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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.
BARNARD'S AMERICAN JOURNAL OF EDUCATION.
VOLUMES I. TO XVI.
CLASSIFICATION OF SUBJECTS.
XI. Education of the Deaf and Dumb, Blind, Idiots, &c.
FI Beredary, Interr.ediate, Academical, and High XVI. Educational Societies and Teachers' Associations.
XVII. Philology and Bibliography; School books and Pert
XIX. Educational Endowments and Benefactors.
XXI. Educational Biography and List of Portraits.
CHAPTER I. GENERAL PRINCIPLES AND HISTORY OF EDUCATION.
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
Following, VII. 367. Real Schools, V. 689. Re
Hundred Authorities, Ancient and Modern.-Man, Instruction, VII. 381. Religious Instruction, VII
Lycurgus, and Spartan Education, XIV. 611
Views of Macaulay and Carlyle, XIV. 103. Amer- XIV, 462; Boccaccio, VII, 422; Botta, II. 513;
Dante and Petrarch, VII. 418; Picus, Politian,
Dutch Views of Education, Agricola, IV. 717; Busch
Perceptive Faculties, II. 113-144, 317-332. The French Views of Education and Schools, Fenelon,
21; Montnigne, IV. 461; Rabelais, XIV. 147;
512; Basedow, V. 487; Comenius, V. 257; D-es-
Groser. VI. 575; Gutsmuths, VII. 191; Hamann.
421; Meinotto, VI. 609; Melancthon, IV. 741;
Tobler, V. 205; Trotzendorf, V. 107; Von Turk,
461; Moral, XIII, 518; Intellectual. XIV. 305. Swiss Views of Education, Fellenberg, III, 594 ;
Suntes, XIII. 123, 837; XVI, 331, 7:38; XVII. chom, IV, 155; Bacon, XIII. 103; Bell, X, 467.
Hartlib, XI. 191; Goldsmith, XIII, 347, John-
Raumer, IV. 149. Bistory of Education in Italy. Bell, X. 355; Locke VI. 209; XI. 461; XII.
II. INDIVIDUAL VIEWS AND SPECIAL SYSTEMS OF EDUCATION.
Barnard, D. D. Right of State to establish Schools,
XI. 323. Memoir of S. Van Rensellaer, VI. 223.
Barnard, F. A. P. Improvements in American Col-
Memoir, V, 753-780. Titles and Analysis of Publi-
On Normal Schools, I, 589. Educa- 765. Post-graduate Department, V. 775. Oral
Barnard, H. Educational Labors in Connecticut from
678; Address to the People of Connecticut, 670;
for School Purposes, 679; Measures and Results,
Lectures, 709; Plan of State Institute, 721. Labors
in Rhode Island from 1843 to 1849, I. 723; XIV.
tional Tracts, 567; Educational Libraries, 568 ;
Correspondence with Committee of Teachers, 579.
Labors in Connecticut from 1850 to 1854, XV, 276;
rental Interest and Cooperation, 285; Legal Organi-
vate versus Public Schools, 323; Teachers' Insti-
Schools, I. 753; X, 15. Plan of Society, and Jour-
ples and Plans of School Architecture. I. 740; IX.
Grad III. 45; IV. 463; V. 673; VII. 415; XV, 783; XVI. 781. National Education in Eu-
rope, I. 745; XV. 329. Reports and Documents
Reports and Journal of Public Schools in Rhode
Island, I, 755. Tribute to Gallaudet, I. 417, 759.
tary Schools and Education, XII. 3–100. Nnval
Examination, XI, 103. Educational Aphorisms,
9; VII. 49, 201. Books for the Tencher, XIII,
447. German Educational Reformers, XIII. 448.
Euritan in Europe, VIII, 435, 444, 455, 564, 609; 753; XV. 539. English Pedngogy, XVI. 467;
Education, V. 66.3. Essays on Education, and tions, XVI. 311; American College Education, 339.
XVII; Educational Land Grants, XVII,
IV, 529; V. 298.
Barney, II. H. Schools of Ohio, II, 531.
Bushnell, Horace. Early Training, XIII, 79. Pas-
times, Plays, and Holidays, XIII. 93. Homespun
and Education, XIII. 723.
Byron, Lady. Girls' Reformatory School, III. 785.
Carlyle, T. Education defined, XIII. 13. The
State and Education, XIV. 406. Reading, XVI.
191. University Studies, XVII.
Girls' High School of Boston, XI. 263. Plans of guages in Schools, XVII.
Tenchers' Seminaries, XVI. 71. Memorial, XVI.
Cecil, Sir William, Advice to his Son, IX. 161.
XII. 453. End of Education, XIII, 15.
Chauveau, P. J. O. Education in Lower Canada,
252, 265. Competitive Examination, III. 257. XII. 531.
Choate, Rufus. The Peabody sustitute, I. 239.
Clajus, and the German Language. XI. 408.
Clark, H. G. On Ventilation, XV. 787.
Institutions and Instruction for the Blind, IV. 127. Clay, John. Juvenile Criminals, III, 773.
Clinton, DeWitt. Education of Tenchers. XIII. 3-11
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
School, XIV. 343. Plan of Study, XVI. 595. Coleridge, D. St. Marks' Normal College, X, 531.
Collis, J. D. Endowed Grammar Schools of England,
VI. 114, 556. History of Normal Schools in Penn- VIII. 555.
Comenius, Amos. Educational Labors, V. 257-298
Confucius. Ciled, VIII, 10, 11; X. 132, 167.