley s eart to comme c l pursuits . A ter the evo lution a H a a , Lindley Murr y went to olg te, Quaker E a community in ngl nd . , English grammars in 1 784 had made little progress h h r a mong Englis sc ools . Latin and G eek grammars f r a a were plenti ul , but little endeavo was m de to system z f r F S r ti e English orms . The gi ls in riends chool in Yo k o f r r p etitioned Mr . Murray Holgate to w ite a g ammar

fo r 1 . them, which was published in 795 It p assed h r a r a nd t ough many editions, b idgments , reconstrue i for ra ar 1n t ons, and became the model g mm s America for f and th e i Fa o f E a hal a century, gave t tle, ther nglish r G ammar, to its author . H e f h h is E r ollowed t is with nglish reade s , written SOU C S P S AND C OMP T TORS R E , EER , E I 49

more particularly for th e America n gra mma r schools a nd t h e re- ra ar —The En lish Reader The p g mm schools g , Introduction to the En lish Reader The Se uel to the g , and q n lish Reader h r h t h i E g . T ese eac ed e C ncinnati p rinters early and entered the race for p a tronage in th e Oh io ’ a s r 1 8 a country ea ly as 33 . Murr y s readers were pub lish ed r r in every city in America . These reade s we e E a h never used in New ngland, but c me into the O io wa of P a country chieﬂy by y ennsylvani . They placed th e emph asis less on purita nic ch urchiness and more on of a history and modes hum n conduct . To those who may not be familia r with th e idea s o f

’ wha t ch ildren should read at th e opening of the nine t eenth r r f a o f o f centu y, exce pts rom the t ble contents ’ Introduction t h e r o f r of r Murray s , fi st his se ies reade s, may h ’ a . r a R be illumin ting T is book, Ame ic s first first eader, “ ” was not a book o f samp and milk but followed in t h e f f r r Rh r a nd rh a r orm o heto ic . eto ic etoric l exe cises were hi h f o f r McGuffe f gh lig ts o readers the pe iod . y ollowed this lead in the voluminous rhetorical exercises of his R r r a Fi th eaders and in his heto ic l guide, the great f Rea r a de All . . readers were ridden with rhetoric l exercises ’ Murray s Introduction classified all its selections formally : S c a nd i ara ra h s a a under elected senten es p g p , N rr tive P pieces, Didactic pieces , Descriptive pieces, athetic

P l eces. pieces, romiscuous p

All printed literary units were denominated pieces .

These children read pieces , spoke pieces , sang pieces , P r a ll f r o f played pieces . ieces cove ed o ms composition ra a o f lite ry, musical, psychologic l . One the interesting facts about the early reader- makers is th a t all of th em must include a section of what was known as selected o r a ra ra r sentences selected sentences and p g phs , p rove bs, l inal a o f t h e h quoted and o r g . M ny books scattered t ese 5 0 WILLIAM H OLMES MC GUFFEY AND H IS READERS

McG ffe throughout the texts in groups . u y gave twenty suc“h in his ﬁrst Third Reader t is o f th e hi f f “Modes y one c e ornaments o youth . Our best friends a re th ose wh o tell us o f o ur faults and ” a h t o rr h te ch us ow co ect t em .

Pr r ra r r ove bs on g titude, vice, p ide, evenge, deceit, etc . , were included . Selections from the table o f contents in this American ea er ma f r First R d y be o inte est .

Filial Sensibility Noble Behaviour of Scipio Virtue in H umble Life The Female Ch oice ra Our S r B f Ing titude to up eme ene actor, Highly Cul p ab le On Filia l Piety Th e Go ldﬁnch es Praise Due to God fo r His Wonderful Works A Morning H ymn Simplicity Care and Generosity The Swallows Beneﬁcence Is Its Own Reward Immortality Heaven — Ca nute and His Courtier Flattery Reproved S Lam ro cles— s P I ocrates and p Di resp ect to arents, s in No Case Allowable Ingenuity and Industry Rewarded Insolent Deportment towards Inferiors Reproved a r E o f R C the ina, mpress ussia

Th e third English contributor to the textbook ma terial ’ Mr Bar a ld hi r a h r s. b u and c ld en s textbook tmosp e e is , who came from H ampstea d of inspiration for p oets and SO C S P S AND C OMP T TO S 1 UR E , EER , E I R 5

Fr th e H p ainter“s . om ampstead hilltop could be seen th e h f eath with its resh, inspiring breezes its lovely dis a o f far- o ff a r a l h t nces w te s , and gr y ho lows . The daug ter of h a sh e r o f r a h h a sc oolm ster, d eamed g e t t ings she mig t in h er Sk lar/c of a ar do as is recounted y l ter ye s .

Mo unt ch il o f mo rnin mo unt and sin , d g , g , And g aily beat t h y ﬂutt ering wing And soun t h sh rill alarms d y , Bath e l n t h e fo unt ains of t h e de d w. Th sense is een t h o s are new y k , y j y , Th e wi e wo rl o ens t o t h V iew d d p , y And s rea s it s ea rlies ch arms p d t . ’ Twas t h us m earl est h o es as ire y i p p d, ’ Twas th us my yo uth ful a rdo ur ﬁred I v ainl t h ou h t o so ar y g t . Sing o n ! Sing o n ! Wh at h eart so cold Wh en such a tale o f joy is t old But needs must symp at h iz e As fro mso me ch erub o f t h e sky? I h ail t h mo rnin melo y g dy, Oh ! co uld I mo unt wit h th ee o n h ig h And sh are th cs asies y e t .

At thirty sh e married a sch oolmaster a nd to th eir r h fo r at Pal ra S ff p osperous sc ool boys g ve, u olk, came a r r a civi a nd boys who l te ﬁlled impo t nt c literary places . i r i f Sir W lliam Taylor, Lo d Ch e Justice Denman, and William Gell were among those who had remembered I h r Barb auld wit gratitude the special ca e which Mrs . gave them while th ey were boys at Palgrave . “ ” i r h of Pa a Among the most mpo tant sc olars lgr ve, v h ar i Barb auld a howe er, was little C les A ken , dopted son o f th e fa r w a s ial fo r h ar h mous mothe . It espec ly C les t at Mrs Barb auld r Ear Lessons or Children a nd . w ote her ly f f r h i was h Earl Lessons a nd Hymns in Prose o c ldren . It t ese y Hymns in Prose that became an inspiration to early text 52 WILLIAM H OLMES MCGUFFEY AND H IS READERS

r h t h book writers in Ame ica . Little C arles became e audience of the world for his appeals in behalf of t h e for simpler truths more simply told children . These new h attitudes, met ods, and curriculum material interested F S a nd educators in rance, p ain, Germany, Italy as well a a as Americ . Translations were made into the langu ges f f E o the leading nations o urop e . In the early readers man“y excerpts from her essays on ” Bo h education were inserted . A y Wit out Genius is a typical illustration o f methods o f dealing with backward S f pupils . amuel Acres , whose ather sends a most dis coura in g g letter about his son, a boy who could not S S learn, to choolmaster olon Wiseman, was received by the master and so direct ed by him as to ﬁt Samuel for of f one the pro essions . Hymns inProse for children abound in moral and ethical tales, in theme somewhere between Cinderella and the S f a pectator . Her poems also ound consider ble space in a the early re ders .

’ Life e v e een lo n o e h er w b g t g t , ’ Tis h ard t o p art wh en friends are clear ; ’ Perh aps twill co st a sig h o r t ear ; Th en s eal awa iv e li t le warnin t y, g t g Ch o ose th ine o wn time; Sa not o o ni h b ut in some ri h t er clime y g d g t, b g ” i rnin B d me g o o d mo g .

’ i f Barb auld s a The exaltat on o Mrs . sacred poetry cl ssed f a o f P much o it mong the hymns rot estant churches . Ezekiel Cheever and the Boston schoolmasters were m f of E still i itating the grammar school orms ngland, but from these three sources arose the new readers for the hi empire beyond the Appalac ans . With the wide success of the Edgeworth discussion of Parents Assistant of education in the , principles which W l lll am H o lmes McGuffey

Fa cmg p a g e 5 2

McGuff e ro t h er o f W l lh a m a nd A exa nder H . l y , b , ’ a uth o r o f th e McGuﬂey Si xth Reader

54 WILLIAM H OLMES MCGUFFEY AND H IS READERS

th e of in social environment east the Alleghenies . An ’ examination of Goodrich s Fourth Reader will reveal how h o f muc it was modeled on the first all American readers , ’ r n lis Reader Lindley Mur ay s E g h s. ’ While McGuffey s Fourth was the most English of the h f er of original group , more t an fi ty p cent its lessons in ’ 1 8 h f r r 44 were c osen rom American w ite s . Goodrich s R i eaders were publ shed in Louisville, Kentucky to give western atmosphere to them and also to give a good talk ing point to salesmen . Louisville was second in impor tance to Cincinnati in the publishing business on that o f r E side the mountain barrie between ast and West . L a h th e yman Cobb , Mass c usetts born, and same age as McG ffe of ni u . y, never went west the Alleghe es Teach ing and authorship of textbooks were quite secondary of ni M uffe h . cG e issues his ge us Like Goodrich and y, ’ floated hi s books under his own name : Cobb s New j uve ni Rea r le de s. His readers were the first complete set, and 1 o f h h by 844 comprised a series eig t readers . T ese ’ ’ o f readers showed also much Lindley Murray s plan . i E The llustrations were mostly nglish . P a John ierp ont, born in Connecticut, never c me West, and hi s texts h ad th e New Engla nd breath and the moral f E H is ri o f wa s of th e tone o old ngland . se es readers one o f McGuffe R a most serious early comp etitors the y e ders . th e r fa hi s American First Classbook H“e says in p e ce to , Thi s book has been compiled with sp ecia l reference to th e p ublic reading and grammar schools of th e city (New P f of Albert ickett, the most success ul schoolmaster r Cincinnati, was also eastern bo n and bred . His readers were written for hi s own fa mous girls school in Cincin nati and bore the marks o f a true evaluation o f th e life of ar o f h the western city . These readers carried as a p t t eir SOU C S P S AND C OMP T TORS R E , EER , E I 55

o f h r l f advertising a testimonial t ei excel ence rom Mr . McGuﬂe y, but they never caught the western country as ’ P th e a whole . ickett s major interest was in advanced s of classes, and his texts were till typ ical the readers for e E r written the N w ngland gramma schools . ’ Worcester s Readers came nearest to p aralleling the Me ff h in t h e E a nd Gu ey series , but they were publis ed ast failed in shades of diff erence to meet t h e social standards f f ’ e o the West . These readers ollowed the Worc ster pro nunciation , and the West was Websterian. Noah ’ Webster s reader made but little headway in the public of a recia schools , and he acknowledges in a long letter pp tion his debt to McGuffey for his adherence to the Web ster pronunciation and orthoepy . While the Bible selections were quite similar in all the comp eting series of readers and the moral tone o f Eng in for McGuffe land prevailed them, it remained y, born t h e of of in midst the struggling poor the new country, of of bap tized in the spirit a new culture, simple yet wi h consistent and persistent strain, to compile t under a f standing series o readers . He became unconsciously of of conscious the intellectual equipment, the emotional of th e of th e controls , inner hopes and ambitions develop i f H e Ing civ lization o his times and h is fellow men . had fo r some years taugh t the children f o r wh om h e was ar S i a H a compiling his texts . Only a M k ull v n or a mlin a l a h of th e a G r and, symp t etic students sp n in American history during wh ich the McGuffey mode so completely of i ﬁtted the real needs social , rel gious , and economic f i ev alu variants using into a workable civ c unity, could ate the social contribution which the McGuff ey Readers of made to western civilization . It comprised a course instruction which successfully conducted its way between the rugged and sometimes violent abolitionist of th e 56 WILLIAM H OLMES MCGUFFEY AND H IS READERS

a l of S t North and the cav lier s aveholder the outh, be ween

r a h - P otestant and C t olic, between the ever increasing immigrant and the native born, between the radical sec th e ff tarian and liberal Je ersonian . In the analysis o f the content of thirty- three early rr f : readers the topics occu ing most requently were ﬁrst, a a nd h our ethics and mor ls ; second, God; t ird, death .

I a a F ~ mmortality, history, nim ls , Niagara alls , educa a tion, slavery, and riches lso played leading roles in every text . A brief genealogy o f the lea ding common school readers contemporaneous and competitive with t h e McGuffe ri i t h e New En land Primer y se es would nclude g , ’ first advertised in Benj a min Harris s first American Occurrence in 1 6 1 hi a Public . newsp per, , 9 T s text was used r fr th e H r as the fi st step om o nbook, which was almost t h e h fr 1 6 1 1 universally used in Nort east om 9 to 783 . In 1 8 Webster S eller all 7 3 appeared the p , which supplied the intellectual a ctivities o f the youth during the poverty f R r stricken period ollowing the evolutiona y War . Its numerous selected sentences a nd paragraphs interspersed r a a among or app ended to e ding lessons , m de it a complete f r f t h e a f text in English . The amous sto ies o pple thie who sat in the apple tree and wigwagged h is fingers m“ock in l fa r g y at the rmer as he threw g ass and stones, The ” ’ Pa r f t h e rtial Judge, whose bull go ed the armer s ox, Visionary milkmaid wh o spilled the milk were illustra f a nd r for h a f tions or lawyers ministe s a l century . Franklin Reader f l 1 80 2 a The , o lowing in , cont ined new and useful selections o f moral lessons adorned with a variety of elegant cuts calculated to make a lasting im f pression on the tender minds o children . In appearance it resembled the New Eng land Primer and contained a r of rl f a biblical histo y the wo d, rom the cre tion to the SO C S P S AND COMP T TO S UR E , EER , E I R 5 7

i o f Th e Fra resurrect on Jesus . nklin book included and h hymns catec isms . Other readers for children were published and used ’ for -ﬁ e Child s more or less locally the next twenty v years . ’ r ct r 1808 Child s Instructer and Moral Primer 182 2 Inst u e , , , , ’ ’ Leavett s Eas Lessons on Readin 1 82 y g , 3 , and Clinton s

Primers in 1 830 . 0 ra r o f a ni Lindley Mur y, autho the lmost u versally used E h h En lish Reader B nglis Grammar, publis ed his g in oston 182 Introduction to the En lish Reader in 3 , and issued an g

' h E F i 1 8 . t rough a Cincinnati publisher, . H . l nt, in 33 Th e Western Reader was edited by Ja mes Ha ll and pub i lish ed in Cinc nna ti by Corey a nd Fairba nks in 1833 . h ’ f i S. r o r a r S. Goodric s se ies e de s were publ shed in Louis ville, Kentucky . Th e three most widely used textbooks fo r elementary ’ The ew En land Primer Webster s Elemen schools were N g , in B o h M ff e ta S ell o k t e cGu . ry p g , and y series The comp etition for business in the sales of school books in the new country was keen among eastern pub lish ers h t h e of , and w en Cincinnati became center sch oolbook publications t h e Ea st used every known business meth od to forestall th ea ntro ductio n of western t h e h made books into sc ools . The p ublish ers o f the Worcester Readers entered suit against the publishers o f t h e McGuff ey Readers fo r damages in t h e United Sta tes District Court under Judge McLean for thirty thousand dollars claiming that th e McGuffey Readers violated the Worcester copyrigh t in the use o f some o f th e same selections as th ose used in th e r h th e Wo cester texts . W en court demanded twenty th ousand dollars bail o f t h e complainants andg th ere of fa seemed little hop e a vorable decision, a compromise “ ” was Th e ira r r a nd made . p ted p a ts we e removed the 58 WILLIAM H OLMES MC GUFFEY AND H IS READERS sum of two thousand dollars p aid to the Worcester publishers . McGuffe o f Dr . y was president Cincinnati College at th e time of the suit a nd was not in any way ﬁnancially h B h r h a involved, but Cat erine eec e , in publis ed rticles r f r a about the controve sy, ully clea ed his liter ry escutcheon of h McGuff e a a o f any dis onor . That y took adv nt ge all publications similar to th e plan he had already con ceiv ed fo r a series of readers a s foresh a dowed in his “ ” h o f h R Met ods Teac ing eading, published in London

1 8 2 . in 9, is not questioned Dr a a McGuffe i . Alcott tt cked y in an article ent tled ” P h Annals duca Literary lagiarisms , publis ed in the q tion a B h r B r in h er f e , oston journal . Cat e ine eeche , de ens of McGuff e h a h r o f t h e Mr . y, stated t t the publis e s Eclectic Series o f r Smi h o f schoolbooks , T uman and t Mr McGuff e of Cincinnati, sent to . y seventy volumes r h r h h McGuff e contempo ary sc ool reade s, to w ic y added h h r o f t irty . T is is possibly an ove statement the number of publications in sch ool readers and doubtless Included a r of r a s ra i i fr th e numbe sp elle s , the t ns t on om sp eller ’ rea der o f Webster s Elementary Speller to th e reader- speller f a r involved the making o m ny sp elle s . Su p r e ma cy o i t h e McGuf f e y Re a d e r s

As SH OW N t h e a h r h l in previous p ges, ot e good sc oo books a i S i af r 1 0 appeared in r p d uccess on te 80 . Money was f h r in more plenti ul, common sc ools we e increasing num ’ r Webster s Elementar S i ller was a be s, y p no longer adequ te in rea ding matter fo r t h e most p rimitive settlements a nd i i o f the most backward commun t es . A new method a P teaching re ding was demanded . estalozzianism was ’ i f all h r a r f spread ng itsel to sc ool cente s . L ncast ian s orm of school organiza tion made it p ossible for education to a o f i r reach l rge masses ch ld en . Cosmop olitan Ohio

” f i ir Th e Valley w as a st becom ng an independent emp e . spirit of Jackson was casting its sh adow before and rose full- orbed out of t h e vast wilderness of illiterate yet knowing a nd yearning popula tions led a cross th e Missis i Ba s ppi sin . McGuff ey was one o f t h e ﬁrst to understand the intel o f h i i a of lectual needs t is grow ng emp re, and bec use his hi St F predominant interest in p eople; s all but . rancis of-Assisi desire to serve h is fellow man freely and with out recomp ense ; h is Pestalozzia n a ffection fo r ch ildren and the unfortunate ; his style of writing acquired th rough his experience as sp eaker ; and through his pa ssion to h fo r a th e train ot ers p ublic speaking, his re ders came to h f people a s a familiar acquainta nce . W ile a pro essor at Miami h e spent much o f his leisure time in training some 59 60 WILLIAM H OLMES MC GUFFEY AND H IS READERS

boy in debate and public address . The boys, ambitious h him to become public speakers, soug t out in classroom, h a of in literary society halls, at his ome, to le rn the art f r a sp eaking . The appeal necessary in speech o ms g ve t h e h i h e r a o r attractive style to stories w ch c e ted retold, o f a r h a a and led to choice liter tu e wit simil r pp eal in style . He regarded eloquence as one o f th e greatest o f the fine r ar h arts, g eater than poetry, p ainting, sculpture, or c i f hi f th e f tecture . All his li e he trained msel in art o ex r H e ar o f a i tempo e speaking . prep ed the notes e ch publ c a r a r h ar lecture and cl ss oom dd ess wit meticulous c e, o f a r a a abundant in amount m te i l , logic l in topical ar h ri a ff But arrangement, with due reg d to r eto c l e ect . when this p reparation was made h e depended upon th e t h e o f his a i r fo r t h e occasion, psychic response ud to s a o f h is P h emotional and spiritu l moods delivery . itc , a a a a r a rate, emph sis, modul tion, ton l v i tions, gesture, a a an c dence, would flow in ccord with obliv ious sub limation o f all tha t he knew and all th a t h e felt of the r H e h a a subject under t eatment . believed t t inspir tion “ ” alone determines t h e garb in which t h e ora tion is ff of hi was in a h t h e r of o ered, all t s ccord wit p actice the r a r o f t h e da : a B h a g eat public sp e ke s y Lym n eec er, l ter h is ar B h r h a son, Henry W d eec e , T om s Grimke (the of e o f h is b greatest voice eloquenc times, remembered _ y M n f r h is a h ri “cGuffia s o glowing ntit etical t butes to L fa and R r a h a yette “obe t C l oun, Tom Corwin, R r H al H r o f H a obe t l (on o rors enry Cl y, Daniel i r Webster, W lliam Wi t . The first item th at gave suprema cy to th e McGuffey h o f a h i th e texts was the met od te c ng beginner to read . The old form was from t h e h ornbook or“a b c letters a f an a a le rned by rote orward d b ckw rd . Sorting and a a o f h o f a puzzling with de l glee, t ose seeds sentence c lled

62 WILLIAM H OLMES MC GUFFEY AND H IS READERS

Spelling lessons taken from th e reading lessons aecom Mc ff e R a p anied all lessons in the Gu y e ders . It is easy to be seen t hat self help was greatly promoted by the McGuffe for y system, no longer spelling a time, then into and with reading, but spelling reading spelling read ing all the time . The Worcester Primer still simulated the long para in o f Wo rces graphs the older readers . In the last lesson ’ Primer 0 ter s there are about 35 words . In the last lesson ’ f Mc ffe s are o Gu y there are 39 words . Mary and Lucy th e only words o f more th an one syllable in the little ff o f 1 r Primer McGu ey Primer 849 . In the Wo cester para t h e McGuffe Primer h graphs were long . In y t ere are no r pa agraphs, and the longest sentence has only ten words . Illustrations were profusely used by the McGuffey rimer I a of McGuffe Pri er 10 1 P . n 32 p ges the y m he uses ’ hi 1 of 8 pictures, w le in 7 pages Worcester s 4 pictures are ’ McGuffe s r a t used . y pictu es predominate in children

a fa a . All pl y with their toys , p ets, and mili r animals pic a f tures are selected on basis o interest to children . ’ Worcester s pictures comprise many inanimate objects : a a ﬁshh o ok selected to ﬁt the lesson rod, without line, a h uman leg apparently taken from some book on anat o m in of o f y, a clay pip e with stem, a p , a picture a gun f uncommon and un amiliar model . ’ McGuff ey s captions for lessons creat ed interest in “ ” a themselves . The Three C kes, used by many c“ontem o rar McGuff e h p y school readers, is called by y T ree ” B h h a oys and T ree Cakes, introducing the “um n item h h ar h 15 t e title . Anot er p able story in whic knowledge ” “ ” r h a th e L powe is ended wit I“see, I see, s id ittle Man See See See is entitled by one reader I , I , I , by another “ ” ” “ McGuff e P Knowledge, and by y Knowledge is ower, and what pupil of McGuff ey h as ever forgotten th at SUPREMACY OF TH E MCGUFFEY READERS 63

” kn“owledge is power ? Th“e Orange Man he changes ” “ to Honesty Rewarded The Little Boats to The ” “ ” Little Sailor Boys ° Obedience to Parents to The ” “ di h h R h Disobe ent Gir“ T e Sleig ide to T e Merry Sleigh Ride The Guide Post” to Harry and the P ” Guide ost . Reading a loud in presence of auditors was th e ﬁrst of th e i r ﬁne arts to develop in this American h nte land . It h f f a f r h E was the c ie e ture o eve y social gat ering . locution r a was r l r B or hetoric l reading unive sa ly p opula . eginning with th e Third Reader much sp a ce is given to rules for h as correct reading, suc ,

R E —Be r f l and a f th e UL . ca e u give ull sound to vowels . R r h i r rr t h e ega d to t s ule will co ect common ﬂat, clipping and uninteresting way in which many read

These rules were greatly increased in number and detail “ ” in the Fourth and formed a complete Rh etorical Guide th e Fi th o f 1 8 i are in “f 44, in wh ch sixty p ages devoted to th e a f h i f El i An lysis o t e Pr nciples o ocut on . Diagrams such as th e following were profusely used :

If you said I said

Did h e do it 64 WILLIAM H OLMES MC GUFFEY AND H IS READERS

The followmg Is an Interesting example of the exercises in pitch .

8 Man a li h r . do w nts but ttle e e below . i h r 7 . si Man wants but l ttle e e below . 6 i h r . la Man wants but l ttle e e below . a i 5 . sol Man w nts but l ttle here below . fa Man a 4 . w nts but little here below . Ma n h r 3 . mi wants but little e e below . re Ma n a h r 2 . w nts but little e e below . I a i l h r . do Man w nts but l tt e e e below .

Thus not only w as th ere a complete tech nique set up but lessons in p rose and p oetry ch osen to illustra te all the E a h r w as f p rinciples . very te c e supposed to ollow these r a h h o f ules scrupulously in te c ing t ese lessons, many “ ” hi h a d a i a rh r a a Th e hi f w ch dd tion l eto ic l not tions . c e goals of a college educa tio n in th ose days were law and h r o f h r f h ad t e minist y . And the needs t ese p o essions their r fo r h a h prep ara to y ms in t e element ry sc ools . ‘ Th e Bible a nd religious t eachi ng s furnish ed one feature of a nd rh ri a r a o r elocu all public meetings , eto c l e ding f r h t h h r h r h tion u nis ed e ot e . T e e were no ot er intellectual r fo r h ra dive sions t is gene tion . ’ The second item o f sup remacy was McGuff ey s drills upon t h e syllable as a unit in word mastery; enunciation as r a a a a a ﬁ st essenti l in spoken langu ge, so necess ry among foreigners struggling into a new language; short and simple sentences ; a sequence o f idea s th at h eld the a ttention o f t h e young learner ; p ainstaking and con r in f fa r i tinuous cor ect g o ulty p onunciat on . Th e third item is the choice and arrangeme“nt of mate rial a dap ted fo r t h e child mind o f th e times : Simplicity i h a i h i and h h . wit sense, eleg nce w t s mplicity, piety w t bot Wh en we comp are t h e contents o f oth er readers with SUPREMACY OF TH E MC GUFFEY READERS 65

’ McGuff e s a a of fo r y re ders , the adapt tion lessons little ” ’ th e McGuffe readers is more evident . y s selections r fr f f o f a h and we e ee rom theological mysticism, ear de t , of rt a all o f h is inco m supposed evidences immo lity, whic r h i t h e h p e ens ble to c ild mind . The lessons were fore in hi a Th e a r a o f most c ldlike ppeal . r ngement lessons was devised to afford such variety as to sustain interest r a for f h r a o f and to c eate t ste urt er e ding . It was ﬁrst

’ ' concern in McGuffey s instructions to tea chers that the teacher be assured tha t the pupils understand wh at they r a all read . G eat emphasis was l id upon this item in his h a and r Si r a r a r etoric l devices d ills . lent e dings g e tly stressed in modern educatiOn h ad no p art in the early f hi r a method o tea c ng . The ﬁ st step w s to enunciate and pronounce the words correctly and to use th em in sen t n a t h e o f r a e ces ccording to rules rheto ic . To compens te for the great values of silent rea ding questions were a rranged a t the end of the lessons to direct the pupils in r f a r a M Guff e w as p eparing o r the or l ecit tion . c y pioneer in this ﬁeld: Predecessors to his rea ders did not use this f t l method . The ollowing ques ions subjoined to the esson “ ” a Man o f r E r on The Or nge Ma ia dgewo th, copied so ’ widely under different titles in th e early ch ildren s

a of a h . liter ture Americ , met od

QUESTIONS ? 1 a . . Wh t is this story about 2 Which was the honest ? ? is h a o f was a Pi f r . h a boy 3 . W t kind boy J ck l e 4 W t a l r ? h ki o f a ra r th e a l nd o d 5 . W at nd ch cte did landlord ? h a ? 6 H o can r a a give C rles . w boys secu e good n me h 7 . Wh a t a dvantage is th ere in possessing a good c ar a cter?

f of a t h e of r The ourth item appe l was title the se ies,

' Eclecti Mc e f h e a h r a r c Gu . O t , ﬁy m ny sc ool e de s coming 66 WILLIAM H OLMES MC GUFFEY AND H IS READERS

t into use many serial itles wer“e adopted . American — Pr s“eems to have ﬁrst place A“merican eceptor, S h R American c ool Classbook, American eader, ” “ ” E a R a American duc tion eader Model, N tional, ” “ ”

. for a Intelligent, Mt Vernon, some named st tes and for a f others loc l schools . Out o the multiplicity emerges “ ” E a the clectic, unlimited by territorial lines, p rticular of a f r of modes thought, or particul r o ms instruction . There is not a dequa te ev idence as to whose publicity genius may be a ccredited the selection o f th e serial title ” E Th e r h hi clectic . ﬁ st book publis ed under t s serial ’ The Introduction to R s EclecticArithmetic 1 8 . title was ay , 34 A caption word or sloga n revolves from t h e subconscious into an area o f consciousness in t h e social mind much as a and a f r a it does in the individu l mi“nd, brie t e tise on the o f a E o f background this slog n, clectic, may not be out a pl ce .

’ is th e o a i of hi s P It to c mp n ons ( estalozzi s) labors, o f h r a S i r a h a most w om esided in Germ ny or w tze l nd, t t f r a i of h h hi h as we owe the o m t on anot er sc ool , w ch been Productive School and a styled the , which now p redomin ted S r a rh a a a nd . h in Germ ny witze l nd It might, p e ps wit a ri t r Eclectic School fo r equ l prop e y, be te med the ; it aims a t embodying all t h e va lua ble p rinciples o f p revious h a ri a h t h e a o f an systems, wit out dhe ng sl vis ly to dict tes y f a a i a th e o n rt . t h e m ster, or views y p a y It rejects l ke h a th e a h was a th e idolatrous om ge to cl ssics , w ich p id by — Humanists th e unreasonable p rejudices o f t h e Ph ilan t h ropist s against classical a nd merely literary pursuits and the undue p redilection fo r t h e mere exp ansion o f l o f and ra a mind, to the neg ect positive knowledge p ctic l h h a a r a o f t h e application, w ich c r cte ized too m ny ” ia 1 Pestalozz n school .

1 Boswe Smi th New En lish Grammar. ll , g SUPREMACY OF TH E MC GUFFEY READERS 67 — In 18 1 7 18 18 a young man was lecturing in the Uni versity of Paris and in t h e Sup erior Normal School near H e by . had recently ﬁnished his prep aration to teach a F cées 0 h liter ture in the rench ly . N suc eloquence and intellectual daring had been heard in Paris Since the o f ea r ar f S days Ab l rd, six hund ed ye s be ore . tudents ’ r r crowded Victor Cousin s lectu e oom . Under the guise of philosophy . this young thinker ventured to discuss r roOms politics and the chu ch, and the lecture were — / 1 8 8 18 r ﬁnally closed to him . In 2 2 9 he eturned and a hi s hi h E elabor ted upon new p losop y, clecticism, a mid dle ground between the idealism of Germany and the

’ sensualism o f England and France; between Kant on a r a nd h one h nd and Desca tes Locke on the ot er . Cousin hi s il E hi announced new ph osophy, clecticism, w ch chose , co - ordinating thesis from th e philosophic theories of the a and a ide lists sensu lists . S h r S a r a a as uc a wo d or log n occu s lw ys a new idea, as was demonstra ted by t h e great tea ch ers in the Univer sit of a r - P y Alex nd ia with neo latonism, new and com p rising the unified principles of all the conflicting th eories “ ” o f a h di R p gan p“ilosophy . In conclu ng his evelation sa a a and fo r John said, I y new he ven a new earth the ” r a r a h ' a r a a fi st he ven and the fi st e rt e p ssed way . The “ ” r a a B h a a ll hi New! G e t Voice“s id, e old, I m ke t ngs new . ” New ! This new model complex is not modern . ’ r r hi s i Cousin s lectu es had wide ci culation; ph losophy,

E a a h . clecticism, bec me new vogue in p hilosop ic thought French inﬂuence was strong in the Mississippi Valley and the Eclecticism was all the more popular because of f B hi the sources rom which it came . A oston publis ng ’ 1 house printed a transla tion o f Cousin s lectures in 832 . The new book found its way into the Miami Univer sity library about the time McGuffey became professor 68 WILLIAM H OLMES MC GUFFEY AND H IS READERS

f a and a h ia Ra of o ment l mor l philosop y at M mi . y Woodward High School and the schoolmen of Cincinna ti were intima tely a ssociated in early educa tional gath er a McGuff e th e ings in Cincinn ti . Whether y suggested a h h his serial title or not, he lent m gic to the word t roug popular lectures at a time when hi s influence in th e new Oh io country was all but dominant in philosophic h h t oug t . As Eclecticism rose a bove the contentions o f th e learned a h r a ria and E pag n philosop e s in Alex nd , in urope above th e idealism o f Germany and th e sensualism o f England and Fra it h t h e i a o f th e nce, caug t imag n tion new social order of th e Oh io country and its extended empire west and south into whi ch had come so many educa tional r and p hilosophies, c eeds , techniques, schemes, textbooks . Eclectic meant t h e best in each and greater than any; r t h e t h eorIes o f ni th e it was mo e than the huma sts, i P philanthrop sts, the estalozzians , or the productive h - o f th e sc ool . It fitted well into the all sup erior spirit o f West, indep endent sectional and sectarian control ff ni a a a o f Je erso an, J cksoni n . Later school medicine arose in Cincinnati known as the Eclectic School of a E Medicine and est blished the clectic Medical College . h ff a con T e name McGu ey s an i came somewhat slowly . i i r c e eader H M ffe E l cticR s . . cGu The first ed t ons we e by W y, r f r at a o r f r a t ia p o esso Mi mi University, late pro esso M mi o r r o f h University, p esident Cincinnati College or O io t h e a University, etc . ; but so important was education l role played by McGuff ey in the Middle West during t h e 1 8 6 1 8 th e nine years between 3 and 45 , the years when EclecticSeries of i books was coming nto use, that the name McGuffey was o f greater commercial value than t h e slog an eclectic; and as early as th e edition of 1 84 1 th e McGuff e was at t o o f name y, though in small type, the p

70 WILLIAM H OLMES MCGUFFEY AND H IS READERS

During this process McGuffey was the lone voice crying of P in the wilderness illiteracy; crying, repare the way ” f McGuffe or a great people . The y social standards were of S a f accepted as in itic auth“ority . This new mind o the ” co mmo niz ed f West, tolerant, eager to be , ound agree S ment in the turdy, consistent moral and social principles ff R taught by the McGu ey eaders . ! A sixth fa ctor was the extent and propriety with which McGuffe y used pi“ctures and illustrations to heighten ” o f R the int erest his Little eaders . This extraordinary feature o f the Readers is treated in some detail in

Chapter 7 . A seventh point in the sup remacy of the McGuffey ’ R r r eade s is litera y merit . Children s literature, when the r of ﬁrst school reade s the Middle West were completed, ’ fa was all but unknown . Aesop s bles, Mother Goose ’ Ed ewo rth s - rhymes, and Maria g adult child literature ’ a comprised the catalog . Hans Christi n Andersen s f f 1 8 h amous airy tales , published in 35 , did not reac a f a l Americ o r the e r y school readers .

All early stories , narrative and descriptive, were taken from experiences actual or created in the new-found a of land . Doubtless m ny the stories and descriptions in r and Second McGuff e R a o f McGuf the Fi st “ y e ders were ’ ” “ f B E ey s own composition, About the eaver, dward ” “ ” “ P S a t and the Cat, About the eacock, tory bou the ” “ ” a r th e i Lion, About Or nges, we e stor es he had told to his own and neigh borhood children when he was hold f h is ing in ormal classes in his home, putting into practice new ideas of school readers . This little school was ’ America s ﬁrst practice school, now so important a f - t t h eature in every teacher t raining ins itu ion . T is little McGuffey school was just one more private school in the a h i vill ge . The pioneer aristocracy sent their c ldren, SUPREMACY OF THE MC GUFFEY READERS 7 1

. s especially the girls, to private schools or classes The boy ’

hi I . . s for who had gh Q were in line the academy, and f later the university. The ﬁrst public school in Ox ord of ﬁft - recorded the names y seven boys and one girl . Tradition has it that McGuffey called his little ones to f gether by the rural siren, ormed by placing the two folded hands together and creating a mouth piece of the two parallel thumbs . ’ “ McGuff e s not e y school was just another privat school,

of of . was but one deep significance, one method Here developed the method that turned aside th e European systems urged upon an ignorant but eager people by pedagogic Charlatans; the method which unified the systems of instruction in the public schools for a half his century . As a zealot he preached new method to the teachers o f th e community and exhorted all teachers In emphatic terms in the prefatory remarks o f every vol ff ume to e ect this eclectic system . Th e style o f the language of both the original and i selected stories was especially interesting to ch ldren . of s The rapid sequence simple idea in narration, the f essential actors in description, and the exciting appeal ’ to imagination all exhibit McGuffey s anticipation and appreciation of th e doctrine of i nt erest and rank the readers superior to their competitors . F t e n r rom h earliest editio , book by book, the litera y f h ch aracter o t e lessons was distinctly good . The great n of t Fi th eader 18 n compe dium the firs f R , 44, was desig ed 'a a of as rhetorical guide, book elocutionary exercises, a book designed to increase the amplitude o f the emotions of stolid M erican youth by reading aloud with strict of u observance the r les governing articulation, inflection, i I an p tch, accent, rate, emp“hasis, and gesture . t was nounced as a book o f Elegant Extracts in Prose and 72 WILLIAM H OLMES MC GUFFEY AND H IS READERS

P . of oetry It gave, however, an excellent survey the l of E - i best iterature the nglish speak ng world . Though of Fourth Reader many the authors quoted in the ﬁrst , 18 n 37, were prominent contemporaries, now unk own, a a a r : Mr there ap pe red also many st nd rd write s s. Si r E h gourney, Montgome y, Addison, Irving, dgewort ,

B B . t h e F th 18 Willis, ryant, Young, yron In ﬁrst if , 44, there were quoted twenty- six English and thirteen s American“authors whose works survive . The e begin ” ning s in Elegant Extra cts in Prose a nd Poetry evolved into a collection of the best litera ture a djudged by the and th e ablest critics intelligent reading public, until in Sixth of 1 879 one hundred and eleven of th e grea t authors : Sh a a f and were quoted kespe re, nine times ; Long ellow S f Br a rv and th e cott, each our times ; y nt, I ing, Webster, B B ible, each three times ; Addison, eecher, Dickens , Sa h Holmes, Johnson ( muel), Thomson, W ittier, and h a Wilson , each two times . T ere were lso included one or fr a r H a a more selections om Gr y, Cowp e , lleck, Dr ke, r P S Macaulay, Webste , atrick Henry, Grimke, outhey, i Hook, Addison, M lton, and other literary peers . Thus the author substantiated“the claim that the entire com pilation is comprised of Elegant Extra cts in Prose and ” Poetry . While reading aloud was a controlling objective in all

McGuffe - the y literary selections, there is in every selection f and B a evidence o literary taste judgment . oth Willi m H McGuff ey and Alexander McGuffey were men who dwelt frequently nea r the muses a nd a lways in a literary atmosphere . th e Sixth Reader of 188 In 5 , there were one hundred

h - s and eig ty six elections , one hundred and sixteen prose of selections and seventy poems . The themes these several selections were studiously distributed a mong the SUPREMACY OF TH E MC GUFFEY READERS 73

f o f : ri narrat l on several orms composition desc ption, , McGuffe r argumentation, and exposition . y used na ra h a r tion most widely in suc composition . Hum n elation sh ips could be selected to reinforce moral and ph ilos0phic H r S r r teach ing more easily . e e a acen and C usader con “ ” f h r Ba i th e f i h f tended or ono s . In The pt sm a t ul band o f Scotch Covenanters were providentially sp a red from th e and t h e r r th e p ersecuting army, a my d owned in

h h a - l r narrow gulc by the e ven sent c oudbu st . Th e Powont o namo a o f th e h lone , l st Mo awks , came t“o a once sacred spot of h is powerful tribe th at h e might lie down and die beneath th e o ak which sh a dowed th e ” f E But ! Th e h a of hi grave o Sunny ye. alas voc the w te ’ h a r man s ax had despoiled t e s cred g ounds . With wan and h e r r Th e f dering troubled gaze mu mu ed, pale ace ” h r ma a . y like it, but an Indian c nnot die e e in p eace Th e following excerpts illustra te some of the lofty sentiments and eloquent English ch aracteristic of many of th e lessons

This day sh a ll be to me a day o f joy ! I will assemble r h r th e i my child en around me e e, even down to l ttle h il ff r h k stammering grandc d, and will o e t an sgiving to h h efore God; the altar s all be ere b my cottage . I will garla nd my bald hea d and my trembling h and shall take t h e r and hi r ly e, and then will we, I my c ld en, sing songs o f h i r r and praise . T en w ll I st ew ﬂowe s over my table, with joyful discourses p artake o f th e bounty of the Most ” “ ” H f e — igh . ( Grate ul Old Ag Gesner)

Admirable as the natural world is for its sublimity and wh o r it fo r beauty, would compa e , even an instant, with th e sublimity and beauty o f th e moral world? Is not t h e h it s r i a nd a a i fo r soul, wit glo ious dest ny, its c p c ties i f th e eternal happ ness , more aw ul and majestic than W M H O M S MC GU AND H IS D 74. ILLIA L E FFEY REA ERS boundless Paciﬁc or th e interminable Andes? Is not th e h s t mind, with its thoug t that wander hrough eternity, of f r and its wealth intellectual power, an object o mo e i f ? ntense interest than orest, or cataract, or precipice th e r And heart, so eloquent in the dep th, pu ity, and h of ff can of p at os its a ections, the richest scenery hill and o f r and dale, can the melody“breeze, and b ook, bird, ” ’ rival itin loveliness? ( Th e Natural and MoralWorlds Grimke)

Th e sorrow fo r the dead is th e only sorrow from which

’ r f r E h we . e use to be divo ced very ot er wound we seek to, h h ffli i f r eal ; every ot er a ct on, to o get; but this wound, we i ffli cons der it a duty to keep open . This a ction we i r ch“er sh, and b ood over in solitude . f t h e h There is a voice rom tomb sweeter t an song . There is a remembrance o f th e death to which we turn f eve“n from the charms o the liv ing . O th e ! th e ra ! r r h , grave g ve It bu ies every error, cove s f h ! F it s every de ect, extinguis es every resentment rom f r f r p eace ul bosom, sp ing none but ond reg ets and tender ” “ Th e r — recollections . ( G ave Irving) ‘ The whole continent trembled at beholding th e andac of his r of ity designs , and the mi acle their execution . Skepticism bowed to t h e prodigies o f his p erformance; air of h h romance assumed the history, nor was t ere aug t fo r f f f fo r too incredible belie , or too anci ul exp ectation, when the world saw a subaltern of Corsica waving h is imperial flag over her most ancient capitals . All the visions of antiquity became commonplace in his con t emplation: kings were hi s people; nations were his out of posts ; and he disposed courts, and crowns, and camps, if t h e a and churches , and cabinets , as they were titul r a of h ! h h a h e dignit ries the c essboard Amid all t ese c nges, n r i l h h stood immutable as adame t . It matte ed l tt e w et er in - h th e o r th e the field, or in the drawing room; wit mob, SUPREMACY OF THE MC GUFFEY READERS 75

a w levee; wearing the J cobin bonnet, or the iron cro n ; B dict at banishing a raganza, or espousing a Hapsburg; f t h e a o f R co nt em lat ing peace on a ra t to cz r ussia, or p ing defeat at t h e gallows of Leipsic ; h e wa s still the same ” “ ” h a a of B a military despot . ( C r cter Napoleon on p arte Phillips)

His conduct was characterized by the grandeur of the f h i r f t h e a ni o s . s o views, and m gna mity spi it In tead th e f ri i Of ravaging newly ound count es , l ke many his r wh o im contemporary discove ers , were intent only on h e w h o f mediate gain, regarded them it eyes a legislator; h h l t h e h e soug t to colonize and cultivate t em, to civi ize d th e f natives , to build cities , intro uce use ul arts , subject of law every thing to the control , order, and religion, and ” “ f thus to ound regular and prosperous empires . ( Char ’ — acter of Columbus Irving)

The structure o f the early readers followed the usual organization of texts on rh etoric in th eir arrangements of lessons , description, narration, argumentation, etc . In the Fifth of 1844 McGuffey op ens the text with “ ” Description of a Storm and follows with a due propor f and f tion o narration argumentation . In some ﬁ teen ‘ lessons o f the Sixth o f 1857 h e introduces his readers to th e great oratorical eff orts of England and America : ’ ’ fo r th e Henry s argument revolution, Walpole s reply to ’ P for of B itt, Webster s plea the union the states, urke, h a Haynes, Grimke, Walpole, Cal oun, John Ad ms are f a r a i presented in their masterpieces o gument t on . McKinle How serious to the rising schoolboy, y, was ’ Webs“ter s magnanimity toward the sons o f South Caro : Sir if f l o f lina , I thank God, that, I am gi ted with litt e th e spirit which is sa id to be able to raise mortals to the k h a of r s ies, I ve yet none as I trust, that spi it, which 76 WILLIAM H OLMES MCGUFFEY AND H IS READERS would drag a ngels down ; if I see extra ordinary capacity of th e S h if or virtue in any son out ; and , moved by local a h prejudice, or gangrened by state je lousy, I get up ere to abate a tith e o f a hair from h is just ch a racter and just ” fa a th e r f of h me, may my tongue cle ve to oo my mout ; how invalua ble to t h e prosecutor o f crime before an th e o f fa E American jury model the vorite nglish orator, a P t h e a a o f i Willi m “itt, indicting gre t W lpole publ c dis honesty : I will not sit unconcerned wh ile my liberty is nor invaded, look in silence upon public robbery . I will r a t h a a a exert my endeavo s , w tever h z rd, to rep el the a and ra th e h f i h ma ggressor, d g t ie to just ce, w oever y him h is ma a protect in villainies, and whoever y part ke ” o f h is plunder ; or how inspiring to t h e young Fourth o f J“uly orator Beech er extolling th e Puritan forefath ers S h o f ra of uc models mo ls and excellence, such apostles i r h o f i civil and religious l be ty, such s ades llustrious dead looking down upon th eir descendants constitute a censor ” f t h e o f ship in erior only to eye God . The p oetry fo r ch ildren when th e McGuff ey Readers r r McGuff e began was somb e, elegiac, and pu itanic, yet y found enough p oetry with the rhyth m a nd content of interest to ch ildren to reh ev e the sorrowful tenor of other h and a i of t h e poetry used in all sc ool texts m gaz nes day .

Twin le win le li le s ar k , t k tt t H o w I wo nder wh at yo u are; Up abo v e th e wo rld so h ig h

Like a diamo nd in th e Sky.

Th e lark is up t o meet th e sun n t h e win Th e b ee is o g . Th e ant it s labo r h as beg un Th s wit h music rin e wo o d g .

78 WILLIAM H OLMES MCGUFFEY AND H IS READERS

H ere I come cree in cree in ev er wh ere , p g , p g , y ; You can no t see me co min g , No r h ear m lo w swee h ummin y t g , Fo r in th e s arr ni h t y g t, And th e la mo rnin li h g d g g t, I come uie l cree in e er er v wh e. q t y p g , y

H ow ear t o m h ear are t h e scenes of m ch il h o o d y t y d d, Wh en fond recollectio n p resent s th emt o V iew ! Th e o rch ar t h e mea ow th e ee t an le wil -wo o d, d , d p g d d d, And ev ery lov ed sp o t wh ich my infancy knew; Th e wi e-s rea in on and th e mill t h a s o o b it d p d g p d, t t d y ; Th e bridg e and t h e ro ck wh ere t h e cat ara ct fell; Th e co t of m fa h er t h e air - h ouse ni h it y t , d y g , ’ And e en th e rude bucket wh ich h ung in t h e well! Th e old o a en uc et t h e iron o un uc e k b k , b d b k t, Th e moss-cov ere uc e wh ich h un in th e ll d b k t g we .

’ Wh i h er mid fallin dew t g , Wh ile low th e h eav ens wi h th e las s e s of da g t t t p y, Far h ro u h t h e ro s e th s o st h o u ursue , t g y d p , d t p ” Th y so litary way?

In the Fif th a nd Sixth Readers of th e 1 879 edition were more than one h undred and twenty- ﬁv e poems selected f of i rom the poetry the preced ng century . These poems, h of h almost universally used, t ough some them w en of h a n selected were very recent coinage, ve bee accepted, f f o f r a ter a hal century c itical reviews, and popular

a ar ra r . ev luation, as stand d lite tu e Though many young readers o f the McGuffey series h ave later become h h r o f E h all aut ors, literary critics, and teac e s nglis , h f attest t e literary merit o these selections .

’ Mention of a few favorite poems among these collee tions of classic poetry gives evidence of th e excellence of h of the entire collections . Indeed , one undred them SUPREMACY OF THE McGUFFEY READERS 79 might have been published in a Single l ume e“ntitled One Hundred Best Poems of the Past Century : Sands ’ ” “ ” “ ” “ O Dee r S F B , The “Co n ong, The estal oard“, Abou ” Ben h of th e F r F Ad em The Death lowe s , aithless ” “ ” Wa fo r r R Nellie Gray, Make y Libe ty, The ising, “ ” “ “ ” Br a B Br R S Th e e k, reak eak, ock Me to leep , ” ” E r Hermitage, legy in a Country Chu chyard, “ ” “ L of P ri Fa r Th e h r h S anding the ilg“m the s, C u c cene ” “ ” f E S o f t h e Sh Girrev ra rom vangeline , ong irt, , “ ” “ ” “ E th e Th e Ra noch Arden at Window, ven, The ” “ f if ” Br P a o . wh o was r a idge, s lm L e Anyone conve s nt with th e grea t literature o f t h e McGuff ey Readers could not be accounted ignorant . Thus th e youth in the period of an awakening culture h o f ar r r h was introduced to a wealt stand d lite atu e, muc of as if th e r ams it immortal, so selected to call into l e d e , r f of yea nings, and lo ty ambitions the young pioneer i r ntelligentsia . Unused to encyclop edias , libra ies , and a hi i o f E a E ra he vy tomes, t s compend um leg nt xt cts f in n a d . O was satis y g, inspiring, contenting It pened the door from th e dark and silent nigh t of ignorance into th e far fr o f f hi f hi ee day ellows ps and riends ps . Here he “ ” fron h of heard the persistent voices rg e hills Domremy, the silent communications in th e frozen forests of Va lley F of f hi orge, voices irresistible urge rom all the gh altars of h a uman c reer . The gamut of emotions in pioneer or early urban f youths was short . There were no hal tones or overtones , but upon this simple scale McGuffey played with t h e ff of S h e ect a master artist . orrow was a duty, neig bor h ood funerals were orgies o f luscious tears th awed from fr h r Sir h r h long ozen emotions . T ey bu ied Jo n Moo e wit h r ni h i ar h h nu hig born ce emo es . T e r he ts beat ig with h r i used dramatics as t ey ec ted , 80 WILLIAM H OLMES MC GUFFEY AND H IS READERS

Slowl and sa l we lai him own y d y d d , mth e el of h is fame r h an ro f es d o r . F ﬁ d , g y

They gathered fresh leaves and berries for“the grave of L lining ittle Nell, and to the burial ground along the h f crowded path t ey bore her now, pure as the newly allen snow that covered it, whose day on earth had been as ” f f ﬂeeting . They rejoiced in the un eigned and simple li e .

Let v apid idlers 1011in silk ro un h eir fes al ar A d t t bo d . Giv e me t h e bowl of samp and milk B h ome s un eau o ure y p b ty p d .

of ran Hatred greed, drunkenness, luxury, pride deep and continuous ; love of home and country; respect for th e S abbath, law, parents, and the aged constituted the f a o f inv ari undament l currents emotions and attitudes, able and universal . Vicariously he entered into experiences of the noblest Of hi mankind, statesmen, poets, p atriots, p lanthropists , E teachers, moralists , prophets, spiritual leaders . ach day fr f Ea revealed a new and ee li e . ch day his intellectual E th f grasp and span were increased . ach day e dawn o a r r widening wo ld opened word by wo d, poem by poem, a oration by or tion, essay by essay, until the whole realm ’ of earth s worthy spirits became companion to his thoughts . ’ ‘ In Garland s Son of the Middle Border we ﬁnd expressed the tribute of millions

- I wish to acknowledge my deep obligation to Professor McGuffe h h e ma h a for t h e t y, w oever y ve been, digni y F th e a of and literary grace o f his selections . rom p ges his

1 H r d o the Middle Border B ermission of Th Macmillan amlin Ga lan , S n of , y p e

8 2 WILLIAM H OLMES McGUFFBY AND H IS READERS

t . F ff P and tha was worth while alsta and rince Hal , of f Henry and his wooing Kate, Wolsey and his down all, Shylock and hi s pound of ﬂesh all became a part o f our thinking and helped us to measure the large ﬁgures o f our fo r hi Br and f a own literature, W ttier, yant, Long ellow lso a had a place in these volumes . It is prob ble that Professor McGuff e S man a y, being a outhern , did not v lue New E r as h a ngland write s hig ly as my gr ndmother did, never th eless Thanato sis h e The Villa e Blacksmith p was t re and g , and extracts from The Deerslayer and The Pilot gave us a notion that in Cooper we had a novelist o f weight and ut S importance, one to p beside cott and Dickens .

2 Fullerton In his That Guy McGq ey says

f Rhetorical Guide th e Viewed rom any standpoint, the , Fourth Fi th Sixth R — of h , f , and eaders all w ich entered — into the making of t h e ultimate Sixth Reader were re r and markable literary wo ks , they probably exerted a greater inﬂuence consciously up on the literary tastes and ‘ unconsciously upon t h e morality of the United States i h s B . than any ot er bool , excep t ng the ible In my edition of t h e Sixth h r a re f B t e e seventeen selections rom the ible, and no one could make seventeen better choices from a i a a no r literary and poet c l st ndpoint, seventeen that would give less cause for complaint from any creed that ” might oppose Bible reading in the schools .

S h as uit Mark ullivan, who written the most eq able evaluation o f the influence of elementary education In 3 shaping civilization In Our Times says :

These books were, to . the average American, h of f t e storehouse the ables, stories , mottoes, proverbs,

' 2 McG e Used b s ecial ermission of r mH u h S. ullerton That Gu F o g F , y uﬂy , y p p Th e Saturday Evening Post . 3 From Mark Su i an Our Times sed b S ecia ermission of Charles ll v , , U y p l p ’ Scri ner 5 Sons Pu ish ers. b , bl SUPREMACY OF TH E McGUFFEY READERS 83

s t adages , and aphorisms which con ti uted the largest body f h e h ad B and o ethical teaching , excepting the ible, the teaching of the Bible w as overlapp ed by that of the ” Readers .

’ M n i 4 H“erbert Quick in One a s Lf e And somehow I was inoculated with a little o f the v irus a h of good liter ture . I gained no knowledge t at it was t h e li anything of the sort . I got not s ghtest glimpse into f a a r th e world o letters s wo ld . Nobody ever said a word h h a fo r to me about t at . I read not ing bout it years and f But c r th e En years a terward . when I did ome to ead g h f w h o f lis classics , I elt as one meets in a ter years a ch arming person with whom h e has had a ch ance en h a r a counter o n t e train . I had l e dy met the gentlemen . O Sh a ar I could say as I p ened my kesp e e, my Milton, or ‘ ’ B r Wh r my y on, y, don t you remembe our meeting away back on the farm in th at old book with the front cover ’ torn off ? Here s th is p assage in which the little prince app eals to Hubert de Burgh not to burn out his eyes with ’ ’ h o t ! a a those irons I haven t re d it yet, but I ll just repe t ’ ’ r r ra it from memo y . You e no st nger to me . I don t ’ o f ! know much you, but what I do know I know well

The eighth reason fo r th e predominance of the McGuff ey Readers over their compeers was the ﬁrm that h B S h published and promoted them . Wint rop . mit , f o f o f ounder the greatest schoolbook house the world, 1820 came to Cincinnati in , a boy eighteen years old, f h e determined to ﬁnd his ortune in t great West . He had had some experience as an employee in a book house in r New Haven, Connecticut, and doubtless se ved in 18 h h e similar capacity p rior to 34, w en and William

‘ ’ From One Man s L e b H erbert uick C o ri h t 1 2 sed b s ecial if , y Q , py g 9 5 , U y p - ermission of th e Pu ish ers Th e Bo s Merri C o m a n . p bl , bb ll p y 8 W M H O M S MCG AND H I D 4. ILLIA L E UFFEY S REA ERS

f Truman ormed a partnersh ip . It is highly probable that this firmbecame fo r a short time the western agent ” f r E s But i o some schoolbooks made in the a t . the sp rit of Cincinnati and the new West for western-made books r Mr Smi t soon appea ed clear to . h, and the firm became h i E a publishing ouse w th clectic as its slogan . S f . o Mr mith, who became sole proprietor the house 18 in 43, was ingenious, adventurous , indomitable, clear f h fa EclecticSeries for headed, and arsig ted . His ith in his sch ools removed all mountains o f financial discourage f ment and comp etition . He o ten said that he was insol h 18 0 . 18 e vent all the time prior to 4 November 4, 34 S r h h a h im married Mary a gent, w ose brot er e rly allied ’ f Mr S r r a o f sel with . mith s ente p ise and was member ! for the firm many years . The firm survived two great disasters : the panic of Th e 1837 and the Civil War . Civil War almost wrecked the business of the firm in the immense section south of t h e - L F Mason Dixon ine . inancial losses caused by the Civil War were so heavy that the New York branch of a a a the house, Cl rk, Austin, M yn rd, and Company had “ ” o S t susp end business . Mr . mith bought in the business h Im r . S B Th alh e e . and placed W . . In charge Mr mit did not follow th e widely used plan of the copyright holder ’ of Webster s Elementa S eller of i h ry p , that sublett ng rig ts to I h e a hi s a r many publishers . nstead g ve m jor endeavo s to establishing a grea t publish ing house in Cincinnati with r few branch publishing inte ests in a cities . In New York r S P he allied with Cla k, Austin, and mith; in hiladelphia and with Lippincott Company; in Chicago with Cobb, P ritchard and Company . Much of the success o f th e EclecticSeries was due to th e m S ff o f e inent men Mr . mith called to his sta editors , P a of critics, and compilers . Dr . inneo, gr duate Yale,

SUPREMACY OF TH E MCGUFFEY READERS 85

f s of a hi pro es or natur l p losophy in Marietta College, and f h li o . H e terary critic, was one these distinguis ed men ’ th e of Pinneo s Grammar t h e r was author , among fi st ’ r rra ra r American successo s to Mu y s g mmars, and p ede ’ H arv s En lish Grammar ni a cessor to ey g , so u versally sso iat ed h Mc ffe R r a c Gu a . P s wit the y e de s Dr . inneo served critic for the publishers of the Eclectic Series fo r nearly ’ H emans You Ladies Reader twenty years , compiled the ng fo r th e Eclectic Series and r McGuff e S ellin , evised the y p g f B ook 1 in 846 . H a er f r F i emns Read o M s. The , compiled in honor el cia ’ r B a was McGuff e s Do othea ( rowne) Hem ns , sister to y Fi th Reader a r McGuffe B r f by Alex nde y. oth we e com piled about th e same time and from th e same literary r Dr P r o f th e Eclectic Series sou ces . . inneo, the c itic and l McGuff e r h of a H McGuf A exander y, b ot er Willi m olmes fe r co - a u h y, wo ked almost as uthors pon t ese two great f ra of compilations o the best lite ture the time . H a fo r Mr“s . emans was popul r in America at the time ” h er Landi ng of the Pilgrim Fa th ers and the sym h r o f o f h er f of pat etic cho d most poetry, a pure ount ” r f Th e H emans Reader religious and efined eeling . con a -f r fr n t ins twenty ou p“oems om her p e . Though mother — of h er r i w i five sons, w it ngs are p urely and dist nctly ” “ f for h fo r and eminine, most fitting sc ools young girls in some degree a preparation o f th e youth ful mind and for th e h a nd of a if heart igh holy duties ctive l e, and give an impulse and direction to th at p rogressive develop ment which will never cease while t h e immortal part o f ” our nature shall continue to exist .

Henry H . Vail was most responsible in perpetuating the spirit of McGuffey In the several radical ch a nges o f 18 1 Th e r i a a 5 7 and 879 . evolut on in school re ders m de by Appleton Publishing Comp any in 1878 was met in 86 WILLIAM H OLMES MCGUFFEY AND H IS READERS

1879 by a complete revision of the McGuffey Readers aff of : under the able st editors Thomas W . Harvey, R S grammarian; . W . tevenson, eminent superintendent of o f E schools Columbus , Ohio ; dwin C . Hewett, the brilliant president of the Illinois State Normal School ; Funnelle f of r h and Amanda , pro essor p imary met ods in S S - the Indiana tate Normal chool . This work was car e h e o f ried on under t direction Mr . Vail . The new edition McGuff e r soon restored the y sup emacy . B S f of Eclec Next to Winthrop . mith, the ounder the ” firm tic book , Obed Jay Wilson became the most f o f h success ul publisher sc ool textbooks in America . E r Obed Jay Wilson was a New nglander by bi th . His education was adequate fo r teaching in th e elementary h immedi schools, and he entered t is system as a teacher hi 1 ately upon s arrival in Cincinnati in 846 . Threatened with serious injury to hi s eyes he resigned h is position as teacher in 185 1 and entered up on the career of salesman fo r B S h o f E W . . mit , publisher the clectic schoolbooks . He soon became sa les manager and developed a superior system of salesmanship fo r which succeeding firms pub li hin le ti Series s g the Ec c c became noted . Mr S a . mith ppointed him correspondent and literary referee for the comp any and later editor-in-chief of of r a publications . Mr . Wilson was schola ly t stes and fine

r hi s f. . lite ary appreciations, a poet m el He and Mrs Wilson rearranged the McGuffey ma terials and added o f 18 prose and poetry creating the edition 5 7 , six readers f of . r instead ﬁve . Mrs Wilson was the orme Miss Amanda

Landrum, an outstanding teacher in the primary grades f Sh e o the Cincinnati schools . contributed most to the F F ﬁrst three readers . Henry and anny, Mary and lor

w e o f . ence, ere nephew and ni ces Mrs Wilson as were also “ ” S Willie, Katie, and Carrie in At the easide .

T h e So ci a l T e a ch i n g s o f McGu f f e y

IT IS acknowledged by t h e testimonies of men and women of every social lev el and o f every occup ation and profes sion whose early education came under the influence o f th e McGuffey Readers th a t t h e social teach ings o f th ese r a r r h a if i books we e m jo cont ols throug out l et me . His t orians and sociologists h ave a cknowledged th e great influence o f th ese rea ders in sh aping t h e ch a racter of th e a i o f th civiliz t on e Middle West . Th e of h i long lists men distinguis ed in politics , jur s r ra r a nd p udence, invention, lite ture, indust y, public educa tion wh o sp rang from t h e common sch ools in which the McGuff ey Rea ders were almost universally used bear evidence o f th e influence o f the lessons of h o f r t ese books . A complete list p e sons born west of the Allegh eny Mountains between 1 840 and 1885 ’ whose na mes occur in Who s Who in America may be considered alumni o f th e moral a nd social teaching s of ff af a i le McGu e R . McK n the y eaders T t, H rding, y, F B r B F E Glenn rank, eve idge, orah, Henry ord, dison, a Z Ade, Darrow, G rland , ona Gale, Herbert Quick, af a Gunsaulus E S a Lorado T t, M rk Twain, , dgar tillm n S a P R h f B a Kelley, Gene tr tton orter, ut er ord . H yes, R LaFollet t e hi obert , Lew Wallace, James W tcomb Riley serve to represent the culture and citizenship o f ff the McGu ey land . THE SOC IAL TEACH INGS OF MCGUFFEY 89

Th at all codes from Hammurabi to t h e National R r ra i are ecove y Administration , mo l and econom c, discoveries of t h e race in its struggle toward h uma n wel fare or inventions for social control mattered not to McGuff e a t h e y. With him the Ten Comm ndments and a h f are a ar H e te c ings o Jesus not only b sic but plen y . v ersiﬁes t h e code of Moses and t h e a dded commandment of Jesus in h is Second Reader o f th e 1 85 7 edition :

Th n s sh alt h a e b u m o u o g o d v t e. Befo re no i o l en t h e nee d b d k . na i a i Ta ke no t t h e me o f Go d n v n . ar t h a at h da ro fane D e no t e s bb y p . Gi t th ar nt s h no r du v e o y p e o e . r r Take h eed t h at th o u no mu de do . t ai fr m r an e nclean Abs n o wo ds d de ds u .

S eal no t fo r t h o u b Go d a rt seen . t , y T ll n t illful li n r lo e it e o a w e o v . , ’ Wh at is t h y neig h bo r s do no t co v et .

With all t h y so ul lo v e Go d abov e ; J ” And as th yself t hy neig h bo r lo v e.

- While t h e Ten Commandments and the eleven bea ti tudes of the Sermon on th e Mount and th e p arables o f th e r f McGuff e th e New Testament we e undamentals to y, amplitude o f h is implications app roach es th e app roved ia S of h and h f l modern soc l codes . tudents et ics thoug t u men from Washington to Lindbergh h ave sough t to make ﬁxed comp reh ensive lists on codes o f social objectives o r h a of th e Bo S th e a um n virtues . The code y couts, mor l ’ r Fr h cees fo r th e r a inst uctions in enc ly boys , p ize dec logue of H hi reco mmenda t l o ns of t h e r Fri utc ns , the Hen y ck ’ E a i i r h r l ducation l Comm ss on, and Lindbe g s p e sona f r McGuffe code are all illustrations o such endeavo s . y f a a of never ormul ted code, but a list social objectives 90 WILLIAM H OLMES MCGUFFEY AND H IS READERS made from his Readers would comprise a reasonable

. for I curriculum a national educational system . t was upon such moral guidance that character and public S o f of McGuff e a h I pirit the sons y were est blis ed . t is th ese lessons which crea ted a consciousness for right f a living, constant through p rivate and public li e th t has th e a a f and ﬁl made n tion gr te ul a people led with tribute . McGuff ey believed and throughout his life adminis t ered his college discipline up on the theory that the section o f society having reliable social exp erience should direct t h e inexperienced into the high ways of usefulness H is o f h ur and happiness . long list lessons wit moral p a of f pose covers moral code the broadest scope . A brie o f o f i th e McGuff e study some the soc al traits in y code, f hisR ff as ound in eaders, will su ice to illustrate the con o f th e o f hi s a tent code and the method soci l teachings . Among the striking stories which impressed th eir ff t moral trut“h upon the readers , none was more e ec ive ni h rr than the Ma ac, w ich illustrates the te ible con sequences o f the slightest violation of accuracy : Conrad a a o f r L ng, most trusted and scrupulous collector evenues o f B r a a his in the city e lin, cre ted deﬁcit on books by the “ ” o f n So accident sayi g once one is two . long had been his suspense before discovery of the cause of the error and so excruciating the idea o f being considered an embezzler th at h e became insane a nd was remanded to a B r f hospital in erlin whe e visitors , o ten moved to tears, beheld the old man, bowed and broken, walking up and “ ” S down his cell repeating once one is two . ometimes he ” No would pause and say, , once one“is one ; then he ” f o f would resume his dole ul repetition once one is two .

H is lessons in honesty are striking and long remem t bered . Hones y signiﬁed in those days property honesty

92 WILLIAM H OLMES MC GUFFEY AND H IS READERS

a o f th e t h e h traversed p rt ﬁeld bore best crop . T e farmer informed the rich hunter and returned his ’ So f money . moved by the armer s honesty was the hunter th a t h e gave the farmer ﬁve hundred dollars ’ which was to be given to the farmer s oldest son upon hi s o f a e o f coming g , with a narration how it came into h a his nds .

ff h a a r e h McGu ey ted lie . His ﬁ st lessons cond mned t e a E Primer of 1 8 lie and the li r . ven in his 37 among some “ ” selected “sentences (a list o f original moral proverbs) ” If a he says, you tell lie, you will be a bad boy .

w as McGuff e - a Conscience to y a God given guide, inn te a a o f in every hum n cre ture . In the minds children, and in the unscientiﬁc mind conscience held a wide latitude

f r - a and o . cont ol Ghosts, goblins, night r vens , devils th e r o f hovered around t undle beds pioneer children, in whose bedcha mbers stygian darkness ruled the long r drea ry nights . He e one could cry only to the almighty f r God for p rotection . Only through deep p enitence o forgiveness fo r the sligh test violation of puritanic rules and ordinances could the child hear the angels o f p eace alighting on his bedpost to p rotect him until f h da ra the return o t e y . Upon such vulne ble con sciences parents and teach ers a pplied th eir lashes in a ra mor l t ining .

h r a rra his A boy went on o seb ck to do an e nd . On way home he fell in with two playma tes a nd played two h H e his fa h is r r a h e h ad ours . told ther on etu n th t lost h is as f h f way and w thus detained . The at er o the play ’ ma tes visited the boy s home and remarked to the father that his sons had enjoyed the visit from the boy and a th e fa h r him a a Th e sked t e to let come g in . boy, TH E SOC IAL TEACH INGS OF MC GUFFEY 93 wh ose nigh ts h ad been ma de misera ble by the con sciousness of a a r a hidden sin, midst g e t contrition begged f o f an f orgiveness p arents d o God .

h il h is h h a A little boy took, w e mot er c nced to look in h r r a h a r r o f a anot e di ection, muc l ge piece c ke than his h a a h im and o ff mother would ve llowed , quickly broke th e excess and h id it in h is lap with h is handkerchief Mr a r of th e r r . . a cove ing it Abbott, the utho sto y, giv es of : H is h r h as r f picture the guilt mot e neve ound it out, saw h ima t th e and a but God time, do you not think th t the boy h as not already suffered fo r it? Must he not feel mean and contemptible wh enever he thinks that merely to get a little bit o f cake he h ad deceived hi s kind mother? If that little boy h ad one pa rticle o f feeling remaining f r a and h a In his bosom, he would eel rep o ched un ppy f hi a whenever he thought o s me nness . Do you think the angels will want a liar to enter Heaven and be ? associated with them No ! No liar can enter the king ” of H ea B r r dom ven . y such st ong wo ds were the immutable consciences o f th e men and women of the

a h r - ar r f i h p st t ee qu te s o a century establ s ed .

- r i o wa s a ra fox A loud c ow ng ‘c ck tt cted by a p assing , ” who a ddressed t h e co ck a s h is dear friend a nd invited h a r f him to come down th at he mig t dmi e his eathers . a h a f The cock declined, s ying t t his ather had told him f at e Th e fox a r a that oxes chickens . ssu ed him th t there l n r n was no danger as a l beasts a d birds we e ow at peace . Just then the cock saw some hounds“in the distance

a fox S . running a r ce, and he said to the , It is a ﬁne ight h ” Look ! Look ! Th ey are coming t is way . Whereupon “ ” f x f h a o o f . the “said he must be W at d nger, said the ” “ a o f ? cock , in meeting hound in times p eace Yes , 94. WILLIAM H OLMES MCGUFFEY AND H IS READERS but it is ten to one th ese vile curs have not heard it “ , fox as h e r a a S said the scur ied w y . hame is likely to ” f fa ollow lsehood .

The boy, John, watching the neighborhood flock of for fun t h e ar fa r f h sheep, called ne b“y rme s rom t eir work r all h is h Th e f ! by c ying with mig t, wol is coming The ” wolf is coming ! Wh en t h e wolf a ctually came and ’ i r killed John s own loved lamb, his cr es we e in vain .

Th e Truth it self is no t believ ed ro mo ne wh o o ft en h as eceiv e F d d .

How to Catch a Pony illustra ted th e principle that ’ a h even anim ls s ould not be deceived . Willie s pony, tied r r r a to a t ee, b oke loose to g aze in nearby ﬁeld . Willie, f a a a a ter trying m ny pl ns to c tch him, ﬁlled his cap with luscious grass and when Coco came up to eat it, Willie of gently took hold the bridle . An observer mocked ’ Willie s scruples and said an empty cap would have done h as well . Willie replied, I will not c eat even my pony, ” if a a and I did, he would not come g in .

McGuff e was o f : Obedience, to y, the Mosaic type to f h h r h r a ather and mot er, teac e s, prop ets, and a pe son l P a a God . enalties, unavoid ble, inesc pable, and propor tio nal f , ollowed disobedience with remission only upon f w as h re con ession, while obedience apot eosized and duly “ ”

If h a a f . warded . you ve disobeyed your p rents, con ess it

P f h a a th e eter Holt, orbidden by his mot er to pl y mong r h er a li th e o f horses du ing bsence, c mbed upon back an Th e ran h h im unbroken colt . colt wildly about wit and Pe ﬁnally kicked up its heels and threw ter, much hurt, r upon the g ound .

96 WILLIAM H OLMES MC GUFFEY AND H IS READERS f h l him s at er y concern to . Kindnes is a later discovery by th e h re race than onesty related to p roperty, and truth lated to evidence in temple and court; it is a trait exer cised a r r almost exclusively by the m tu e . Howeve , atti tudes of kindness must be establish ed th rough social a nd a i in h i h and h AS ki training educ t on c ld ood yout . nd ness was t h e cross - threa d in th e fabric of the teach ings of

- a fa h r for th e w a Jesus alw ys a kind t e way ard son, good Samaritan for th e unfortunate victim of violence no his i f so matter what p olit cal aith, religious creed , or cial ra — so McGuffe st tum was kindness to y. He“gave much p ainstaking th ough t to the training of his little ” f n r readers in deeds o kindness . Aged a d c ippled beg r h o f gars , crippled child en, and t ose born into lives poverty were ma de p ersonal obliga tions through out his R r eade s . Personal kindness seems to be a v a nishing human t h a h a trait in ese d ys . Community chests , ospit ls to ff f remove su ering rom view, public and ecclesiastical i a for th e f inst tutions to c re poor and un ortunate, and scientiﬁc knowledge all tend to tra nsfer kindness to th e a n a imp erson l emotions, emotio s p le evolving into those f a a f o the strictly intellectu l . To illustr te the mani old pleas for personal kindness in the McGuff ey readers is ou“r ap ology fo r t h e many citations . h r is man th e Jane, t e e a poor old at door . We will give h ” him“some brea d and c eese . P man ! i h h e h ad h oor I w s a warm ouse to live in, and ” fr Sh l t h e kin“d iends . We ou d be kind to p oor . man? H e and h a See th at poor is lame s no hat on . m r h at h h i hi . . Jo n, you will g ve you old Jo n, you are kind i a d a See a Poor old man ! H e s s . He is in w nt . how p le man l of h e . is Come in, poor , and we wi l give you a bit ” cake to eat and some milk . TH E SOCIAL TEACH INGS OF MCGUFFEY 97

Samsaw a boy wh o was riding by with h is p arents in a ﬁne carriage throw some coins to a blind man begging h by the roadside, but throw them into the edge near the e a of Sam beggar . Wh n the carri ge was out sight, hunted f out t h e coins o r the old man .

h e h er sh e T old market woman tells lame son, whom a th e must support by selling pples in market, how, while h sh e was resting from h er h eavy market basket b y thero ad

' t vio r h er side, kind boys came and car ied basket to the market pla ce and refused any p ay fo r their kindness f of red a h i h sh e ff r h even the gi t pples w c o e ed t em .

- r a carr m t h e fa i few A one ho se w gon, y g m ly and the of a i fa h r a possessions dest tute mily, t e ding its way across America to the free lands o f th e West is p recipitated into f h r i r and h f r a o . s t e a st e m water The o se d owned, amily a Th e h as narrowly esc pes death . man no money to buy a r o f th e u nother horse . Other schoone s desert come p , th e fa i ff and travelers pity the destitute m ly, but none o er h r a r r rr elp . A rough, unde st nding Weste ne a ives on the “ ’ r a th e scene and quickly says , He e s ten doll rs, amount of h -an my pity . Who else will help t is p oor man to buy ” ? a raise other horse The money w s d . The poor pioneer

” became a prosperous neighbor to t h e rough Westerner who i gave the ﬁrst ten dollars to a d him in distress . Needless r f fr to say they we e li elong iends .

The sick widow with great agony o f soul agrees that

— - t h e of Henry, the ten year old son , must beg in streets P a f ff h e a hiladelphi . A ter many bu etings approaches fa o f gentleman, who sees manliness in the ir countenance of the beggar lad, inquires the cause his situation and ’ a fa h r a a ﬁnds th t the boy s t e , once wealthy merch nt, was 98 WILLIAM H OLMES MCGUFFEY AND H IS READERS ruined through the failure of a friend for whom he had So become bondsman . impressed is he that later incog nito he calls at the home of Henry and leaves a check for f neces one hundred dollars , and provides relie and the for sary medical care the mother. The stranger was f th e f George Washington, who became god ather to amily and secured suitable employment for t h e mother and children .

The faith of the widow of Zarephath is p aralleled in the story o f the destitute wi“dow wh o sh ares her last her a E ring with a begg r saying, ven so may someone treat ” R my long lost wandering son . ewarded is she in the discovery that this is her son in disguise, returned to pro vide ample comfort and th e tender care o f a devoted son in her old age .

R v th e crI le of agged Da y, pp the school, could enter o f a t h e a none the g mes on playground and sat part,

sad . despondent and in helplessness A wise, sympathetic, and artistic teacher taught him to gather wild ﬂowers f of - rom the banks brooks , daisy pied meadows, and tree covered slopes and hollows and to arrange these into at tractive bunches for sale in streets of th e village until Davy replaced his rags a nd provided as well for poor a n mother d little sister .

’ The kind old schoolmaster of Dickens Old Curiosity ’ Shop sat beside Little Nell s bed when she had fallen into everlasting sleep and held her small h and tightly folded his fo r E h e on breast warmth . ver and anon pressed it to hi s lips ; th en hugged it to his breast again murmuring that it was warmer now and looked in agony to those who stood around as if imploring them to help her .

100 WILLIAM H OLMES MCGUFFEY AND H IS READERS o f f a a hi a H i li e that insured m ny d ys upon t s l nd . e n vented family situa tions in which kindness to parents was fr fr a rtiﬁcialit sincere and ee om y.

’ F a r a h in In George s e st, Geo ge, g t ering wood the f f h i r a of orest some distance“rom ome, d scove s bed ripe rr h a a h wild strawbe ies . W t fine dessert t ese will serve ” and h h h r with my bread butter lunc , t oug t Geo ge . His h a h t h e b er cap lined wit g reen le ves, filled wit crimson a h e f ries , gave a princely look to his mossy t ble . As li ted th e r r hi s h h o f his fi st be ry to lips, he t oug t p oor sick ed o f ai H e di h mother on her b p n . would vide t em into

- h a f fo r h f - h a f fo r h is two p arts, one l imsel , one l mother . The halves looked so small th at h e decided h e would take h r eat them all to mot e . He would just one . No, he had H e a h all h gotten the ﬁne ones . would t ke t em to mot er . All afternoon he imagined t h e joy h e would experience

In g 1v 1ng her the wild berries .

’ Th e jeweler s son was pressed by elders o f a H ebrew h rri a ia fo r synagogue, who u edly w nted to buy d monds ’ r h ff h r i th e r of the p iest s ephod . T ey o ered t ee t mes p ice h f ir ar — Th e t e stones o the requ ed c at size diamonds . son f sa In h h r a h h e re used, y g to t em one ou l ter w en delivered in p erson“the needed diamonds th a t his fa th er h a d been a his a e a h r h o f h ima sleep . At g s o t our sleep does great ‘ o f o o d fo r a ll th e l th e r deal g , and go d in wo ld I would not be wanting in resp ect to my fath er to take from him a f ” single com ort .

Kindly attitudes toward a nimals other th an p ets were t h e i r r o n- i difficult to cultivate in p onee c eed . N domest c a i r h r a and h n mals we e usually eit e p ests or g me, w en any lad returned from an explora tion or h unting trip in ﬁeld

10 2 WILLIAM H OLMES MC GUFFEY AND H IS READERS

of . If piece cha“lk I could only learn to read, said Joe ” a th e r to Charles, I would be the h ppiest boy in wo ld . Ch arles used hi s hour each day granted him by his f for ather recreation to call at the poor hut to teach Joe . ’ When Charles father found h ow hi s son was sp ending his h im h recreation hour, he provided wit ample schoolroom a h m terials to teach Joe, and then t ey were the two hap piest boys in the world .

Susie Sunbeam heard th e sobbing and crying just out Sh e ran i r a ra r side her gate . out to d scove gged gi l, took t h er fr h er her in o her home, consoled , and om own ward h a nd robe provided her with a pretty dress , s oes, stockings .

If I were a sun eam b , ’ I know wh ere I d g o ; In o lowl h ov els t y , Dark with want and wo e; Till sad h ear s lo o e u war t k d p d, I would sh ine and sh ine; ’ Th en th ey d th ink of h eav en

Th eir sweet h o me and mine.

A little lord lost hi s ball a nd la ter was humbled by the “ ’ ” passing farmer boy who refused to obey the little lord s rude orders to help :

Th ere are few th ing s I wo uld not dare Fo r en lemen wh o s ea me fair g t p k , But for ru e wor s I do no t ch oose d d , ” i m sh s To wet my feet or so l y o e .

Be kind t o all you ch ance t o meet In el o r lane o r crow e s ree ﬁ d d d t t, n er a nd ri e are o h unwise A g p d b t , ” V ineg ar nev er catch es ﬂies. THE SOCIAL TEACH INGS OF MCGUFFEY 10 3

f f Unkindness was o ten ollowed by severe penalties , as the following examples sh ow : Two quarrelsome cocks f an kept the armyard constantly in uproar with the ﬂop, of s ﬂop their contending wing . One day when the oppo o f h nent C anticleer had been roundly beaten, he, with

a nd a f- bloody head, barren neck, h l blinded eyes, with and a a wa o f r f drew contempl ted y evenge . He in ormed f a f a fa f x a ox th t he knew o t cock . The o greedily aecom ‘ p anied th e defeated cock to the farmyard wh ei e Chan i leer r h fox him t c sat asleep upon thisp e c . The seized by the neck a nd devoured himwh ile h is opponent stood by and for fox h crowed joy . The said C anticleer was very et h a d h good, but that he had not y enoug , so he seized him the other cock and ate also .

The thoughtlessly unkind boys who tied the grass over S a ai r the path to trip us n, the milkm d, t ipped a man run ni fo r for In uIr ng the surgeon a very sick man . Upon q y the frigh tened boys found that the messenger had so sprained h is ankle that he could not proceed and that fa the man sick unto death was their own ther .

’ The boy who tied a stone a bout a kitten s neck and

” threw it into th e p ond and wh o pulled legs and wings f a r Bo rom ﬂies is condemned s the C uel y.

N0 simple act of kindness to animals“has persisted in ’ child literature more universally than Mary s Lamb F Mr . Henry ord has completed the immortality of the ’ story by moving Ma ry s schoolhouse to Wayside Inn

r - whe e he maintains a rural one room school .

! Thrift Thrif t ! Thrift ! This was the major chord o f “ ” r if a a ar ff pionee l e . A penny s ved is penny e ned . Tari s , 1 04 WILLIAM H OLMES McGUFFBY AND H IS READERS

f referentials national sa eguarding, trade p were not in th en a of lmanacs prosp erity .

H e wh o wo uld t h riv e ris a Must e t ﬁv e . H e wh o has th riv en ” Ma lie ill s n y t ev e .

’ R la i Poor ichar“d s proverbs y next to scr ptural injune ” tion and the edge o f husbandry was the eminent re of a of h curring theme every exch nge thoug ts . McGuff e S a y, with his cotch blood, was ble to provide a f i fo r hi s Fo r f r satis ying l terature public . ﬁ ty yea s every man who learned McGuff ey Reader th rift hesitated to cut strings on p ackages wh ich h e h a d received because o f his memory o f th e exp erience of Ben and John at Master S ’ harp s archery contest . A wise fa ther gives an objective test in thrift to hi s a two sons . He orders sent to e ch son a package bound “ ” Ben a a a with whip cord . took his p ckage to t ble and f h e r h B n r t . e ca e ully untied co d John, alt ough warned by ’ h - B f not to cut such good cord, poo poohed en s thri t and ’ h i r a a r B hi Slashed s co d . M ny events ose in which en s w p h im o f h i f fa cord reminded s olly . The ther presented ’ hi h B was . s sons wit tops without cords . en s cord at hand a r h r A gre t event in a c ery was to occur . A g eat excite ment prevailed among t h e neighborhood boys . John sh ot h is a w r - ﬁrst rro , and it st uck within one quarter inch f o “the mark . S a S r con hoot way, said “Master harp, leade and

r t h e . testant in the match . Only obse ve rules Three a shots, your own bow and rrows , no lending, no borrow S ! ” ing . hoot away

If . John seized his second arrow . I have any luck

S h is a . He bends his bow . nap , cord bre ks

106 WILLIAM H OLMES MCGUFFEY AND H IS READERS

t l o f r The educa ion, moral and intellectua , eve y Indi hi r R l v s . idual must be, chieﬂy, own wo k e y upon it, that t h e h in a nd ancients were rig t; both morals intellect, we h ra r and give the ﬁnal shape to our c a cte s , thus become, hi of o ur f r emphatically, the arc tects own o tune . How wh o h ad else could it happen that young men, have i l i precisely the same opportunit es , shou d be cont nually ff r p resenting us with such di e ent results, and rushing to such opp osite destinies? observe t h e mediocre plodding his slow but sure

' u th e h of f fa f way p ill li e, gaining stead st ooting at every s a t h distinc tep , and mounting, lengt , to eminence and ” r fa m a h is tion, an o nament to his ily, blessing to country . Th e best seminary of learning th at can open it s r r h a aff r p o tals to you, can do no mo e t n o d you the o f ns r : opp ortunity I t uction but it must depend, at last, r h il r on you selves, whet er you w l be inst ucted or not, or to h i h r r i w “at p oint you w ll pus you inst uct on . And o f a r ak fr a this be ssu ed, I spe om observ tion a certain truth : THERE IS NO E! CELLENCE WITH RE B R t h e o f f f OUT G AT LA O . It is ﬁat ate, rom which ” f an no power o genius c absolve you .

Pluc ri h h o no r fro mth e ale-f ace moon k b g t p d , Or div e into t h e bo tto mof th e deep

r ne h o n r b th e loc s And drag up d ow d o y k .

Hugh Idle, who would do only what was agreeable to

him f t h e h of . and who re used to learn i“n sc ool Mr Toil, wh o though a severe man had done more good both to children and grown-up people than anybody else in the ” h e r f . T world, ran away rom school schoolmaste dis guised as a wanderer intercepted H ugh and offered to a h h im E h h r w nder about wit . veryw ere t ey met wo kmen —th e f th e — armer, carpenter, the commandant all busy TH E SOCIAL TEACH INGS OF MCGUFFEY

h i and eac resembling Mr . To l, the schoolmaster, to w s a r r H h f r f whom each a b othe as ug was in o med . A ter long wandering Hugh found th at wh erever there was f r o . r f enterp ise any kind , Mr Toil, se ious thoug“h cheer ul H r and kind, was directing . At last ugh c ied, Take me ” h H e r h a h i back to sc ool . discove ed t t s sympathetic h ad Mr t h e h companion been . Toil, sc oolmaster .

-“ r B o f f i Hen y ond, son a widow with a large am ly, need a r r H is h ing a gramm r was so ely t oubled . mot er could r th e not buy it . On the very mo ning grammar class t h e r h f was to begin, earth was cove ed wit newly allen S f hi s snow . leepless Henry sprang rom bed and ran fr h om house to ouse to shovel snow paths . When the teacher called the grammar class , who smiled as broadly that day as Henry Bond with a new grammar in his hand?

I his dle George Jones , stammering and blundering in h e class at school because did not study, the last to be i chosen in games on the playground, der ded in the acad fr hi emy, and avoided in “the college om w ch he was later h suspended, became a wanderer wit out money and ” h fr wit out iends . r B Indust ious Charles ullard, classmate to Idle George hi s Jones and honor man in literary society, first in the classroom, first on the playground, and first in the hearts of his r a n teache s and comp nions, grew to ma hood, pros erous a h rf a h s p , with c ee ul and h ppy ome, e teemed by all him wh o knew .

With bo o ks o r wo rk o r h ealth ful play Let yo ur ﬁrst years b e p assed Th at you may g iv e fo r ev ery day ” A g o o d a cco unt a t last . 10 8 WILLIAM H OLMES MC GUFFEY AND H IS READERS

The patriotism of the new empire in the Mississippi a o f resISt ance f th e V lley was one to oppression, reedom in of of r pursuit personal enterprises, love count y, especially t of t h e P th e the coun ry west Appalachians . ride in politi cal and civil institutions bulked large in th e total con i f sc o usness o every citizen . Though the typ e o f patriotism in the pioneers was al i i a most wholly m litarist c and n tionalistic, the lessons chosen by McGuff ey to teach patriotism were lessons o f a S wide human sympathy . Char cter ketches were much a o f a nd McGuffe used in all re ders the period, y in his h o f P r of a h o f F c aracter the u itans; W s ington, La ayette a ra a r a fo r a portr yed the desi ble p t iotic tr its Americ ns .

h f f As he (Was ington)was ree rom envy, so he had the f a of r good ortune to esc pe the envy othe s, by standing on h h a a If h an elevation w ic none could hop e to tt in . he ad f h a h o f one p assion more power ul t an not er, it was love Th e and o f a his count ry . purity ardor his p triotism were ra r o f commensu te with the g eatness its object . Love o f country in h imw as invested with th e sacred obligation of a duty; a nd from the faithful disch arge of th is duty h e fo r h never swerved a moment, either in thoug t or deed, t h e h of f r r thr“ough w ole period his event ul ca ee . F r r h of i st in war, fi st in peace, and first in the earts his h e was en countrymen, second to none in humble and f r f h o . P dearing scenes p ivate li e ious, just, umane, tem f r p erate, sincere, uni o m, dignified, and commanding, his f a t h e example was edi ying to all round him, as were ff e “ects of tha t exa mple lasting . a h e was to h is f To his equ ls , condescending; in eriors, o f h is ff i kind; and to the dear object a ect ons , exemplarily r h r h u r in h is tender . Co rect t oug o t, vice shudde ed r f f r presence, and vi tue always elt his oste ing hand; the purity of his private character gave effulgence to his public virtues .

1 1 0 WILLIAM H OLMES MC GUFFEY AND H IS READERS

When the edge of hate of mother country had become th e somewhat dulled by time, readers entered with due th e of Ff sympathy into spirit Henry the i th to his troops, h h was t oug it wholly vicarious p atriotism .

Once more in o t h e reach ear frien s once more t b , d d , ; Or clo se t h e wall u wit h o ur n lish ea p E g d d . ’ In p eace th ere s no th ing so becomes a man As mo dest st illness and h umility But wh en th e las o f war lows in our ears b t b , Th en imit at e th e a ctio n of t h e t ig er ; No w set t h e t eeth and st ret ch t h e no st ril wi e , d , H ol h ar t h e reat h a nd en u ev er s iri d d b , b d p y p t To it s full h eig h t !

And ou oo eo men y , g d y , o llo w o ur s irit : a nd u o n h is ch ar e F y p , p t g , —‘ P 3 3 C r Go d fo r H arr n lan and St . Geor e y y, E g d, g

The unparalleled eloquence o f Patrick H enry for the independence o f the colonies

a no Gentlemen may cry p eace, pe ce; but there is

a Th e war a a . Th e p e ce . is ctu lly begun next gale that fr r h ill ri ar of sweeps om the no t , w b ng to our e s the clash resounding arms ! Our breth ren are already in th e ﬁeld ! Why stand we h ere idle? Wh at is it th a t gentlemen wish ? l h ? l f r o r What wou d they ave Is i e so dea , peace so sweet, as to be purch ased at the price o f ch ains and slavery? F h ! h a r orbid it, Almig ty God I know not w t cou se others ” f r or a or . may take; but as me, give me libe ty, give me de th or “John Adams fo r the Declara tion o f Independence Si or die r h m nk or swim, live , survive or pe is , I give y h i is i h and and my h eart to t s vote . It my liv ng sentiment of a i and by the blessing God it sh ll be my dy ng sentiment, ” e f r r indep endence now and independenc o eve . TH E SOCIAL TEACH INGS OF MCGUFFEY I 1 1 or Webster on the perpetuity of the union of the states

E h all h of veryw ere, spread over in c aracters living a f as light, blazing on all its mple olds they ﬂoat over sea and over th e land and in every wind under the wh ole h h ar eavens , t at sentiment de to every true American — f heart Liberty and Union, now and orever, one and inseparable ! ”

In a cynical age th ese sentiments seem foreign to the f o f f a of emotional li e the young men o tod y . The stram a h as all th e in economic djustment be/en so severe that t ellectual forces h ave centered in th e problem o f physical But in fa f a i support . to create confidence an in nt eder t on of inchoate political states to take its first steps o f nation h or l ar it s i f ood, to bold y decl e ent re indep endence rom o r r ni o f h its mother country, to p eserve the u on t ese th e h r o f his sometimes discordant sister states, ea ts great toric huma n figures burned with unlimited and un quenchable flame . P r of atriotic ministe Muhlenburg Woodstock, Virginia, wh o 1 r in 775 came to his pulpit in ministerial obe, in th e midst of his fiery patriotic sermon p recipitated his z ' ' congregation almost into a mélée by casting aside his his nulit ar f pulpit mantle and exposing y uni orm, com ’ let e p in all a warrior s guise . The church door opened ’ and revealed th e pastor s comp any o f revolutiona ry sol diers already organized while h e made h is bold ch allenge

’ ’ Wh o ares —h is was th e at rio s cr d t p t y, As striding fro mt h e desk h e came ‘ ’ Come o ut with me in ree o ms name , F d , ’ F r h er t i f r h er t o die? o o l v e, o h un re h an s un u re l A d d d ﬂ g p p y, ‘’ A h undred v oices a nswered I ! 1 1 2 WILLIAM H OLMES MCGUFFEY AND H IS READERS

Wh ile o v erh ea wi h wil increase d t d , or e in it s ancien oll o f eace F g tt g t t p , ’ Th e g reat bell swung as ne er before It seemed as it wo uld nev er cease; And ev ery wo rd it s ardo r ﬂung Fro mo ff it s jubilant iro n t o ng ue ‘ ’ Was r r r , Wa ! Wa ! Wa !

AS one reviews the nearly twelve hundred lessons of the McGuffey Readers h e realizes the wide scope o f h h o f social teac ing, covering almost the w“ole realm human beh avior : the humor of th e Duke o f New ” “ ” of f “Castle, perseverance Try, Try, Again, “aith in Th e R h F B r ig teous Never orsaken, piety in the arbe ” “ ” of B h B h “at , punctuality i“n e ind Time, justice in the ” R S ” Just Judge, poise in oger erman, temperance in “ ” “ th e of Venomous Worm, reverence in the Goodness ” “ ” “ a God, courage in True Cour ge, magnanimity in The ” “ ” f R r . Noblest evenge , g atitude in The Grate ul Indian It is believed by many that a return to this epoch making series o f readers in the public schools would as sure a more dep endable s ocial life in the United States ; a if h law th t t ese lessons that once established a virile, a i b ding, and devout citizenry were agam taught in the

h of . sc ools , the social evils our day would be corrected h h 1 W ether suc a contention s valid may be disputed, but unless the youth o f America is grounded in moral truths so cogently taugh t in the McGuff ey series ; unless the traits o f character wh ich these lessons established in the alumni of th is great course of moral instruction; unless resistance to th e deteriorating forces o f society be raised to a power greater than the strength of the organized f of a for orces crime, immor lity, and disrespect law and a f order, Americ may not exp ect to be exempt rom the f r f decadence wh ich be ell th e g eat dynasties o history .

1 14 WILLIAM H OLMES MCGUFFEY AND H IS READERS

of wisdom , who sits by the columns the temple and points to the Acropol“is with this injunction falling from her ” : R h f immortal lips ise youth, exalt t ysel and me . In another elementary sp eller of the same period the central picture represents children learning their alpha f a o f ar a bet rom a t blet p chment, as their be rded Greek philosopher points to t h e letters assuring them that

Tis th us th e yo uth fro mlisping A B C ’ Ma ain at len h t h e Mas er s hi h e ree y g g t t g d g .

McGuff ey introduces th e ch ildren to his books through pictures o f ch ildren alone learning from blocks or pic h of tures or books, wit out the presence somber dame or Al h hi bearded master . ways t ese c ldren pursue the learn ing o f their own choosing under the Shade of trees near f their simple homes, o ten surrounded with pets and toys . Girls teach their dolls the alphabet and boys teach their f r of riends to ciphe , in unconscious anticipation the Mon t essori a method and the soci lized recitation . In t h e one hundred a nd ﬁfty- three pictures of the McGuffe F R of y irst eader, one hundred and two are a f of few o f anim l li e, many toys, other inanimate objects, f f and o these only articles o interest in games and play .

f - In this same text occur the pictures o twenty one dogs . ff McGu ey possibly never had a dog . At least the mention of one in t h e family never occurs in any correspondence hi a with his c ldren av ilable to the author, yet the num ber of pictures o f dogs far exceeds that of any other form of i llustration . McGuff ey never taugh t girls in hi s long career as col

h hi t - i h a h e lege teac er . T r y e g t years as classroom te cher, ’ ’ a B a nd re taught only boys cl sses . oys boys interests ceiv e major treatment in the McGuff ey lessons; though through his ﬁve or six years of tea ching in th e common TH E LURE o r PICTURES 1 15

Primer, 1867

Second Reader, 1907

JOYOUS AP PROV AL OF TH E ACT OF A KIND BROTHER 1 16 WILLIAM H OLMES MC GUFFEY AND H IS READERS

h fr h is McGuffe sc ools and om two daughters , y came to of r have a true appreciation gi lhood . His many lessons ’ ir a nd r a about girls , g lhood p ets , gi ls g mes reveal his r r a h for accu ate and eplete symp t ies little girls . His h h r of a i ig er readers we e gre ter nterest to young men . In an ea rly First there a re ﬁfty- six pictures o f boys and - r f r a f thirty eight pictu es o gi ls . In the cl ssic Second o 1838

hi r - r a there were t ty th ee lessons about boys, seven bout r and ir gi ls , and three about boys g ls . The boys drowned r a h a cats , played t u nt, idled in sc ool, te sed the girls , ’ r th e o r t h e h obbed birds nests, clubbed dogs ; , told trut , h ra a th e t h e s owed true cou ge, pl yed soldier, gentleman t h e hi i r and scholar, ex bited honesty, k ndness, indust y, a nd r h nobleness . The girls ate too much, ead naug ty di ani of books, scoursed on v ty style, wrote letters , and ’ a r h B redomi pl yed godmothe to t e poor . oys p ets also p nate in the sa me text and through out the subsequent edi ’ i h a wi t ons . W ile boy s interest ranges somewhat dely an1mals — ni r among owls, po es, squi rels, cats , goats, and — h i ni r a mice the dog is s insep arable and u ve s l p et . The auth or can think of no better vehicle to illustrate the effective use made o f pictures by th e McGuff ey Readers to give an outstanding difference between th ese readers and oth er texts of th e p eriod th an the use ma de of pie f ar tures o dogs . Ne ly two hundred dogs appear In the of McGuff e several editions the y texts . ra f The dog has been com de to kings, bed ellow to poets f r t h e a of a nd r and artists, avo ite in s lon queens p incesses h r of ar in courts and castles, istoric mourne dep ted mas ’ ’ ters as Greyfriar s Bobby and Landseer s Sh eph erd the “ ” Devil in Faust and Black Doggie of Newgate in a h a o f r as r magic art, m rtyr to sty judgments maste s “G ey o f l l Pr of a ali hound Gellert L ewel yn, ince W les, or C ” ’ - r M Guff e s of E a S r . H c ban mm Lindsay quie oweve , y

1 18 WILLIAM H OLMES MCGUFFEY AND H IS READERS

eco Reader 18 S nd , 79

If h a S r and James W ite takes walk, po t Dodger are always with him ; if Willie throws stones in the water to

- ni B watch the ever wide ng circles, ounce is watching nearby lest Willie should fall into the stream; if John s ﬁshed in the nearby pond, Watch lay on the log clo e to him if Ra his ; y ﬂew kite, his dog watched the rising toy with evident delight . TH E LURE OF PICTURES 1 19

’ Possibly no poem illustra tes McGuffey s dog comp au ionship bett er than the following :

My Dog and I

Wh en liv ing seems b ut litt le wo rth And all h in s o awr t g g y, I clo se th e o o r we o urne fo r h d , j y t My do g a nd I !

Fo r oo s and en we leav e ehin b k p b d, But little careth h e; His o ne g reat joy in life is just i h me To b e w t .

H e no tes b y just o ne upward g lance M men al a ti u e y t t t d , As o n we g o p ast laug h ing stream

And Sing ing wo o d .

Th e soft winds h av e a mag ic to uch Th a rin s t o care release t b g , Th e t rees are v o cal with eli h d g t, rs f a Th e riv e sing o p e ce.

Ho w g o o d it is t o b e aliv e ! Na ure th e h ealer st ro n t , g , H as set each pulse with - life ath rill n And joy and so g .

’ Discoura emen ! Twas b ut a name g t , And all hin s h a a nno t g t t y, Out in t h e lo v ely wo rld o f June Life seemeth o nly jo y!

And ere we reach t h e us own b y t , Li e ir s m ro u les ﬂ k b d y t b y, We are two co mrades g la d o f h eart ” My do g and I ! Cleator Alice f . 12 0 W M H O M S MCGU AND H I D S ILLIA L“E FFEY S REA ER ames h as a ﬁne d J og . See h imrun and la p y. Th e do will no t it e g b .

First Read r 1 e , 848

“’ e t a Th e o h er o s I v g o do g . t b y H av e uant it ies o f t o o ls and t o s q y , ’ And h eap s o f t h ing s th at I ai n t seen ’ Ai n sa I mean w . ( t , ) ’ ’ Th e v e o ars and clu s and o lﬁn st ic s y b g k , I now a feller t h a h as six k t , And g ee ! yo u o ug h t t o see h imdriv e ! ’ But I v e Got a do g !

“’ me is Pet t a d H is na e. I v e g o o g . Th e o th er ch ildren o n o ur st reet ’ H av e lo ts of t hing s th at I ain t g o t

I mean h av e not . ( , ) ’ a at s t I kno w b oy th g o a g un. ’ I do n t see why t h ey h av e such fun ’ Playing with th ing s t h at ain t aliv e; ’ But I v e ” 1 Go t a dog !

1Reprinted b y kind permission of and specia l a rrang ement with Saint Nicholas

122 WILLIAM H OLMES MCGUFFEY AND H IS READERS and delighted more American children than all th e dogs that ever worked their way into picture books or“maga ” or . F zines movie ﬁlms More have lisped thy name, ido, “ ” “ ” “ Slido Thido S b e , , ido , than any other name h e f l f ni long ing to t ami y o ca nes .

First Read r 1 e , 853

Th erefo re t o this dog w‘ill I Ten erl not sco rnfull d y, y, Render p raise and fav or ! With my h and up on h is h eart IS my benediction said ” Th erefo r a f r r e nd o ev e .

8 Second Reader, 1 5 7 THE LURE OF PICTURES 123

The Little Dog

I li e t o see a li tle do k t g , And p at h imon th e h ea d; So re til h e wa s h is t ail p t y g , Wh enev er h e is fe d .

So me lit tle o s are v er o o d g y g d, And v ery useful t o o ; And do yo u kno w th at t h ey will mind Wh at t h ey are b id t o do?

Th en I will n v er ea m do e b t y g , And nev er g i v e h imp ain; Po o r fellow ! I will iv e h imfo g o d, ” And h e will lov e me h n t e .

T ird eader 1 h R , 857

’ Ecst asy of motion is exhibited in many of McGuff ey s of h i th e chosen dogs . Joy racing ﬁlls t e r days , and deeper “ ” f o f h f satis action baying t e moon o ten ﬁlls their nights . 124 WILLIAM H OLMES MC GUFFBY AND H IS READERS

P m 1 ri er, 847

In summer at th e clo se o f da , y, Wh en sunset sh a es h ad come d , Geor e wi h h is Rov er wen t o ﬁnd g t , t Th e co ws and riv e h emh o me , d t .

And oft at ni h t wh en Geor came , g , g y , ui e wear with h is race Q t y , Th e cows wo uld b e amo ng t h e o aks In far is an la e a d t t p c .

Th en h e wo ul wait and Rov er call d , wa wo ul Ro v er o A y d g , And leav e h is mast er at t h e a e g t , n i h r t d With oth ng t e e o o .

And uic l h e wo ul ﬁnd th e cows q k y d , And make th emwa lk befo re No r let t h emst o t ill t h e were safe p y , r Beside th e co ttag e do o .

And man o th er useful t h in s y g , Wo ul fait h ful Ro v er do d , No wo n er Geo r e was in t o h im d g k d , h imso And always lov ed .

12 6 WILLIAM H OLMES MCGUFFEY AND H IS READERS

Second Reader 18 8 , 4

’ Grandfather s Story f Come and sit on my knee, Jane, and grand ather will tell you a story . ’ r h One b ig t summer s day, I was in a garden in a city, fr r a fi - with a iend, and we ested bene th a g tree . The f at broad leaves were green and resh . We looked up the ou rip e, purple figs, and what do y think came down ?” th r“ough the branch es of the fig - tree over our h eads ” Oh ! r r f a bi d, g and ather, a bird, said little Jane, a cla“pping her h nds . No, not a bird, it was a fish; a trout, my little girl . fa a A fish, grand ther, trout came through the f h ? f n bra“nches o a tree in t e city You must be in u .

0 . fr N , Jane, I tell you the truth My iend and I were h fish fa f fi - surprised enoug to see a lling rom a g tree, but f saw we ran rom under the tree, and a bird, called a fish -h a a f him wk, flying, and an e gle a ter Th e h h ad h th e fish awk caug t , and was carrying it home to h is nest when t h e eagle saw it and wanted it . f h fo r th e and They oug t it; fish was dropped, they both

So fo r ar . lost it . much qu reling TH E LURE OF PICTURES 12 7

Two Barks

’ ’ ’ We h a n o u h t er a o ne it Rov er d t g t d , ; ’ ’ I s o se w e ll e ch it now fo r fair p ‘ k t , . Th e sai C o me h o me wh en sch oo l is o v er y d, , ’ ’ ’ An no t o la in an wh ere g p y y .

But it loo e so sh a own th e n v er k d dy d , ’ ’ Wi h t h e willows h an in h alf-wa cro ss t g y , Th a I st o e t o wa ch t h e ri les uiv €r t pp d t pp q , ’ An th en I g av e a sto ne a toss.

You s ar e rs own h ro u h th e as ure t t d ﬁ t d t g p t , ’ ’ ’ ’ ’ An I was fra id twa n t rig h t t er g o ; ‘ ’ But ou sai Wow wow ! wh en I ast er y d, , y ‘ ’ ’ ‘ ’ r means es a n Two a s n o e mean no . b k y , s

’ ’ ’ ’ An now we ll et a re lar t rimmin g g , ’ ’ An h av e t o to te a old milk-p ail; ’ ’ ’ We ll e ch it t o o fo r oin in swimmin k t , , g . ’ ’ msa in a r ail If er now wh a I w o u . y k t y , g y t

’ Yer do? Goo d dog g ie! Do n t wo rry! ’ ’ ’ I ll a e o ur lickin an a e mine t oo t k y t k , , ’ ’ ’ Wh en er se mcomin o u sco o n a h urr y , y t y; ’ i ’ If I s a h e wo n o ch as n o u . t y, t y t g y

’ On ne ime o u remem er Ro v er y xt t y b , , ’ Wh en I ask wh eth er we d o ug h t t er g o ’ A-swimmin aft er sch o l is o er o v , ’ Two ar s means es an o ne means no. b k y , Frank Le Seul

Dogs a s helpers and rescuers were dearest to McGuf ’ f r ey s heart . To serve and save were meat and d ink to this devoted Presbyterian whose lofty Scotch ideals o f character and discipline were exceeded only by the o f in beauty his Irish generosity . His dogs must engage 128 WILLIAM H OLMES MCGUFFEY AND H IS READERS acts of service and make h aste to rescue th eir friends from perilous situations . Travelers lost in snow storms must be carried to refuges of shelter; children must be warned o f th e presence o f venomous snakes ; a nd drown ing boy pals must nOt be allowed to sink beneath the sur f f fo r th e h H e ace o the water t ird time . must be guardian h l of to the elpless , s eepless sentinel the household, and r o f message beare in time need .

Third Reader 18 , 43

’ ‘ ’ C ro ss- eyed Frisk and Feath er-tailed Were names b y wh ich we o ften h ailed Th is wo olly lit tle fellow ; ’ But wh en we d rea h is st o r h ro u h d y t g , H is faith ful a ct s t o H arr new ‘y k , ’ We nev er calle h im ello d y w .

ff i f No McGu ey pup l can ever forget Faith ul Frisk .

P P Th e . It was ear icking Day . old p ear tree was laden a f Harry and Anne had a holid y rom school . Cousins f f were coming or the annual amily event . The big party was to be held in the afternoon and Harry was to be one of hi s th e the high climbers , but conduct in morning was i o ff ff F so nordinately , teasing and bu eting risk, hold ing his breakfast at an unreachable distance and com “ ” Be Fr ! th e manding him to g , isk, beg cutting curls ’ ’ f a rom Annie s doll, and ﬁnally bre king grandma s spec f h or th e . taeles, t at he was sent to bed entire day

130 WILLIAM H OLMES MC GUFFEY AND H IS READERS

a h was h a i In n our or two, the dog e rd com ng back . him h On looking out, they saw wit a boy on his back . Th e h ff poor c ild was sti with cold . He could but ’ jus“t hold on to the dog s back . for a He had lain long time in the snow, and was too we“ak to walk . f He elt something pull him by the coat, and heard f a the“bark o a dog ne r him . hi h f ut s . He p out and, and elt the dog The dog gave him“one more pull . a th e h This g ve poor boy some ope, and he took hold of “the dog . f of But h e He drew himsel out the snow . could not stand nor walk . “ ’ h ut his H e got on t e dog s back . He p arms round the ’

and . do“g s neck, held on f r a an He elt su e, that the dog did not me n to do him y r ha m . “ ’ a all th e Thus he rode on the dog s b ck, the way to ’ good men s house .

“ o f was . They took care him, till the snow gone Then hi s h they sent him to ome .

F s Reader 18 1 ir t , 4 THE LURE OF PICTURES 13 1

/ How the Dog Saved Henry As th e children were going to sch ool one morni ng th ey saw some blue ﬂowers growing on t h e bank of the ri r r h of ve ve y near to the water . W at kind ﬂowers are ‘ ’ h ? ’ i t ey said May . They do not look l ke violets .

I think they are lilies said Lucy; but I am not sure . h I wis I could get them . ‘ ’ for S Oh, I will get them you, aid little Henry . Then he“climbed down the bank and tried to pick the ﬂowers . f He had them all In his hand when his oot slipped, f th e and he ell into river. The water was deep , the r f an h e st eam was swi t and strong, d t little boy could not S i w“m . All th e boys and girls wh o saw H enry fall bega n to and r a h ow cry sc e m, but they did not know to help him a in any w y . “ ’ H enry s dog heard th e noise and saw his little master r f in the wate . He ran as ast as he could and jumped into th e “river . It did not take him long to swim out in t h e swift ’ a nd h of him stream catch old Henry s coat, and so keep fr h e f om sinking . Then drew him to the bank and li ted him out . 132 WILLIAM H OLMES MC GUFFEY AND H IS READERS

By this time some of t h e big boys h ad come down to H u r the river . They took enry p and ca ried him home, was as an r r an“d it w as not long till he well d st ong as eve . You may be sure th a t Henry took good care o f his f h a h a h e h ad dog a ter t at . He was gl d t t been kind to ” hi h h a himand h a d help ed mw en he d no other friend .

Second Reader 18 , 5 3 .

The Three B oy s and the Three Cakes

E of h r H arr P and B a i ach t ee boys, y, eter, illy, ttend ng th e ar i h i a a f same bo d ng sc ool , rece ved c ke rom his ‘ ’ a r h is r h a Dr h a mother . H ry ate so g eedily t t . C momile h P had to come and give him muc bitter medicine . eter, P r at e of a h e called stingy ete , his wh t could and locked r in hi h was the remainde a box, w c soon e‘aten up by B a his a was i h a mice . illy s id when c ke rece ved, I ve got a ’ and ea t h a ar a . w s c ke, boys , come, let us go it W en it ne ly ‘ ’ i i a h r B a t e ea t . all“gone , illy s d, We w ll s ve est to tomorrow But f r i soon a te , an old bl nd ﬁddler came into the a a r him yard; he had little dog, tied with st ing, to lead . Th e r r t h e man dog led him unde a t ee, where old sat B h h e sa d and down . illy saw t at looked very , asked him a a Th e r a h e what w s the m tter . p oo old man s id was very for h e h ad h ad h eat for a i hungry, not ing to long t me, and l he could not work, as he was old and b ind .

134 WILLIAM H OLMES MCGUFFEY AND H IS READERS

B a a and u Then illy went, without‘s ying word , bro ght o f and ai : h the rest the cake, s d, Here, old man ere is some ’ ’ f and ut th e a h a Th cake o r you ; he p it into old m n s t . e h a hi m and B if ﬁddler t nked , illy was happier than he had a eaten ten c kes .

d R Secon eader, 185 7

’ n R ? Do you k ow Albert oss He has a large dog, and a him he“c lls Dash . a h as ai Dash is very bl ck, and a long bushy t l, which h i a cur“ls up over s b ck . But you will laugh when I t ell you that Albert calls Da“sh his horse . t f f s He has a little wagon wi h our wheels , and sha t h f of lik“e the s a ts a gig . Often have I seen Albert hitch Dash to the little wa“gon, and then get in . ‘ ’ sa ! Albert would y, Jee, Dash and the dog would r tu n to the right . “ ‘ ’ ! Then Albert would say, Haw, Dash and the dog f wo“uld turn to the le t . s n When he wanted Da h to stop , he had o ly to say, ‘ ’ ! Ho and he would stop . “ ” Is not Dash a ﬁne dog? THE LURE OF PICTURES 135

First Read 1 er, 836

’ McGuff e s o i s of y d gs exh bited, in the main, trait joy, fai f a h f a nd f few th ulness, w tc ulness, help ulness, but in a instances h e introduces misch ievousness and even vi ness Th e fa r o f th e cat cious . mous pictu e dog chasing the upon th e wall was used in h is ﬁrst edition a nd carried 18 i a h i h fo r along to 79, subst tuting tc ing post the wall, eat a a a ﬁercer looking but less e ger dog . In only three instances do t h e McGuff ey Readers Show f ri er f the viciousness o dogs . In the P m o 1849 a dog is biting the h and of a girl (not a very pretty girl); in an a th e a other inst nce dog bites a pig; in nother a horse . All o f th ese biting dogs disappea red in immediately i i subsequent ed t ons .

First Reader 18 1 First Reader 1 , 4 , 853 136 WILLIAM H OLMES MC GUFFEY AND HIS READERS

The Cat and the Dog

t h e th e ? a Do you see Cat and Dog We call Cat, Pu“ss .

P . s b ut uss has got up on the wall The dog bark , he a can“not c tch her . P a uss has sh rp claws , and sharp teeth . If a a you pull her h ir or tail she will scr tch or bite you .

Give puss some milk, then she will love you . Little h C at boys and girls should not urt the Dog or the .

P rimer 18 , 49

h h A Bit of Unconscious Humor. A dog bit t e and of sister ? was him Ann . Why did the dog do so Ann sitting by

saw h im th e en. and was kind to him . I go by p His eye i But th e . was on the pig . p g was not bit

Dog tricks are almost as old as his domestication from f f h ad ff the wol ; even as a wol he his unlearned tricks, o en sive and defensive tricks . His learned tricks have multi plied in number and cleverness through his years of con ’ tact with man s intelligence . In the early days in th e Ohio country every school “ ” house was visited sooner or later by the show man his P o r f with unch and Judy sh w and t ick dogs, ollowing which every dog In the school district was put through his paces.

138 WILLIAM H OLMES MCGUFFEY AND H IS READERS

First Reader 18 , 53

’ One of the greatest th rills o f a boy s life is the exercise “ ” o f his power to make h is dog mind and to teach him “ ” “ R r tricks . One, two, three, run, ove ; Lie down, ” “ ” “ ” “ Sit u F Sh r Watch ; p , ido ; ake hands, Towse Jump ” ’ i r a So h i a re o . throug , T ppie boys c mmands un ve s l ’ — with McGuff ey s boys and such experience became a

P rimer, 1867 TH E LURE OF PICTURES 139 part of leadership in the long evolution of conscious men of homo sa iens t al stren“gth the p . Ann aw bid her dog put up its red p .

The dog did as it was bid . u aw th e It put p no p but red one .

da a a One y a man went to t ke a w lk in the town, and on his way h ome he saw a little dog which had hurt his leg .

1 Second Reader, 865 140 WILLIAM H OLMES MC GUFFEY AND H IS READERS The poor dog was so lame he could not lift his foot off“the ground without great pain . When this kind man saw there was no one to take pity on the poor dog, he took him in his arms, and brought fed himhome and bound up his leg . Then he him and a him for m de a warm place, and kept in his house two days . of his his e He then sent the dog out house, to old hom ; for as not , it was his own dog, he had no right to keep him; but each day the dog came back for this kind man to “dress his leg . And this he did till he was quite well . few In a weeks the dog came back once more, and him was wit“h came a dog that lame . h h ad a ll The dog t at been l me and was now we , ﬁrst th e t th e ame do gave man a look, and hen he gave l g a t o sa : loo“k‘, as much as y l and now do You made my lame leg we l , pray the ’ same for this poor dog th a t h as come with me .

First Rad r e e , 1836

W ill i a m ll o lme s McGu ff e y a s C o l l e g e

P r e s i d e n t a n d P r o f e s s o r

At Miami (1826-1 836)

WH ILE th e fame o f William Holmes McGuff ey rests his hi s upon peerless pioneer readers, services as college professor and college president were none the less eminent . at His first college teaching was Miami University. His election by the board of trustees indicates that his first hi teac ng duties were in the ancient languages . He grew of hi f and of weary teac ng orms , paradigms, inflections Latin and Greek and longed much to occupy a chair o f h mental and moral p ilosophy . These subjects belonged h Pr n B h Th e to the department eaded by eside t is op . presidents in most colleges reserved the teach ing o f phi lo so h for i th e p y and religion themselves . Th s made approach in requesting th ese subjects for himself very i for McGuff e del cate y, and it was not without several approaches on his part that President Bishop surrendered subjects considered so vital in establishing in th e students h of f th e t l in t eir last days in college the ideals li e, essen ia of of religious tenets, and a social code worthy alumni P B h Miami University . That resident is op surrendered so critical a section of t h e college curriculum to one of his ff h of of th e sta , thoug it was a part an expansion 142 C OLLEGE PRESIDENT AND PROFESSOR 43

18 2 t o t h e prosperous college In 3 , testifies esteem and i f confidence in wh ch he held this colleague in the aculty . ’ In this ch air McGuff ey s superior talents became ap of parent . The entire philosophy the Christian religion, r r o f of the unde lying p inciples human relations, human o f a r f conduct, moral oblig tion we e enchanting fields o o fo r expl ration and themes exposition . That he reveled in this widening horizon is sh owed in his lectures and his “ ” a Ph unpublished work on Ment l ilosophy . The greatest means of lea ding th e public mind in th ose th e o f h days was through power oral speec . Almost as vital as was Cicero to th e gre at Germa n sch ool of Sturm Was Pr f McGuff e h is oratory considered by o essor y. As in readers so in his college class h e directed his energies f toward public speech . He met requently with two de o f th e a a bating societies college, and was usu lly ppointed of th e o f th e by the president society as critic debate . He of a r h met groups boys in his cl ss oom, the sout west room th e o f H arrl son h on second floor Hall, to drill t em in O fo r debate and ratory, to prepare them their commence fo r r ment speeches , and o“ther public appea ances . His ” “ ” h ome was used often to hear out and try out neo h t es o f r a p y in the field public speaking . He was o d ined mi ni r s rl h ster in the P e b yt e an C urch as i“s shown by the of f r Pr r R e . minutes the old Ox o d esbyte y : v . Wm . H McGuffe r th e P o f f y was o dained by resbytery Ox ord, r 1 1 1 h R 8 8 0 A. M. t e e h h v . a Octobe , 3 , at ; T om s preac‘ed th t h e Re R H Bi h e sermon and v . . . s op delivered The ’— Charge to the People the services of ordination were ” h e B f held in t ethel Church . He preached requently — at the Sunday College Chapel always to large a udi h h e r ences r t . t h e , and in c u ches near unive sity In Union h r of r f C u ch Dar town, our miles distant, he preached f f ar regularly or about our ye s . 144 WILLIAM H OLMES MCGUFFEY AND H IS READERS

. o f f Mr . John W Caldwell the class o 1835 said of

and h ad r f He was an orator, a rema kable mastery o t h e o f h is language . He made subjects department i r h is h nte esting to the students, conveyed t oughts with r r f and h t h e g eat clea ness and orce, led t em to complete m of o f astery the subject study . His students will never f h im a r or“get in the cl ss oom . Nor h r f will t ey eve orget his instruction in elocution . Th e a hi s r students ssembled in study, in the early mo ning f r fa fo r i Ea be o e break st, exerc ses in elocution . ch was f and t h e . required in turn to ~ declaim be ore him class r a rt of a i The students were thus t ained in the spe k ng, and were able to face an audience in the chapel on all occa ” sions requiring public sp eeches .

r o f K Mr . Charles Anderson, Governo entucky, class ’ of 18 f of McGuffe s of 34, a avorite pupil y said him as public speaker

' ’ h o rat or Dr McGuff e s As a preac er, lecturer, or , . y char acter was so simple and so uniform as to be easily described r and unde stood . His manner as to attitudes and gestures r a f r was rema k ble o its severe quietude and naturalness . S h is f r r h un tanding upon eet fi mly and e ect, t ough not f iff r f grace ully st , he ra ely moved rom his first position or H is few h attitude . and slig t gestures were so quiet as not to be consciously observed by the sp ectator . His voice was as moderate in pitch and compass as accorded with his modest gestures . His enunciation was distinct and deliberate; th e words were not uttered too rapidly to be easily carried along and understood as utterances of — th ought and often of the most profound and refined h h f fr m f t oug t . And so entirely ree was he o any voci era h h —a tion, t at t is simple phrase conversational tone and rate—better expresses his elocution than any longer or

146 WILLIAM H OLMES MC GUFFEY AND H IS READERS

Th e McGuff ey decade at Miami was a noted period for ni f th e u versity . The revenues were adequate or com f t a le or b support . The college lands were rapidly leased B and the income was steady and assured . y most con ’ temporary institutions o f high er learning Miami s ﬁnan cial a s support was regarded bordering upon opulence . ’ McGuff ey s gratuitous services as occasion speaker in many parts of the state; hi s p rominent p art in the early movements for establishment of public schools ; his active particip ation with Professor Calvin Stowe and the Hon o rab le Samuel Lewis in the early steps of founding a state school system in Ohio; all brough t favorable notice ni to the u versity . Th e student body increased rapidly; the number in the i o f 1 6 f 1 graduat ng class 83 was nearly double that o 826 . Th e a dditions to the fa culty during this decade Show th e inﬂuence of McGuff ey in assisting to secure capable f pro essors . ’ One of McGuff ey s staunch est friends in his stand for sterner discipline in the college was the distinguished B P wh o f Albert T . ledsoe, trained at West oint, ollowed f B McGuffey to the University o Virginia . Later ledsoe i E a represented the Confederacy as spec al envoy to ngl nd . Eigh teen years after he left Miami University as p ro fessor McGuff e r , y was invited to eturn to the university as president as is shown by the minutes of the Board o f Trustees . f hi Ox ord, O o 2 1 8 June 9, 54

R of . . Pr esignation W C Anderson, esident, read and a of B ccepted . On motion Mr . Crume, the oard pro ceeded to the election of a President and the ballots were h i collected and counted and it appeared t at W lliam H . McGuffey had all the Votes gi ven and was therefore de clared unanimously elected . C OLLEGE PRESIDENT AND PROFESSOR 147

. of th e B o f Judge John W Herron, president oard of a McGuffe Trustees Miami University, gain tendered y of a nd the presidency the university, an alternative in h e f h case should not accept the presidency, a pro essors ip o f a hi h h ment l p losop y . Thoug his position in the Uni o f r h versity Vi ginia was somew at p recarious, he declined ff as h r hi s -in- P f the o er s own in a lette to son law, ro essor

. . : A D Hepburn, then acting president

'2 . of V a . . 1st 2 U , Jan g , 7 Son My Dear , It would give me th e greatest pleasure to aid you in — any enterp rise you migh t undertake or suggest so far as ra a p ctic ble . But could not f o f P I p e—r orm the duties resident onerous as you know nor ought you to step a side for any man Your fa th er McGuff e W . H . y

At Cincinnati Colleg e

’ Among McGuffey s many Cincinnati a dmirers and ’ f int ellec riends was Dr . Drake, Cincinnati s outstanding for tual many years . His restless spirit and creative genius envisaged a great urban upiv ersity for his beloved city and organized Cincinnat i College wi th faculties o f law f of medicine, , and liberal arts a ter the pattern Ger r McGuff e r of man unive sities . y was elected p esident the 1 6 new institution in 83 .

McGuff e Mr . y entered Cincinnati College with the ﬁi ll knowledge that it was an exp erimental career; but he a came with an energ y, a determination and a z e l in the cause of education and the pursuit o f high a nd noble hi h are r h are duties w c ra ely met wit , and sure to com mand resp ect in any pursuit . 148 WILLIAM H OLMES MC GUFFEY AND H IS READERS

He spent three years of active life as President of Cin H e r ar t cinnati College . g ew in popul i y as an intellectual leader, measured in those days chieﬂy by mastery in ” public address .

The panic o f 1837 so restricted money throughout the th e new country that public spirited men in Cincinnati, upon whom the college must depend, withheld the ex ect ed f f p contributions and bene actions, and the ﬁ ty thou sand dollars o f assets soon became involved in liquidating claims and debts .

H ad the college been only so far endowed as to furnish o f its material apparatus books and instruments , and also h pay its incidental expenses , I ave no doubt it would ai f h have sust ned itsel and been, at t is moment, the most honorable testimony to th e intellectual and literary f f o th e . S . progress city uch, however, was not its uture f a few h A ter lingering years , its lig t went out; the pro fesso rs sep ara ted; and the college name attached to its a walls alone ttests that such an institution once existed .

During h is three years in Cincinnati College McGuff ey devoted much of his time to the promotion of the com h of mon schools . At t is period the Institute College Teachers was very active in the est ablishment of some for su erv 1s10n o f provision state p schools . As an active member in th is organization he made public addresses urging the General Assembly o f Oh io to provide for a i l As of state education o ﬂic a . a result this agitation Sa muel Lewis was elected State Commissioner of Com S 0 18 h mon chools, March 3 , 37, three mont s prior to the election of Horace Mann as Secretary o f the State Board of ’ E for a h McGuff e s ms ducation M ssac usetts . y lecture roo of r were always crowded . A group citizens eager to hea

150 WILLIAM H OLMES MCGUFFEY AND H IS READERS Trustees o f Oh io Un“iversity to select a new president McGuffe : P of wrote to y The resident the O . U . now in th e 7oth year of his age has tendered his resignation to the board, which they have accepted as soon as they can ” r r r McGuffe p ocu e a successo . In this letter he solicited y him to allow his committee to present his name, assuring h e if 1000 McGuf would be elected he would accept at S . fey graciously declined th is tender on th e ground that t he should not leave Cincinnati College at hat time, but later as the support of Cincinnati College became more threatened he accepted the rep eated invitation and h e 1 came the third President in 839 .

i o f t h e B of M nutes oard Trustees , hi ni O o U versity, Athens, Ohio S 1 18 eptember 7, 39 Th e Board proceeded to th e election of President of the ni h i H Mc uffe Ohio U versity w en W lliam . G y was — unani mously elected Salary $ 1 200 p er year commenc r f ing at the time he ente ed upon the duties o President . Moved and seconded that $300 be added to the salary of P the resident .

’ At the time o f McGuff ey s advent at Athens th e f r wo future o the college never seemed so b ight . T addi ‘ ’ ‘ tional buildings known as the East Wing and th e West ’ Wing were completed in 1 837 and 1839 respectively . Th e name of McGuffey was a household word in th e western country and h e drew students to himin great hi s th e numbers . It was during term that magniﬁcent of f hi are rows elms acing the campus were planted, w ch ‘ ’ ff E i for th e still known as th e McGu ey lms . The t me re- sa of hi apprai l the college lands was drawing near, w ch would materially increase th e revenue of th e college . Th e very atmosphere seemed full o f th e p roph ecy o f a COLLEGE PRESIDENT AND PROFESSOR 15 1

th e a of better day soon to be ushered in, when dre ms the f S m ounders would be realized . uch was the pro ise when ” McGuffe William H . y became President . f His ame as a preacher, lecturer, and orator had pre Athenia A a e ia ceded him to the c d m . The ﬁnancial support o f the college was In the main f i rents paid by arm lessees in the two townsh ps, Athens S of a and Alexander, acres . ome this l nd was leased at two dollars per acre and the universityreceived r Th e h o f th six per cent upon the ea ly evaluation . op e e trustees and the President was based upon the statute by the Ohio General Assembly that a revaluation should be made in 1840 and a s by org aniza tion of th e board of trustees the president of the University is the legal presi dent of the board of trustees it fell upon President McGuff e a for y to direct the revaluation . This was duty hi H is w ch he was not by nature endowed . nature was of to give and not to exact . The reappraisal the leased lands was o f major concern through the entire incum b enc of P McGuffe f R y resident y. A letter rom everend o f B o f a s James Hoge, member the oard Trustees , indic te the attitude of the Board :

C ol’ ii rﬁb us Ma 8 18 1 , y , 4 “ That there must and will be a revalua tion o f the r h ai lands sometime or othe , I ave not entert ned a doubt for years ; and it would be gra tifying to me if th e lessees would consider the matter calmly and consent to the h i a m a a increase wit out a conﬂ ct, and I persu ded th t will

fo r h o wn If arr t h e . S. be t eir interest . c ied into U courts it is not improbable th at the leases will all be decla red i f i r i a a null and vo d . It is sa er and w se to adm t rev luation and put th e whole business on a fair and equitable basis fo r both p a rties than to go into court with th is risk hang ing over t h e lessees 15 2 WILLIAM H OLMES MCGUFFEY AND H IS READERS

But the temper of the farmers was violent; they were mi deter ned not to pay more university tax, though they f were exempted rom all state tax . As indicated by th e letter from Henry Stanberry to President McGuffey the Supreme Court of Ohio sustained the board o f trustees :

. 2 2 18 1 Columbus, Dec , 4 My dear SIr It gives me pleasure to inform you that this morning Judge Hitch cock delivered the unanimous opinion of the B ai h of th e r Court in ank, sust ning the rig t Unive sity to f r for of 180 en orce the revaluations p ovided in the Act 4, th e f t h e S a and to levy urther rent equal to tate t xation . a s was The opinion , delivered, short, but emphatic and conclusive .

Allow me, my dear sir, to congratulate you upon a decision so favorable to t h e prosp ects of the institution i over wh ch you so worthily preside .

I remain, f Very truly and respect ully yours, Henry Stanberry

Faithﬁi lly and diplomatically as th e president and the board o f trustees proceeded with the reappraisal of the f o . land , the opposition on the part the lessees increased The contumely o f Shylock fell heavily upon President uffe of of McG y. The p arents many the students as well ’ McGuff e s f h as y neighbors and riends were lessees, w ich hi s 18 added much to embarrassment, and in 43 the legis lature a o f 180 re rep e led the statute 5 , authorizing a of appraisement at the end 35 years . Thus a cause con sidered just by th e highest tribunal of justice in the state P McGuff e was nulliﬁed by a political body . resident y in his report to the board of trustees in 1842 portrayed the tragedy threatening the university in t h e inadequate

1 WI M H O M S MC GU AND H IS D S 54 , LLIA L E FFEY REA ER

r t All in thei school communi ies . went with enthusiasm hi wit n the academic circle . He fii lfilled at the university th e best ideals of a col : fa t o f lege president a cul y scholars , enthusiasm among th e f f of students, aculty, and riends the university; the high responsibility o f the educated man in a great self governing people . his f of While public li e was one wide influences, his village life was beclouded by many unusual and un t H is h r in of pleasan incidents . daug te her diary speaks “ ” f in h f h r S their li e At ens as our un appy yea s . hortly f i h t h e r E a ter arr ving in Athens t ey lost thi d son, dward Ea P McGuff e f Mansfield . rly, resident y built a ence th e about campus to protect his newly planted, now f h f r . Th e o t e un amous , elm t ees citizens town became pleasantly irate at having their pasture lands th us deni ed i Th e o f th e f the r herds . enclosure campus rom use as a field and the activity of the university in reappraising the leases in college lots tended to alienate President ff f h e of h McGu ey rom t residents At ens . When the uni versity actually proceeded to revalue the college lands all b ut mutiny developed over the two college town So af th e r f ships . uns e did p esident eel that he carried a h eavy horsewhip in making journeys to the less pro

t ect ed ni . ni sections, especially at ght Once, retur ng f hi o ﬂi ciat ed McGuff e rom a wedding at w ch he had , y o f f was attacked by some boys with a barrage so t clay . f himf t Other indignities ell upon rom time to ime .

of B of Minutes the oard Trustees, hi ni r h h O o U ve sity, At ens , O io 2 18 November 5 , 43 The Committee to whom was referred th e resignation of Re McGuffe Pr of h the v . William H . y, late esident the O io t for f s: University, repor adoption the ollowing resolution C OLLEGE PRESIDENT AND PROFESSOR 155

R B esolved, that in accepting his resignation the oard duly apprediat e the importance of the services which th e high and energy of the late President his rendered to the Institution during administration, and regret that any circumstances Sh ould h ave occurred to dissoluti n of hi s h cause a q connection wit the University, and that they recip rocate the feeling of resp ect and R attachment expressed in said esignation . ' R a of f R esolved, that copy the oregoing esolution be of th e B ar forwarded to him by the Secretary o d .

as. n J G . Worthi gton

D . Young Amos Miller

At Woodward Colleg e

As soon as it was made known tha t President McGuff ey had decided to resign his p residency at Ohio University of under the circumstance the depleted income, the board of trustees elected himto membership in the facult y of

Woodward College . Woodward was founded on the plan of the great public of E —R r E schools ngland ugby, Cha ter House, ton, and h a 'or Winchester . T ough a second ry—school it took the ion i Of aniz at . g , curriculum, and t tle college Friends and former students of McGuffey joined the earnest offer of th e board of trustees th rough letters and i Pr B of r pet tions . esident ishop Miami Unive sity joined the friends in Cincinnati in developing a plan broad h ffe enoug to interest President McGu y. He was to be professor of languages in Woodward College and would l h h for a estab is a churc mechanics and l borers, with whom he had been such a favorite wh ile p resident of Cincin S h f nati College . uch plans would permit t e talents o P McGuff e f resident y to be most use ul in Cincinnati . 156 WILLIAM H OLMES MCGUFFEY AND H IS READERS

He accepted th e professorship o f languages in Wood ward College but th ere is no evidence that th e new mu nici al i For p church was ever even in tiated . two years, ’ 18 - 18 fa 43 45 , Woodward s culty enjoyed the distinction of h aving as one o f their members the most popular ” a h a far lecturer and te c er in“the western st tes, known a s man of h and wide a uncommon ability, as a t inker ” and scholar . While McGuff ey was at Woodward his publish ers of McGuffe made a revision the readers, in which y r doubtless gave much assistance . Du ing this time Alex McGuff e h h ander y, in w ose ome WilliamHolmes and fa of th e ar Me mily lived a p art two ye s, compiled the ff Fi t Reader Gu ey f h . In 1845 he resIg ned his professorship in Woodward to h e of accept a call to t University Virginia .

At the University (j Virg inia

r o f ir ia was f The Unive sity V gin conceived, ounded, a ff t h e B a and org nized by Thomas Je erson . On ﬁrst o rd o r ff r f Commissioners we e Je e son, Madison, and Monroe . The university was organized in 18 19 and Thomas Jef f r n r i e so became its ﬁrst ector . He occupied th s position h 1 a o f until his deat in 826 . The organiz tion the uni i h : a versity compr sed eig t schools ancient l nguages, mod a a a h ern l ngu ges, m thematics, natural philosop y, moral

h h . philosop y, c emistry, medicine, and law At the head of each sch ool was a professor wholly responsible for h is f school and independent o his colleagues . Professor Tucker resigned from the School of Moral ’ Philosoph y in 1 845 and McGuff ey s friends began a can vass of the possibilities fo r his election to the position . Th e university had been accustomed to look to Oxford

158 WILLIAM H OLMES MCGUFFEY AND H IS READERS

f pro essional mentor, Daniel Drake, peremptorily inter vened to dissuade McGuff ey from any change in his course that would turn aside such a g reat opportunity f r f o himsel as well as his church .

ev emn Cincinnati, Monday g 18 August 4, 45 a f Now, my dear sir, your going to D yton instead o r o f t h e Vi ginia is out question, not indeed to be thought of fo r h t . a moment , and, I s all, onight, write to Dr Haines, him fo r and tell not to exp ect you , that you are under an l r ob igation to go to Cha lottesville, seeing that you f a allowed your riends to m ke application . Your accept of th e a was a f f ance D yton call, b sed on the alse act, that hi f t s application to the University, had been unsuccess ul; and f , consequently, you are at per ect liberty to revoke it . R wh o h ad f h is Dr . ives , a letter rom brother this evening, a and Alex nder and your own good lady, all take the same f view o the matter that I do .

, McGuffe It appears to me as it does to Mrs . y, that as are far h ad h you so on the way, you better go to C arlottes f r r h a ville, be ore you etu n ; and, t t you may not be in want h of th e a a t e . . . me ns , I send you check on Oh L Ins and fo r 0 h Tr . Co . S5 , whic (by endorsing it)you can negotiate h a P r wit a merchant, or b nk in ittsbu g .

a R o f B of of Willi m C . ives, member the oard Visitors t of V ir Ima McGuffe the Universi y g , who heard y deliver a sermon in Cincinnati and was so impressed that he ’ of McGuff e S became an ardent supporter y candidacy, wrote the following cordial letter :

H oth 18 Castle ill, July 3 , 45 Sir My dear , McGuffe I am most happy to inform you that Dr . y was t h e B of yesterday unanimously elected by oard Visitors , in i o f Professor of Moral Ph ilosophy etc . the Un versity COLLEGE PRESIDENT AND PROFESSOR 159

ni f a Virginia . All the testimo als you orw rded to me on f a his behal , together with your own communic tions, were f t h e B th duly received and laid be ore oard . At e meeting of P f t h e Pr o f on the I st July, ro essor Dew, esident a o f William and Mary College, gentleman very great r r th e popularity and eputation in our state, eceived nom ination of B l it t h e the oard, but having dec ined , and r t h e r r meeting was crowned yeste day, when st ong imp es sion made by the various communications before th e Board of th e eminent attainments and qualiﬁcat ions o f McGuffe hi s a r S Dr . y led to un nimous and co dial election . of i fa of th e To me, the event is one unmixed sat s ction r for h highest natu e, , in addition to the lively sense I ave of the sup erior talents and various recommendations of McGuffe f r . o h is a Dr y this important post, I look to p pointment as th e means of multiplying and strength ening o ur r hi h a ties with the No thwest and West, w ch I ve long r as h i a i and most anxiously desi ed, aving, in my est m t on, ar ni of ir ini a a vital be ing upon the desti es V g . Will you be so good as to assure himand his family o f my earnest wish to do wh atever may be in my power to render th eir a a as a m r a i residence mong us greeable, I p e su ded it w ll prove to him the occasion of extending h is fame and use f r of r ulness, and the sou ce some p e sonal advantages not o f unworthy consideration . a a sir h I rem in, my de r , with the ighest respect, your f riend and obedient servant, R W . C . ives To Daniel Drake

In the minutes of the Rector and“Visitors o f the Uni of 28 18 : RESO ED versity Virginia, July , 45 LV , William M ff D f f . G e D. . LL . c u . o H y, , D , be appointed pro essor Phi of a h Moral losophy in the University Virgini , and t at

P . t avilion No 9, with the adjacen dormitories, be assigned ” to him . 160 WILLIAM H OLMES MC GUFFEY AND H IS READERS

He early took high rank in Virginia as professor of h moral p hilosop y, as lecturer, minister, and as an ardent o f th e o f advocate principle public schools, which at th e ’ time of McGuff ey s arrival in Charlottesville was in a P t much discredited status . riva e schools, academies , and prep aratory schools held t h e interest o f th ose wh o b e a McGuff e a longed to the l ndlord group . y c me to t h e th e f r o f h is f university at ull matu ity intellectual li e, con fident of o f h is r hi the truth eligious, p losophical , and f a r social ormulae . With him there was no v iableness a of r h o f h h nor even the sh dow tu ning In t ese fields t oug t . His belief in a college education followed th e English “ ” h was for few h a that igher education the select , t at few ch osen members of society must p erform the egre n o f in fo r h h gio s task th king the whole . T is view he eld at Miami in his earliest days as college p rofessor; h e believed that culture consisted o f a knowledge o f the h h h h a classics and philosop y, t roug whic would be est b i o f h l sh ed the mres o the p eople . The p ysical and bio logical sciences were fo r h im only fields from wh ich to i ns in th e f draw llust ratl o realm o philosophy . He strode with familiarity among the g ods o f culture as though a f a r a member o f th e eternal club o P n ssus . a r o f The Honorable M rcellus G een Jackson, Missis 1 1 r of of 1 8 2 s pp , Unive sity Virginia, class 7 , writes under o f r 1 1 2 the date Novembe , 93

His salient ch aracteristics were 1 As to orm: t h e a r i ( ) f In cl ss oom, d gniﬁed, courteous , r r i i h r a requiring cou teous recip oc ty, g ven wit reve enti l f r i was ra i de e ence . Lev ty not tole ted, except, in l mited r f h ad ri deg ee, in himsel ; even, as tradition it, to impe ling gra duation for a breach; a nd this upon the assumed h yp oth esis tha t one wh o descended to th e humorous wh ile such serious subjects were under consideration

162 WILLIAM H OLMES MC GUFFEY AND H IS READERS He asked me to take a walk with him and we went part of th e u th e and a way p to Observatory Mountain b ck . On the way h e did nearly all the talking and most enter n l r h m t aini . hi his h g y When I pa ted wit at door, he eld my hand a long time and gave a most cordial invitation to call again whenever I could . I promised and meant to n for do it, but never did, except whe he once sent me and at of a again, the close the session when I c lled to tell him -b But a good y. I saw and heard him every d y in his lecture room and there he was very different from the fo h im hi s h gra“cious host I had und in ome . He lectured in the oval east basement room o f the big R a a a f f otund , st nding on a little pl t orm about a oot high P just inside the entrance door . romptly, when it was time for all of h e u us to be seated, would enter, step p on the a f r hi s and f him t h e p l t orm, ar ange books notes be ore on pulpit- like stand and th en deliberately look us all over to r all a and If f see that we we e se ted ready to hear. a ter h a a a a h t t a l gg rd c me in, the doctor would say not ing, but h e would look over his specta cles a t himand follow him ff a Few f with hi s eyes until the o ender was se ted . o us but dre“a ded th ose a ccusing eyes . was i hin us He Intensely nterested in what hewas teac g , i and re uIred a brooked no d sorder, q our close ttention, H ow h e h as a a and got it . did so lw ys been a marvel to fo r th e r a r a a me , subjects he lectu ed bout we e nearly lw ys a h h his r a of bstruse and, alt oug t e tment them was about a as a a s lucid their n ture permitted, our class was m de up of students of widely va rying ca pacity; and furthermore we came to hi s lecture room righ t after a mid-day dinner a nd t h e hard ba ckless benches we sat on were very in

ment s of r . str“u tortu e It was then only five years after the Civil War when the S h as r Th e i a f out w prost ate . Univers ty was dre d ully poor an f fe But th e t d creature com orts w. s udents cared little a a of h about th t . M ny t em had been young soldiers in the Confederate Army and during th ose five years h ad been COLLEGE PRESIDENT AND PROFESSOR 163 hard at work earning a living and money enough to get ' an education; and th ey were not only dead in earnest a r about getting it, but their example stimul ted othe s h E r o f r mig tily . xceptions the e were course; but the ule ai of was the pl nest sort living and conscientious study. E f h ven the pro essors received ardly more than a living . — I know of few nobler self- sacrifices th an th ey and p ar- 1 ticularl r McGuffe r r — y Docto y, a No the n man made th ere for the sorely needed h igh er education of th e South during those years of the dreadful imp overishment of its him p eople . I believe a main motive imp elling to stand by its leading university was his desire to h elp preserve ’ t h e fine influences upon t h e South s young manhood o f ’ t h e University s well establish ed and remarkably success ful r th e t was r honor system . Unde it studen t usted by t h e f r as o f a o f pro esso s a young man honor, inc pable h a i l i H e c eating in an examin t on or y ng about it . was o nly re‘quired to a dd to his examina tion p ap er the sta te ment I have neither given nor received a ssistance on ’ was a s this examination . The trust lmo t never abused ar t h e ff was and in those r e cases o ender exp elled, not by th e Universi ty authorities but after trial by the students the“mselves . I never heard Doctor McGuffey more eloquent th an r hi h once, when lectu ing on et cs, he p raised t is honor “ ” system and scored th e misera ble Spying and cheating practises prevailing during examinations in many col h e a th e was th e leges . I remember s id system finest r flower grown at the Unive sity . “ ‘ ’ I was told h e rarely plucked one o f h is students on a h e f final examinations; inste d, when ound one was for a him learning little, he would send him and dvise to a i h f quit and enter some other class . Im g ne t en my eel ings when one day I received a note from hima sking me f h did to call at his office tha t a ternoon . W en I so, a a a and a nother member of his class w s le ving sked me, ‘ ’ Are you coming t o catch hell too? Th e Doctor received 164 WILLIAM H OLMES MC GUFFEY AND H IS READERS

h h me courteously, talked a s ort w ile about various h a of a t ings an‘d then went to a t ll file p pers, selected an ’ essay on perception th at I had been required to write ‘ ’ r f seve al months be ore and handed it to me saying, That s ’ ir s . f. an“excellent p ap er, Imagine my relie One other incident and I will close these rambling f reminiscences . One o the youngest students in his class S a S f i was the late United t tes enator rom M ssissippi, John Sh r arp Williams, who sat with me on the fi st bench . The first half hour the Doctor devoted to quizzing us on the ’ of th e f subject previous day s lecture . On dark a ternoons his lecture stand was always lighted by two green- shaded as f and r i o f g jets , set well to the ront on eithe s de him . I think all o f his few surviving students will best remember him“as he stood thus illumina ted . da One such y, early during the session , when lectures ’ a h Sir were on met p ysics, with William Hamilton s work a uestl on l u t as our textbook, Willi ms answered a q co rectly and I thought did not comprehend the subject o f McGuff e a a it . Doctor y patiently went all ov‘er it g in, it h im a seemed to me very lucidly, and said to , H ve I made ?’ ‘ it clear to you Williams petulantly replied, No, you ’ ’ ha“ven t . t f for t The old Doc or lushed, looked at him wha seemed o f a long time, while the rest us looked on with bated t breath . Then he went over the whole subj ec again, a and m king it, I thought , very plain, gently said to ‘ ’

a I h 0 e . Willi ms, p it is now clear to you To our amazement Willia ms jerked hi s ba ck around towa‘rd th e f doctor and more p etulantly than be ore said, No, it ’ ’ f and isn t . This was too much . With red ace trembling ‘’ It s with anger, the Doctor glared at him and said, ! ’ be“cause you are a blockhead , sir, a blockhead hi s McGuffe a ar for In lectures Doctor y, lways e nest f h truth, would requently become impassioned w en con t rov erting error; but I never saw himangered but tha t n o ce .

C OLLEGE PRESIDENT AND PROFESSOR 165

Every year he would give a much coveted prize to th e student who would submit to him the best logical analysis of the argument contained in some book; and th at year th e successful competitor w as none other than young John Sh arp Willia ms ! H e was very far from being a blockhead

ra h Sh ar a a i S Hono ble Jo n p Willi ms, l te Un ted tates S fr i i ai o f McGuff e h e h a llo n enator om Mississ pp , s d y ( d g ’ since forgiven hi s old p rofessor s outburst o f calling him a blockh ead) ‘ ’ at t h e f o f a ali h h e a h a nd I sat ‘eet G m el, w en t ug t ’ lectured upon Moral and Menta l Ph ilosoph y at th e r o f r i ia a h a Unive sity Vi g n . I h ve d many tea chers on hi and few t h e h o f t h e a Dr t s side a on ot er side Atl ntic . . McGuff ey possessed the a bility to transplant ideas from his own mind to the minds of oth ers and have th em r a r an h r ma n g ow, to deg ee never p ossessed by y ot e h a d a a a h r H e with whom I ever c‘ont ct s teac‘e . con ’ ’ st antly dwelt upon ‘t h e attention and rep etition as ’ of r H is h a h the secrets good memo y . bit in the our and a half which he spent daily with us in th e classroom was to consume one- h alf hour 1n examining the class on th e a and r o f t h e r ce i da f l re ding lectu e p e d ng y, to o low a th e r for t h e da af r r r th e th t with lectu e y, te p esc ibing ’ for t h e a r a i h ra reading next d y s ecit t on , t en to st ighten h imself up (he h a d a sligh t stoop) with his hand on t h e desk and h is back to th e blackboard and h ave th e class question h im on any subject th a t h ad been gone into f r F h r t H r a a i i be o e . Kuno isc e a eidelbe g lw ys nv ted ques a s i h n r a H e wa s tions but it w spora d c w en a y we e sked . next to McGuffey t h e clearest expounder o f h is ideas I h a r ar But i h McGuffe t h e a i a i ve eve he d . w t y ex m n t on o f a r r o f th e a w as a the te che by the membe s cl ss d ily, a a and ar as fr const nt, regul r, we le ned much om it as 166 WILLIAM H OLMES MC GUFFEY AND H IS READERS

’ h i a of if from s examin tion us . I don t know he wrote h down his lectures . W at he knew he could impart to of the dullest his very large class . He graduated nearly a every man in the class, not bec use he was lenient in ar ar m king, but because he had taught with cl ity and — th ey h ad learned the course learned it to understand it and make it their own p art o f the woof and web of their

' r hi s hi s r own thinking . He neve lost poise or tempe excep t wh en somebody answered a question in the very

of th e his r . wor‘ds textbook, or own very wo ds He wanted ’ - r a h t h e no poll p ar oting, but nswers t at proved that h ad of — thought become the thought the student, gone through his mind and necessarily modiﬁed somewha t in a r McGuff e a r subst nce and mode in exp ession . y was bo n h h a d a i f of teac er who m de h msel , by the study his own ” h r h a o f h r a a . psyche and t t ot ers , a yet g e ter te c e

Philip Alexander Bruce in his H istory of the Universiiy q/ ’ Virg inia adds an illuminating sent ence on McGuﬁey s career a t the University of Virginia :

Th e University o f Virginia h as always been a mirror which faith fully reflected t h e varied influences that h ad given such a salient individuality to the Southern people . And never was th is fact more p erceptible or more im r a f t h e of w ar S p essive, th n a ter end the , when the outh was in the first unsettled stage o f an involuntary peace . i o f Sch ele B and McGuff e W th the exception , oeck, y, t h e o f t h e a ar and f r last, one most st lw t master ul figu es in r a — r o f f that enti e comp ny, the membe s its aculty were S h l h r But out erners or Eng is men by bi th . Mallet and H as McGuff e Sch ele olmes, as well y and , had been so long associa ted with the governing forces of South ern life tha t th ey were not to be distinguish ed in the smallest r h o r a h fr deg ee, eit er in sentiment symp t y, om their col ” o f S a leagues outhern n tivity .

T h e Af t e r W o r d

AT s - f l in th e eventy three most men ee alone world . h h a a r Few T ose who were sc oolm tes seem but memo y. l a s r 1 e Th e ra o f fr c assm tes in college u v v . nks the iends o f middle life have been so “decimated tha t like t h e roll f a a Few h r a call a ter a de dly b ttle, t e e be that nswer ” f McGuffe B S . here . uch a solitude ell upon y etween hi s classroom and Pavilion number nine there was less f f r H e h ar o riendly greetings each yea . came to C lottes in of f a f ville the strength ull m nhood, but he now, a ter

- ar of a f t h e r a r of twenty eight ye s ctive li e, with g e t sor ow f i h is th e h r o f death our t mes invading home, eavy cu se d a f a a f a war long rawn out in de e ted st te, eels the p ro ach in of da h r h is a f if p g close y. T ee sons be uti ul w e hi m o f had brought ; none survive, one the deepest sor h fa f H is ni rows t at can be ll gi ted men . ge us must shine, if h h f b e it s ines again, under anot er name . He is ast “ ” t h e a h e co - f o f coming l st leaf. Though is ounder two state school systems ; colleague o f th e distinguished edu cat ors wh o establish ed th e College o f Teach ers and of th e Western Literary Institute in Cincinnati, embryo National Educa tion Association ; compiler o f a code o f morals as vital in its eﬂect in lea ding millions of strangers in a strange land out of a wilderness o f a confusion o f tongues and a multiplicity of conﬂicting re“ligious doc trines as t h e code of Hammurabi with h is black head

1 68 TH E AFTER WORD 169 race or the code o f Moses with the H ebrew children frontiersman in t h e establish ment o f classes in methods o f a t h e ini a in t h e a o f te ching, ti l steps est blishment teacher- tra ining sch ools and colleges ; the evening shad are hi ni t h e ows t cke ng, silver cords are loosening, and the

W h eel is breaking at the cistern . f r h of Ma 1 8 are On the ou t y, 73, there hushed lips at Pavilion number nine; silence reigns in the grea t R0 tunda o f the University o f Virgini a ; the sha dows lengthen on the green ca mpus stretch ing southward fromth e li ’ b rar Pa i . y p ast v lion number nine At six o clock, when t h e da ff a r th e r h r au y o ici lly closes its doo s, g eat teac e dib l a h r a y excl ims , Oh t at I might once mo e spe k to ” “ ! a nd a hi But my dear boys c lmly w spers, Thy will be ” r done, and is no mo e . ’ There has been much discussion about McGuff ey s equity 1n the grea t earnings o f t h e publish ers o f the ff r a r B McGu ey Reade s . Miss C the ine eecher in her reply to the scurrilous a ttack on President McGuff ey by east ern schoolbook makers suggests th a t one reason why McGuffey entered into a ﬂat contract with Truman and Smith for $ 1000 was tha t he did not desire to become in a ny way embroiled in the controversies between east an h McGuff e en ern d western publis ers . y did not die p niless of hi s a r r a . In some l te“co respondence with el tives he indica tes tha t he h a d laid by supply fo r the rainy ” f day . His wi e and her sister traveled abroad shortly ’ af McGuﬂe s ter y death . That he had provided a com “ ” fo rt ab le for f as h e a ff support his wi e, Lura, ectionately a a c lled her, is sustained by mple evidence . There is good rea son to believe that either the publishers of the readers o r such men as Wilson among the publishers provided some of the rainy day support by voluntary donations of a nd r r a f th e McGuff e s money gene ous p e son l gi ts to y . 1 70 WILLIAM H OLMES MC GUFFEY AND H IS READERS

’ Each Christmas a member of the firm o f McGuff ey s of publishers , most likely one the Hinkles connected with h McGuff e a packing house in Cincinnati, broug t to y at “ ” h a o f h C arlottesville barrel choice cured ams . ’ ff e s a a McGu y ttitude on sl very is mooted . He most a ni h hi s probably was not an bolitio st, t ough among f r B a S most intimate riends we e the eechers . C lvin towe, ’ of B h S of Uncle Toms husband Harriet eec er towe, author abin f S C , was an intimate riend, and at the towe home, McGuff e fr B y was a equent guest, even while the eecher sisters were conducting groups of refugees along t h e R f Underground ailroad, rom the southern stations to f f a and sa e places in Ox ord, Hillsboro, L ncaster, stations h f nort . While he was pro essor at Miami, abolitionism t h di was at ropic eat in public scussion, yet no commit hi s r a ment on pa t is discover ble . He evidently was opposed to the injustice of slavery as hi s entire life would r f nl ve i y . He was, however, cavalier enough to e ist the warm friendship and admira tion of th e Southern gentle h a - f man . T at he was not radic l in anti slavery belie s is furth er verified by the cordiality shown him by th e Virginia ns th rough his long professorship in Ch arlot tes H is rr a in 1 1 of S ville . ma i ge 85 to the daughter a outhern gentleman further removed himfrom all suspicion of any ra - hi of dical anti slavery sympat es . His many deeds kindness to the Negro were never interpreted by the S as - outh as a sympathy with abolition, nor anti slavery H f sentiment . e belonged to the school o rugged indi v idualism and knew no other economic system than of laisse aire a that z f . Though in gener l a benevolent ff f of hi r despot, he di ered rom this school t nke s in that he be“lieved in universal education . He never would ” h ave thanked God to find illiteracy in any social or a f politic l unit o the republic .

1 72 WILLIAM H OLMES MC GUFFEY AND H IS READERS

I count it a mong th e most fortunate events of my life tha t I enjoyed for a bout a year and a h alf t h e benefit of ’ ff n i r i McGu e s a d . was n a Dr . y society nst uction I posi tion to avail myself o f t h e full benefit o f h is matured r as a n a r h ad r a ar b e p owe s educ to . I g adu ted two ye s ‘ ’ f h i r R r C . ore at The O io Univers ty, unde Dr . obe t and o f t h e h Wilson, sp ent most intervening time teac ing in a a a a in S a f t h e a cl ssic l c demy the t te o Tennessee . In ' fa f 1 r r h r Dr Mc fle o 8 . Gu ll 39 I etu ned to At ens , whe e y i h is ar r as r and r was commenc ng c ee p esident, I eviewed h im a an ra i H e with ment l d mo l sc ence . was then about f r and h is f r and r H e h is o ty in ull vigo p ime . required i of th e h class to lecture on the top c lesson , and t en spent t h e bala nce of t h e hour in a very free discussion of the H e was h in hi ra h h e subject . an ent usiast t s b nc , and co mmumcat ed of h is much enthusiasm to his pupils . He a in a H e would rouse up young man some w y. could ra i H e for not tole te stupid ty . never seemed at a loss a and th e r his word , would have ve y word to express exact ani of me ng . He p ossessed not only one the clearest heads , o f h ar o f an but one the kindest e ts y man I ever knew . He symp athized with young men who were struggling ai an a i a h ra to obt n educ t on, and g ve t em all encou ge in his r t h e ment p ower . He p eserved true medium fa i ari r i r r between easy m li ty and t ue d gnity and ese ve . H e a r h an o f hi s could be pp oac ed by y pupils, but they h far f h ow . him knew they could go sa ely T ey loved , a a fa a and yet reverenced him s ther . I h ve seen him with intense interest watching the b oys a t play on the ’ H e college green . said he could tell a boy s character an a r a by hi s playing . He took ctive pa t in all the educ tional movements of the day and was a warm friend of - hi it our common school system . I t nk was he who gave ‘ ’ ’ f h the name o People s Colleges to these sc ools . And yet ‘ ’ h e a fr a . h a s id, Light comes om bove We must ve t h e h igh er institution of lea rning if we succeed with t h e r lowe . THE AFTER WORD 1 73

’ At the time of McGuffey s death his two daughters f lived in Ohio . His ﬁrst wi e and one son were buried in the Woodlawn Cemetery, Dayton, Ohio . His son in- of mi law, Dr . Hepburn, was president Mia Uni versity. The two daughters desired to bring the body for a t h e f to Ohio buri l, but upon ollowing appeal by t h e faculty o f th e University o f Virginia th e body was interred in the cemetery o f the University o f Virginia :

of F th 1 At a called meeting the aculty held May 5 , 3, h e f was a i a t “ollowing action un n mously dopted . Th e F o f ni of ir i i aculty the U versity V g n a, having r r h a heard with g eat conce n, t t it is in contemplation to of McGuff e a h a fo r convey the remains Dr . y to not er st te i r th e fa of h i bur al , would ea nestly request mily t e r la ment ed o ff th e o f h is , revered C lleague to su er field long r a est and most arduous labors to be his final esting pl ce, and while they would not lightly thwart the wish es of th ose who stand in so near and so tender a relation to h a t fr f r t eir dep r ed iend, they would respect ully rep esent th at a man of merit so exalted and reputation so extended belongs in death as in life to a W ider circle th an th at of f r a h im the immediate amily . An hono ed tomb aw its , “ wh erever he may be laid, b ut it seems to be p eculiarly r fitting that he should sleep he e, where his living presence was f h is r a r most elt, and g e test wo k best understood, h r w ere his example will be a p e p etual power, and his a and F h h a th e loss, an unce sing sorrow, the aculty op e t t h a r and ad institution, whic he did so much to do n to a r h th e h o f r v nce, may be pe mitted to ave onor gua d ing hi s remains as it will always cherish and revere his memory.

a F r . . J mes . Har ison , M D ”

ert n ak of F P. T . W . W e b er Chairman the aculty Secretary of th e Faculty 174 WILLIAM H OLMES McGUFFEY AND H IS READERS

The Alexandria, Virginia, Alumni Association .

of God, the omniscient Disposer all events , having been pleased in His inscrutable Providence to remove from mi H cGuff e Pr f o f our dst, by death, Wm . . M y, o essor Ph of Moral ilosophy in the University Virginia, we the Alumni of the Institution residing in Alexandria and i of r a Al a r vic nity, deeply sensible the g e t loss our ma M te ai h f McG ff e it h as t e a o f Pr . u sust ned by de th o y, deem a pprop ria te to give expression to such sentiments in th e fol“lowing resolutions : F R of . irst . esolved, That in the death Dr . W . H Mc ff a P f o f Ph i r i Gu ey, l te ro essor Moral losophy, the Unive s ty o f ni r ara th e Virgi a has sustained an almost i rep ble loss, of ra o f fri cause gene l education, one its best ends and ar a th e n o f th e a w mest advoc tes, and Alum i institution, friend whose heart was ever enlisted in their efforts to a a t h e r of h a d“v nce p osp erity t eir Alma M ter . S h a h is a h th e S a n of econd . T t in de t t te loses a citize th e Fa o f r eminent abilities, culty the Unive sity, a most f ff ” a i an a a . valued member, and his m ly, ection te head

o a Washingt n College, now W shington and Lee, passed the following resolutions

R h a hi Fa h as h ar esolved, T t t s culty e d with sincere H i f h f Dr . gr e t e a nnouncement of t h e dea th o Rev . . Wm . McGuffe wh o for r h ad h dis y, so many yea s ﬁlled wit ting uish ed ability and usefulness th e ch air of Moral Ph i loso h th e n r i o f ir i i “p y in U ive s ty V g n a . ’ R h a Dr McGuff e s i esolved, T t . y eminent serv ces not only to t h e Institution of which he was a conspicuous r a t o t h e a of E a n and o f o n ment, but wider c use duc tio r h h h a d f a and t ut , to w ich he so use ully devoted long i i As r f h o f r a r . labo ious li e, are wort y unive s l ecogn t on a ff arl teacher and author, whose e orts were e y devoted to

1 76 WILLIAM H OLMES MCGUFFEY AND H IS READERS — his conscientious Christian character all these have made him one of the noblest ornaments of our profession in hi and h im a f r r of t s age, entitle to the gr te ul ememb ance ” a o f of this Associ tion and the teachers America .

The fa culty of t h e University of Virginia at their meet Ma th e f t of ing, y 7, recited at length lo ty social raits their deceased colleague and extolled his unselﬁsh and de r voted services to the University . This is t ibute without fa of reserve . The culty resolved to wear the usual badge m urnm for r a o g thi ty d ys .

T DEATH OF DR WM H . MC UFFE LINES ON H E . . G Y

no t h er s iri o ne t o res A p t g t, no th er t ear o f so rrow sh e A d, no h er so ul fo rev er les A t b t, Ano th er flower matured and dea d; t r f n is Ano h er c y o a g u h deep . ’ no th er a in Life s ran ri e A g p g d dg , no th er e eli clo se in slee A y d d p , ’ n t h t ra l r t ri A o er v el er o e h e b dg e. Ano t h er flower g o ne t o t h o se Alrea dy o n t h e dist ant sh o re; But o o rs risin fro m h a ro se d g t t , i m re W ll fill th e air fo r ev er o .

’ ’ H is S iri s ﬂed h is o s no u h p t , b dy g t, And h e is lo st fo rev er h ere; But ee s in life wh ich h e h as wrou h d d g t, Pr s r is mo r ear e e v es h me ry ev e d . And time sh all fail t o take away Th e h ou h ts wh ich co me li e roo in an s t g k t p g b d , And urnish li e t h e o d o f da b k g y, ’ Th e art e rains of Life s few san s p d g d . Wh en o n h e o cean wav elet s h eav e t , Th ey leav e fo rev er ripples t h ere; ’ And as t h e wav elet s ri les leav e pp , O r is em r h er u dead o ne leav es h m o y e. LEO N LEV . I TH E AFTER WORD 77

B of r of V ir ima The oard Visito s, University g

R th e B of esolved, That oard Visitors hereby express upon th eir record th eir sense of th e loss which th e Uni i h as ai th e a h of P f H vers ty sust ned by de t ro essor William . Mc uffe H is and fa h f h a r o f G y. long it ul service in the c i Mora l Ph ilosoph y in th e University h as illustrated th e h a a r of th e E a H e th e ar c r cte model duc tion . possessed r e power o f stimulating the intellectual faculties o f his pupils and training th em to habits of original th ough t ? H is ar a and a ais le ning, ze l, industry, skill ided in r ing the ar and fa of h i i stand d extending the me t is Univers ty, wh le a a i h is his p erson l qu l ties, devoted piety, independence and rectitude in every relation ma de h iman example of hi of a h the“ghest style m n ood . f h — As t e . . ONES A copy rom Minutes, Teste J D J S r ec etary .

’ McGuff ey s philosophy and so c1al tenets were dissem t his Few of ad ina ed through p ublic utterances . his r t dresses have been p es“erved, as he rarely wro e them . In an early add ress on Relative Duties of Teachers and ” Parents he foresees many p olicies o f education which have become common practices today : education of th e whole community; education maInt aIned by the state; even compulsory educa tion ; character education as a major feature of the school program; parent- teacher associations as indicated in his co -opera tion between teachers and parents ; professional training of teachers ; a nonsectari n instruction . When he was past seventy McGuffey incorporated much of his philosophy of life as taught in his college classes for“nearly ﬁfty years in a work of four volumes ” a Phi h f h e hi entitled, Ment l losop y . (Li elong used t s of f r f o . title his course , college students ) In his pre ace 2 6 1 8 1 a : r completed May , 7 , he st tes This wo k has 1 78 WILLIAM H OLMES MCGUFFEY AND H IS READERS

r at a o f a a fr been w itten the solicit tion p rti l iends, mainly ” f h h fr my ormer pupils . T roug his devoted iends, Wil H a nd th e r son, inkle Company, work was to be p inted by th e r o f r a R o f publishe s his e ders . oyalties the text were

a a f and hi s -ih - to be sh red equ lly by his amily son law,

. Fo r Dr Hepburn, who had reviewed the manuscripts . a o f a h r some re son, possibly the death the ut o , the work, of with the exception the ﬁrst volume, never came even f Th e h to page p roo . other t ree volumes are preserved in of r ar the handwriting his sec et y . “ ” Mental Ph ilosophy presents in great measure ’ M ff e f a a r n lli cGu y s principles o soci l o der . He u ﬁes ’ Darwin s theory o f na tural selection on t h e basis o f human social necessities and the innate human traits of sympathy . He opposes the materialistic social philos o ph y with the philosophy of the inescapable and uncon a r f a t rollab le divine soci l u ge o man . He holds th t

i - a e . inn tely, . through God given tendencies, man desires to move toward t h e high“est levels o f social behavior ” r r h h o f a curiosity, g ega iousness ( igher than t at anim ls, a r o r fo r divine social urge), desi e f esteem, property and fo r a i fr power, emul t ons, iendship, compassion, kindness, f All h a o . symp athy, love God innate um n traits by ” “ ” r environment evolve into vi tues or vices in “society . The entire treatise is based up on the theory of special ” ate of creation and inn intelligence . His application f of principles to daily living is requent . His concepts the f - f a lo ty, high minded li e must h ve been most inspiring to “ ” h is boys whether in college classroom or in h is famous Sunday Bible class for men in th e Rotunda of th e classic

Jeffersonian Temple . Th is same dignity of life marked his lectures and ser mons and was thorough ly exempliﬁed by his daily behavior at h ome and in public .

180 WILLIAM H OLMES MC GUFFEY AND H IS READERS

Developments of curiosity are naturally diversiﬁed to h o f t e . meet the variety, objects knowledge

ra fra r Society is a mo l te nity .

The desire o f society spontaneously united men in fa milies and communities before experience could point a a r o ut the beneﬁts th t h ve esulted .

’ Tis a shallow mistake th at because the use of our fa culties improves them tha t therefore the struggle for r a h life c e ted t em .

r and i H e f Man can be bo n ex st only in society . ore ri h o r a a a i goes no g ts adv nt ges by becoming c tizen .

’ Man s intellectual soundness is not safe in a state of complete isolation .

r of Of r o f f Desi e esteem ten ove comes the love li e .

Va nity and p ride are incomp arable .

Free governments are more just a nd less liable to cap rice th an desp otism .

H e (one) may stand out a gainst th e censures of con temporaries encouraged by t h e h ope tha t posterity will reverse th e judgment .

’ A fa ther s good na me is the best inheritance for his children .

Philosophy and religion th e fundamental controls of all social beh avior .

Memorial day rev iv iﬁes the virtues of those who cele brate it . TH E AFTER WORD 1 8 1

Knowledge is power .

r W i h ra fr Money hoa ded t d ws efﬁciency om industry .

Avan ce becomes more p revalent but less mischievous za a a as civili tion dv nces .

Love of power and desire o f freedom tend t o pro mote r vi tue . We were ma de for virtue and God is stronger than th e i Dev l . To do righ t is to secure th e concurrence of all the best o f a r tendencies n tu e .

r1nc1 les of o ur r are r All p p natu e p imitive .

Our aff ections a re of h igh er dignity th an our appetites i ir but cannot cla m to be v tues .

h a i Instinct is wiser t n uncult vated reason .

All distinguish ed instances o f p at rIOtl sm are based i rai i no t uc th e a upon domest c t n ng, ed ation by st te .

Polygamy utterly abh orrent to both our instincts and r r a o u e son .

o Friendsh ip not conﬁned to tw .

Th e true p a triot values h is co untry in p roportion as it ri th e lfa r o f t h e i i and of th e r cont butes to we e c t zens ace .

Rational p atriotism strength ens as with th e growth o f ra th e country in arts and mo ls . 182 WILLIAM H OLMES MC GUFFEY AND H IS READERS

r h The child needs mo e help than the boy, and t e boy more than the man; hence the p rimary sch ools r equire h h r r the best, the most p ilosop ic inst ucto s .

Th e teacher does not aim to be but to become i useless to h s pupils .

Real friends should h ave a monopoly of o ur time and i attent on .

Most stories of enormous reading are incredible and ra if ma th e effects would be deplo ble true . (No n can read a work worth reading if he rea d it as h e ought at t h e ra of r h a i h h te mo e t n e g t or ten p ages in an our . ) R a f t h e a ead rapidly with w ke ul attention to me ning, but without thinking whether you will remember it or not .

To memorize the dictionary is no better than crack ing nuts with your teeth .

Nonsense by contrast may p roduce the effect of wit upon better minds .

m1m1c h ff O . We laugh at the , not w om he takes

f fa r Fiction alse in ct but t ue to nature .

Asceticism misch ievous both in phi losophy and re li ion g .

Th e student wh o p rop erly div ersiﬁes his studi es may make as good progress in th ree branch es at least as one o f equa l a bility will in one to which h e exclusively con h h e hi lf. Th e h W hi e t ﬁnes mse one loses eadway le rests, h u hi s ot er keeps p steam .

18 4. WILLIAM H OLMES MCGUFFEY AND H IS READERS

Add (in reading) to th e dry light of science the gay f fa a a colorings o ncy and im gin tions .

R l learn think ead not on y to but to .

i h a can fa We l ke best to do w t we do with cility .

With out th e genuine th ere would be no motive to i h r l counterfeit e t e money o r mora s .

Th e child learns in t h e ﬁrst th ree yearsof its life more h f than it learns t erea ter .

Operatic music (mea ningless in grea t measure) 18 In i r a and h l la a of in fer o to the m sses ymns . On y ngu ge spira tion (deistic) is a dequa te to exp ress and sustain th e f i highest strains o mus c .

i r h r f r h a l ar h All are a e w s a w o . men l s, t e e o e i said so

Th e class 1s a jomt stock comp any; t h e stock is atten h tion and common symp at y .

as r a fo r r a ar Milton w no wo se poet his g e t le ning .

r fa i NO w1t so ch eap as p o n ty .

Proof o f t h e polluted imagination is th e readiness to understand an equivocal joke .

Th e w ar cry Of th e clan passes up into th e summons f ri i o p at ot sm .

Man can be born and exist only in society . TH E AFTER WORD 185

Painful duties lead to pleasurable consequences .

f Good ortune needs no help but claims congratulations .

is r r Malice unp ovoked c uelty .

t h e r fo r l Curiosity is desi e know edge .

li e t h e old existence The young enjoy f ; .

But wh en t h e fruit is brough t forth immediately h e h in t h e i l t h e h ar r puttet s ck e because vest is come . (Ma k ’ a t McGuff e s f ral Ma text used y une , y 5 ,

“ w A B w S AA l | 1 a m m A mc O 0 u o o u v 0 o O 0 m l l 1 n I 1 n n a O u q m O 0 O m mu u mu o R 5 u w w w 5 w w w o w w c a u m u n u n H n h

0 u 3 c w O w w O « m mA m 5 z e. m. é m e. . w w S l 3 i t l a A m m mA w m0 e o o h m a o 0 o o o 0 a o m a a 3 a 3 3 a5 a v S 2 l | l l l l l w M M M u n u “ u u u W W w W w mmmv m0 5 mu n O u u 5 o O mmmg m m n ﬁ ¢ mmm m mm mm mn mw A m O u u w w w mw w w w mw w w w mw w w w w w w w w O kw c n m u a a u n “ ma m a m a ” n mﬁ u n mu m” m a n H H u u h

m m w E w A l S l m mH m A mc H O o a o e V E 3 l l I l l mu u o A u u c mm w u mw 2 mu w w w w w w mw w a u m n mm m m n

0 “ 3 a 5 n n 8 e 2 x m w o mu mO c mmO O o o h w w m n £ o o o N u w w mw w mw w a a O c u 2 n “ a u m “ a ” ! n h

196 BIBLIOGRAPHY

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McGuff e lexander Hamilton y, A , th o r au of Fifth Reader, 7 Pa trio tism, 108 career , 7 oh n dams 1 10 J A , com i ed S eller of 18 8 p l p 3 , 7 Marco Bo z z aris 1 , 09 marn a e o f g , 7 Muh en ur 1 1 1 l b g, memor o f 8 y , Patrick H enr y, 1 10 McGuff e nna H o lmes y, A Ro man Rienz i 10 , 9 d au h t er of H enr H o lmes g y , 5 Wash ing ton 108 h ome o f H o mes arm , l f , 5 Pet er Pindar 3 St or 1 2 y, 9 McGuff e Wi iamH o mes y, ll l Picket t ert , Alb , 54 arri a in Ox o rd 1 v l f , 5 Pictur es of ﬁrst reader 1 1 , , 4 as resident o f Ohio Uni ersit 1 0 p v y, 5 o f do s 1 1 1 16 g , 4, a t Greersb ur cadem 12 g A y, Pier o nt oh n p , J , 54 a t Uni ersit of ir inia , 1 8 v y V g 5 Pinneo Dr . 8 8 , , 4, 5 a t Washin to n co e e 1 g ll g , Po etr for children 6 y, , 7 a t ti tude t oward e o uence 6 0 1 l q , , 43 Primer a t titude t owar d s a er 1 0 l v y, 7 o f 18 8 2 3 , 3 birt ace o f pl , 7 o f 18 h 49, 33 ca tions fo r essons 6 2 p l , Pict o ria introduces isua l, v l ch i dren of 1 18 l , 7 , education , 33 d ea th Of wife 18 , Pro ducti e Sch o o 66 v l, ear educa tio n 8 ly , e ect ed t o Mi a mi Uni ersit l v y, 1 82 6 as ro essor 1 Q , p f , 4 ’ as resident 1 6 uick H erbert One Man s Li é p , 4 Q , , j , e o ies o n 1 uo ted ul g , 44 q , 83 t ro es 16 kindness o Neg , 7

et t er t o fro mPres. W ie 1 l , yl , 4 R ines o n th e deat h o f 1 6 l , 7 Readers McGuff e see a s Prim marria e o f 1 , y ( l o er) g , 7 merican sources o f meth o d of t each in 60 , 43 g, A criticisms Of mo th er of , 39 , 9“ “ ” Ec ectic ti t e 6 name as an ico n 68 l , l , 5 , excer ts erso nal a earance o f 1 p , 73 p pp , 5 , 7 exercises in itch 6 anned series o f readers 2 , 3 , 64 pl , 3 p I h 18 x ro er s o f McGuff e 1 ﬁﬂ , 44, 7 , 72 p v b y, 79 Fi rst 18 1 Kinle , 4 , 33 Mc y, 75 Fourth 18 Moo re Sir o h n , 37 , 37 , J , 79 rea t co ectio ns Of th e readers Murra Lind e 8 , 86 y, l y, 4 g ll itera r merit o f 0 En lish Readers l y , 7 g , 49, 54 ictures and i ustra tions a th er o f En ish Gra mmar 8 , 70 f g l , 4 p ll oems se ected ro m 8 rea ders rea ch ed Cincinna ti p l , 7 , 49 f re isions of se ectio ns from 0 , 39 l , 5 v rh eto rica readin 6 Muskin umRi er g , 3 g v , 3 l Second 1 8 1 6 D I 1 1 , 4 , 34, 3 My og and , 9 Sixth 188 , 5 , 72 sta ndards set u in p , 69 T ird 1 8 h , 37 , 36 New Bedford , 7 Ro ers oh n g , J , 43 t 6 New C onnecticu , Rover 1 , 2 4 t Ru hie, 12 5 0

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