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4. Among modern nations as reached by the teachings of Christianity, in the gradual unfolding of the present received ideas of school organi. zation, and of the principles and methods of instruction,—through (a) the peculiar organization and distinctive teaching of the early Christians; (6) the first popular school of the Christian Fathers, Chrysostom and Basil; (c) the Catechist schools of Clement and Origen; (d) the seminaries and cloister schools of Tertullian, Cyprian, Jerome and Austin ; (e) the Monastic institutions of Benedict, Dominic and Francis ; (f) the court schools and educational labors of Charlemagne and Alfred; (g) the mod. ifications wrought by Arabic culture which followed the incursions of the Moors; (h) the rise and expansion of universities; (i) the demand of chivalry for a culture for man and woman distinct from that of the clergy, and of incorporated cities for schools independent of ecclesiastical authorities; (j) the revival of the languages, and the literature of Greece and Rome; (k) the long-protracted struggle between Humanism and Realism, or between, on the one hand, the study of languages for the purposes of general culture and the only preparation for professions in which language was the great instrument of study and influence, and on the other, the claims of Science, and of the realities surrounding every one, and with which every one has to do every day, in the affairs of peace or war; (1) and the gradual extension and expansion of the grand idea of universal education—of the education of every human being, and of every faculty of every human being, according to the circumstances and capabilities of each. While thus aiming to give in each number, contributions to the History of Pedagogy and the internal economy of schools, we hope in this series to complete our survey of

II. Systems of National Education, and especially an account of Public Schools and other Means of Popular Education in each of the United States, and of all other governments on the American Continent.

III. The history and present condition of Normal Schools and other special institutions and agencies for the Professional Training and Improvement of Teachers.

IV. The organization and characteristic features of Polytechnic Schools, and other institutions for the education of persons destined for other pursuits than those of Law, Medicine and Theology, including a full account of Military Schools.

V. The history and courses of study of the oldest and best Colleges and Universities in different countries.

VI. The life and services of many Teachers, Promoters and Benefactors of Education, whose labors or benefactions are associated with the foundation and development of institutions, systems, and methods of in. struction.

HENRY BARNARD. Hartford, March, 1862.





1. Geural Principles and History of Education.

XI. Education of the Deaf and Dumb, Blind, Idiots, &c.
1. Individual Views and Special Systems of Education. XII. Moral and Religious Education ; Sectarion Schools
IL Shades and Methods of Teaching; School Organiza:

and Instruction.

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FI Beredary, Interr.ediate, Academical, and High XVI. Educational Societies and Teachers' Associations.

XVII. Philology and Bibliography; School books and Pert
Til Tuiremity and Collegiate Education.

odicals, &c.
TIIL Speca. Schools and Departments of Science, Arts, XVIII. School Architecture.
Agncetare, Maseums, &c.

XIX. Educational Endowments and Benefactors.
11. X.tary and Naval Education.

XX. Miscellaneous.
I Preventive and Reformatory Education.

XXI. Educational Biography and List of Portraits.



EDUCATION defined by Eminent Authorities; English, Reformers at Beginning of Seventeenth Century

XI. 11-20; Greek, Roman, French, German, Scotch VI. 459. Thirty Yeurs' Wor, and the Centur
and American, XIII. 7-16.

Following, VII. 367. Real Schools, V. 689. Re
Educational Aphorisms and Suggestions, from Two formatory Philologists, V. 741. Home and Private

Hundred Authorities, Ancient and Modern.-Man, Instruction, VII. 381. Religious Instruction, VII
his Dignity and Destiny, VIII. 9. Nature and 401. Methods of Tenching Latin, VI, 581. Meth
Value of Education, VIII. 38. Duties of Parents ods of Clussical Instruction, VII. 471. Methods 01
and Teachers, VIII. 65. Early Home Training, Teaching Real Branches, VIII. 101-928. German
VIII. 75-80; XIII. 79-92. Female Education Universities, VI. 9-65; VII. 47-152. Student So
XIII. 232-242. Intellectual Culture in General, cieties, VII. 160.
X. 116. Subjects and Means of Education, X, 141, Educutional Development in Europe, by II. P. Tappan
Religious and Mrul Instruction, X. 166. Disci- I. 247-268.
pline, X. 187. Example. X, 194-200. The Stute Hebrews, and their Education, by M. J. Raphall, I
and Education, XIII, 717-624.

Education, Nature und Objects of-Prize Essay, by Greek Views of Education, Aristotle, XIV, 131
John Lolor, XVI. 33-64.

Lycurgus, and Spartan Education, XIV. 611
Education for the Times, by T. M. Clark, II. 375. Plutarch, XI. 99.
Education u State Duty, by D. B. Duffield. III. 81. Roman Views of Education, Quintilian, XI, 3.
Education and the State; Aphorisms. XIII. 717-:24. Italian Views of Education and Schonis, Arquarira,

Views of Macaulay and Carlyle, XIV. 103. Amer- XIV, 462; Boccaccio, VII, 422; Botta, II. 513;
ican Authorities, XI. 323; XV. 5.

Dante and Petrarch, VII. 418; Picus, Politian,
Education Preventive of Crime and Misery, by E. C. Valin, Vittorino, VII, 44%; Rosmini. IV. 479.
Taiosch. XI. 77-93.

Dutch Views of Education, Agricola, IV. 717; Busch
Home Education-Labors of W. Burton, II. 333. and Lange, IV. 726; Erasmus. IV. 729; Hierons.
Intellectual Education, by William Russell. --The mians, IV. 622; Reuchlin, V. 65; Wessel, IV. 714.

Perceptive Faculties, II. 113-144, 317-332. The French Views of Education and Schools, Fenelon,
Expressive Faculties, III, 47-64, 321-345. The XIII. 477; Guizot, XI, 254, 357; Marcel, XI.
Reflective Faculties. IV, 199-218, 309-342.

21; Montnigne, IV. 461; Rabelais, XIV. 147;
Lectures on Education, by W. Knighton, X. 573. Roussenu. V. 459; La Salle, III, 437.
Misdirected Education and Insanity, by E. Jarvis, IV. German Views of Education, Abbenrode, IV. 515,

512; Basedow, V. 487; Comenius, V. 257; D-es-
Moral and Mental Discipline, by Z. Richnrds, I. 107. terweg. IV, 235, 505; Dinter. VII. 153; Felliger,
Objects and Methods of Intellectual Education, by IX. 600; Fliedner. III. 487; Franhé, V. 481;
Francis Wayland, XIII. 801-816.

Groser. VI. 575; Gutsmuths, VII. 191; Hamann.
Philosophy of Education, by Joseph Henry, I. 17-31. VI. 247; Hentschel. VIII, 633; Herder, VI. 19.);
Philosophical Survey of Education, by Sir Henry Jacobs, VI. 612; Jahn, VIII. 196; Luther, IV.
Wotton, XV, 131-143.

421; Meinotto, VI. 609; Melancthon, IV. 741;
Problem of Education, by J. M. Gregory. XIV, 431. Neander, V, 599; Overberg, XIII. 365; Ratich.
Powers to be Educated, by Thomas Hill, XIV. 81-92. V, 229; Raumer. VII. 200, 381; VIII. 101; X,
Self-Education and College Education, by David Mas- 227, 613; Ruthardt, VI. C00; Sturm. IV. 167, 401;
son, IV, 262-271.

Tobler, V. 205; Trotzendorf, V. 107; Von Turk,
Thoughts on Educntion, hy Locke; Physical, XI. V. 155; Vogel, IX, 210; Wolf, VI, 260.

461; Moral, XIII, 518; Intellectual. XIV. 305. Swiss Views of Education, Fellenberg, III, 594 ;
Views and Plan of Educution, by Krüsi, V. 187-197. Krüsi, V, 189; Pestalozzi, III. 401; VII, 513 ;
Unconscious Tuition, by F. D. Huntington, I, 141-163. Vehrli, III, 389.
Schools as they were Sixty Years Ago in United English Views of Education, Arnold, IV, 545; As.

Suntes, XIII. 123, 837; XVI, 331, 7:38; XVII. chom, IV, 155; Bacon, XIII. 103; Bell, X, 467.
Progressive Development of Schools and Education Colet. XVI, 657; Elyot, XVI, 485; Hale, XVII.
in the United States, XVII.

Hartlib, XI. 191; Goldsmith, XIII, 347, John-
History of Education, from the German of Karl von son, XII, 369; Lulor, XVI, 33; Lancaster and

Raumer, IV. 149. Bistory of Education in Italy. Bell, X. 355; Locke VI. 209; XI. 461; XII.
VII. 413–460. Eminent Teachers in Germany and 548; Masson, IV. 202; XIV. 202; Millon, II. 61;
the Netherlands prior to the Fifteenth Century, IV. Mulcaster. XVII, 177; Spencer. XI, 445; Sedg.
714. Schlettstadt School. V. 65. School Life in wirk, XVII.: Temple, F, XVII. ; Whewell, W.,
the Fifteenth Century, V. 79. Early School Codes XVII.
of Germany, VI. 426. Jesuits and their Schools, Early Promoters of Realism in England, XI, 478.
V. 213; VI. 615. Universities in the Sixteenth Bacon, V. 663 ; Cowley, XII, 651; Hoole, XII.
Century, V, 536. Verbal Realism, V, 655. School 647: Petty, XI, 199.

Alhede. On Teaching History and Geography, Bard, Sumuel. Schools of Louisiana, II. 473.
IV 303, 512

Barnard, D. D. Right of State to establish Schools,
Abbot. G. D., and the Useful Knowledge Society,

XI. 323. Memoir of S. Van Rensellaer, VI. 223.
IV.241 Educational Labors. XVI, 600

Barnard, F. A. P. Improvements in American Col-
Nekad, Heary W. Natural Science and Physical leges, I. 269. Influence of Yale College, V. 793.
Escrie in Schools. XVII.

Memoir, V, 753-780. Titles and Analysis of Publi-
Aravirs, and the Ratio Studiorum, XIV, 462. cations, V. 763-769. Value of Classical Studies,
Aans, a Education and the State, XV, 12. V, 763. Open System of University Teaching, V.

On Normal Schools, I, 589. Educa- 765. Post-graduate Department, V. 775. Oral
od the State, XV, 12. Educational Reform Teaching, V. 775.
m*, XVII.

Barnard, H. Educational Labors in Connecticut from
4fx . Jose, th. Edoeation and Sculpture. XI. 16. 1837 to 1842, I, 669; Speech in Legislature in 1838,
lung, J. C. Philological Labors, XI. 451.

678; Address to the People of Connecticut, 670;
Ausz L Museum of Comparative Zoology, IX, 615. Analysis of First Report in 1839, 674; Expenditures
loturala, Radolf. Life and Opinioos, IV, 717.

for School Purposes, 679; Measures and Results,
Air, G. B. Mathematics and Natural Science in 685; Schedule of Inquiries, 686; Topics of School
s. XVII.

Lectures, 709; Plan of State Institute, 721. Labors
Alerts, S. Deaf-mute Training. III. 348.

in Rhode Island from 1843 to 1849, I. 723; XIV.
Akord. E Mode of Improving a Factory Popula- 558; Institute of Instruction, 559; Series of Educa-
m. VIII, 305,

tional Tracts, 567; Educational Libraries, 568 ;
4 bert Prize. On Science and Art, IV. 813.

Correspondence with Committee of Teachers, 579.
4. AL ... Bronson. School-days, XVI. 130.

Labors in Connecticut from 1850 to 1854, XV, 276;
Aratt, William A. Educational Views, IV, 629. Plan of Public High School, 279; Public and Pe-
Pas of Village School, IX, 540.

rental Interest and Cooperation, 285; Legal Organi-
Alle Resert. Sehools of Rhode Island, II, 544. zation of Schools, 289; School Attendance, 293 ;
Andersen, H. J. Schools of Physical Science, I. 515. Agricultural Districts, 303; Manufacturing Districts,
Ardren. IW Edocational Labors, XVI. 601. 305; Cities, 309; Gradation of Schools, 316; Pri-
Andreas L. Flucational Labors, XVI. 604.

vate versus Public Schools, 323; Teachers' Insti-
Andrew, S. J. The Jesuits and their Schools, tutes, 387. Arguments for, VIII. 672. Normal
XIV. 455.

Schools, I. 753; X, 15. Plan of Society, and Jour-
Art 9 H. Oa Competitive Examinations at West nal and Library of Education, I. 15, 134. Princi
Poi . XV. 51.

ples and Plans of School Architecture. I. 740; IX.
Ar strebe, od bis Educational Views, XIV. 131. 487; X. 695; XII. 701; XIII. 818; XIV. 780;

Grad III. 45; IV. 463; V. 673; VII. 415; XV, 783; XVI. 781. National Education in Eu-
VIII. 40-79; X. 132-195.

rope, I. 745; XV. 329. Reports and Documents
Arard. Matthew Tribute to Guizot, XI. 281. on Common Schools in Connecticut, I. 754, 761.
shooe of Hcl'and, XIV. 712.

Reports and Journal of Public Schools in Rhode
Amrl. Thosas, as a Teacher, IV, 545-581.

Island, I, 755. Tribute to Gallaudet, I. 417, 759.
Aschen. Roger. Biographical Sketch, III. 23. Memoir of Ezekiel Cheever, I. 297, 769. Reforma
Terap'siles: the Schoole of Shootinge, III, 41. tory Schools and Education, III, 551, 819. Mili-
The schoolmaster, IV. 155; XI. 57.

tary Schools and Education, XII. 3–100. Nnval
Abarten. Lord. Prize Scheme and Address on and Navigation Schools, XV. 17, 65. Competitive
Teaching Common Things, I. 629.

Examination, XI, 103. Educational Aphorisms,
Astin, Sarah. Ends of a Good Education, XI. 20. VIII. 7; XIII. 7, 717. German Universities, VI.
Arestinos. Study of German, XI, 162.

9; VII. 49, 201. Books for the Tencher, XIII,

447. German Educational Reformers, XIII. 448.
Ixhe, A. D. On a National University, I. 477. American Text-books, XIII, 209, 401, 628; XIV.

Euritan in Europe, VIII, 435, 444, 455, 564, 609; 753; XV. 539. English Pedngogy, XVI. 467;
IX. 167, 210, 569; XII. 337; XII, 303, 307. Object Teaching and Primary Instruction in Grent
Berca, Leonard Life of James Hillhouse, VI. 325. Britain, 469. Pestalozzi And Pestalozzianism, VII.
Denn, Lord. His Philosophy and its lofluence upon 284, 502. National and Stnte Educational Associa-

Education, V. 66.3. Essays on Education, and tions, XVI. 311; American College Education, 339.
Stade with Aanntations by Whately, XIII. 103. Standard Publications, XVI. 797; Progressive De-
Baier Ebenezer. Memoir, XII. 4.29. Girls' High velopment of Education in the United States,
Serocl in Breton in 1827, XIII. 252.

XVII; Educational Land Grants, XVII,
Raker. T. B. L. Reformatory Education, III, 789. Barnard, J. School-days in 1689, I. 307.
Baker, W. S. Itinerating School Agency, I, 729. Barnard, J. G. Treatise on the Gyroscope, III, 537;
Estas. S.P. Museum of Zoology, IX. 619.

IV, 529; V. 298.

Barney, II. H. Schools of Ohio, II, 531.

Bushnell, Horace. Early Training, XIII, 79. Pas-
Barrow, Isaac. Education defined, XI. 13.

times, Plays, and Holidays, XIII. 93. Homespun
Basedow, and the Philanthropinum, V, 487-520. Era of Common Schools, XII. 142. The State
Bateman, N. Educational Labors, XVI. 165.

and Education, XIII. 723.
Bates, S. P. On Liberal Education, XV, 155. Me- Buss, J., and Pestalozzianism, VI. 203.
moir. XV. 682.

Byron, Lady. Girls' Reformatory School, III. 785.
Bates, W. G. On Training of Teachers. XVI, 453.
Becker, K. L. Study of Language, XII. 460. Cady, L. F. Classical Instruction, XII. 561.
Beecher, Miss C. E. Physical Training, II. 399. Caldwell, Charles. Education in North Carolina,
Western Education, XV. 274.

XVI. 109.
Beecher, Henry W. School Reminiscences, XVI. 135. Calhoun, W. B. Memorial on Nor. Sch., XVI. 86.
Bell, Andrew, and the Madras System, X, 467. Calkins, N. A. Object Teaching, XII. 633.
Benedict, St., and the Benedictines, XVII.

Carlyle, T. Education defined, XIII. 13. The
Beneke, F. E. Pedagogical Views, XVII.

State and Education, XIV. 406. Reading, XVI.
Bernhardt. Teachers' Conferences, XIII, 277.

191. University Studies, XVII.
Berranger. Trnining of Orphan Children, III. 736. Carpenter, Mary. Reformatory Education, III, 10,
Bingham, Caleb. Educational Labors, V. 325.

Bishop, Nathan. Public Schools of Boston, I. 458. Carpenter, W. B. Physicnl Science and Modern Lan-

Girls' High School of Boston, XI. 263. Plans of guages in Schools, XVII.
Providence School-houses, XI. 582. Memoir, Curter, J. G. Life and Services, V, 409. Essay on

Tenchers' Seminaries, XVI. 71. Memorial, XVI.
Blockman, Dr. Pestalozzi's Poor School at Neuhoff, FO.
III. 585.

Cecil, Sir William, Advice to his Son, IX. 161.
Boccaccio, and Educational Reform in Italy, XII. Channing, W. E. Teachers and their Education,

XII. 453. End of Education, XIII, 15.
Bodleigh, Sir T. On Travel, XV, 380.

Chauveau, P. J. O. Education in Lower Canada,
Bolingbroke. Genius and Experience, XI. 12.

II, 728.
Booth, Rev. J. Popular Education in Englund, III, Cheever, Ezekiel. Memoir and Educational Labors,

252, 265. Competitive Examination, III. 257. XII. 531.
Borgi, Jean, and Abandoned Orphans, III, 583. Cheke, Sir John. III. 24.
Botta, V. Public Instruction in Sardiniu. III, 513; Chesterfield, Lord. Advice to his Son, XVII.
IV. 37, 479.

Choate, Rufus. The Peabody sustitute, I. 239.
Bowen, Francis. Life of Edmund Dwight, IV, 5. Christian Brothers, System of. III. 347.
Braidwood, J. Education of Denf-mutes, III. 348. Cicero. Cited, VIII. 13, 14, 43, 79; X. 133, 151,
Bruinerd, T. Home and School Training in 1718, 167, 194-196; XII. 409.
XVI. 331.

Clajus, and the German Language. XI. 408.
Braun, T. Education defined. XIII, 10.

Clark, H. G. On Ventilation, XV. 787.
Breckenridge, R. J. Schools of Kentucky, II. 488. Clark, T. M. Education for the Times, II, 376,
Brinsley, J. Consolations for Grammar Schools. I. 311. Claxton, T. First Manufacturer of School Apparatus,
Brockett, L. P. Idiots and their Training. I. 593. VIII. 253.

Institutions and Instruction for the Blind, IV. 127. Clay, John. Juvenile Criminals, III, 773.
Brooks, Charles. Best Methods of Teaching Morals, Clerc, Laurent. III. 349.
I. 336. Education of Teachers, I. 587.

Clinton, DeWitt. Education of Tenchers. XIII. 3-11
Brooks, K. Labors of Dr. Wayland. XIII. 771. Cocker, E. Methods of Arithmetic, XVII.
Brougham, Lord. Life and Educational Views, VI. Coggeshall, W. J. Ohio System of Public Schoois

467. Education and the State. XIII. 722. Train- VI, 81, 532.

ing of the Orator, and Value of Eloquence, XVI, 187, Colburn, Dana P. Memoir and Educational Work
Brown, Thomas. Education defined, XIII. 13.

XI. 289.
Brownson, O. A. Education defined, XIII. 12. Colburn, Warren. Educational Work, II. 194.
Buckham, M. H. English Language in Society and Cole, David. On Classical Education, I. 67.

School, XIV. 343. Plan of Study, XVI. 595. Coleridge, D. St. Marks' Normal College, X, 531.
Buckingham, J.T. Schools as they were, XIII, 129. Coleridge, S. T. The Teacher's Groces, II. 102,
Bulkley, J. W. Teachers' Associations, XV, 185. Colet, John. Educational Views and Influence,
Burgess, George. Thoughts on Religion and Public XVI. 657.
Schools, II, 562.

Collis, J. D. Endowed Grammar Schools of England,
Burke, Edmund. Education defined, XI. 17.

VIII. 256.
Burrowes, T. H. Reports on Pennsylvania Schools, Colman, Henry. Agricultural School at Grignon

VI. 114, 556. History of Normal Schools in Penn- VIII. 555.
sylvania, XVI. 195.

Comenius, Amos. Educational Labors, V. 257-298
Burton, W. District-school as it was, III. 456. Me- Orbis Pictus, VI. 585.
moir, XVI, 330.

Confucius. Ciled, VIII, 10, 11; X. 132, 167.

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