A HISTORY
OF THE
McGUFFEY READERS.

William H. McGuffey

A HISTORY
OF THE
McGUFFEY READERS.

By
HENRY H. VAIL.

WITH THREE PORTRAITS.

THE BOOKISH BOOKS—IV.
New Edition.

CLEVELAND
THE BURROWS BROTHERS CO.
1911

Copyright, 1911, by Henry H. Vail.

[Transcriber's Note: At the top of each page in the original is a header line briefly describing the content on each page. In this document, these header lines have been removed from the text flow, but are visible if the mouse is hovered over the page number markers on the right side of the document.]

A History of the McGuffey Readers

THE BOOKS.

Before me are four small books roughly bound in boards, the sides covered with paper. On the reverse of the title pages, two bear a copyright entry in the year 1836; the others were entered in 1837. They are the earliest editions of McGuffey's Eclectic Readers that have been found in a search lasting forty years.

They represent the first efforts in an educational and business enterprise that has for three-quarters of a century called for the best exertions of many skilled men, and in their several forms these books have taken a conspicuous part in the education of millions of the citizens of this country.

But what interest can the history of the McGuffey Eclectic Readers have to those who did not use these books in their school career? Their story differs from that of other readers since in successive forms, adjusted more or less perfectly to the changing demands of the schools, they attained a wider and more prolonged use than has been accorded to any other series.

By custom and under sanction of law certain studies are pursued in the common schools of every state. Spelling, reading, writing, arithmetic, geography, history, grammar, civics and physiology are the subjects usually taught. The school authorities select the textbooks which shall be used in each subject. The readers are the only texts used in all schools affording opportunity for distinct ethical teaching. The history of our country should give ideas of patriotism; the civics should contain the primary notions of government; the physiologies should instruct the pupils in the laws of health; but the reader should cover the whole field of morals and manners and in language that will impress their teaching indelibly upon the mind of every pupil. While the chief aim of the school readers must be to teach the child to apprehend thought from the printed page and convey this thought to the attentive listener with precision, these efforts should be exerted upon thoughts that have permanent value. No other texts used in the school room bear directly and positively upon the formation of character in the pupils. The school readers are the proper and indispensable texts for teaching true patriotism, integrity, honesty, industry, temperance, courage, politeness, and all other moral and intellectual virtues. In these books every lesson should have a distinct purpose in view, and the final aim should be to establish in the pupils high moral principles which are at the foundation of character.

The literature of the English language is rich in material suited to this intent; no other language is better endowed. This material is fresh to every pupil, no matter how familiar it may be to teacher or parent. Although some of it has been in print for three centuries, it is true and beautiful today.

President Eliot has said, "When we teach a child to read, our primary aim is not to enable it to decipher a way-bill or a receipt, but to kindle its imagination, enlarge its vision and open for it the avenues of knowledge." Knowledge gives power, which may be exerted for good or for evil. Character gives direction to power. Power is the engine which may force the steamer through the water, character is the helm which renders the power serviceable for good.

Readers which have been recognized as formers of good habits of action, thought, and speech for three-quarters of a century, which have taught a sound morality to millions of children without giving offense to the most violent sectarian, which have opened the doors of pure literature to all their users, are surely worthy of study as to their origin, their successive changes, and their subsequent career.

The story of these readers is told in the specimens of the several editions, in the long treasured and time-worn contracts, in the books of accounts kept by the successive publishers, and in the traditions which have been passed down from white haired men who gossiped of the early days in the schoolbook business. Valuable information has also been furnished by descendants of the McGuffey family, and by the educational institutions with which each of the authors of the readers was connected.

For half a century the present writer has had personal knowledge of the readers. At first, as a teacher, using them daily in the class room; but soon, as an editor, directing the literary work of the publishers and owners. It therefore falls to him to narrate a story "quorum pars minima fui."

For more than seventy years the McGuffey Readers have held high rank as text-books for use in the elementary schools, especially throughout the West and South. But during this time these books have been revised five times and adjusted to the changed conditions in the schools. In each one of these revisions the marked characteristics of the original series have been most scrupulously retained, and the continued success of the series is doubtless owing to this fact. There has been a continuity of spirit.

The First and Second Readers were first published in 1836. In 1837 the Third and Fourth Readers were printed. For reasons elsewhere explained these books were "improved and enlarged" in 1838. In 1841 a higher reader was added to the series which was then named McGuffey's Rhetorical Guide. In the years 1843 and 1844 the four books then constituting the series were thoroughly remodeled and on the title pages were placed the words "Newly Revised" and the Rhetorical Guide was annexed as the Fifth Reader. Ten years later the entire series was made over and issued in six books. These were then called the New Readers. From 1853 until 1878 the books remained substantially unchanged; but in the latter year they were renewed largely in substance and improved in form. These readers as copyrighted in 1879 were extensively used for more than a quarter of a century. Changing conditions in the school room called for another revision in 1901. This latest form now in extensive use is called The New McGuffey Readers.

Each of these revisions has constituted practically a new series although the changes have never included the entire contents. In the higher readers will be found today many selections which appeared in the original books. The reason for retaining such selections is clear. No one has been able