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Elementary and Secondary Instruction in the German States: Anhalt, Austria, Baden, Bavaria, Brunswick, Hanover, Hesse-Cassel, Hesse Darmstadt, Liechtenstein, Lippe-Detmold, LippeSchaumburg, Luxemburg and Limberg, Mecklenburg-Schwerin, Mecklenburg-Strelitz, Nassau, Oldenburg, Prussia, Reuss, Saxony, Saxe Altenburg, Saxe-Coburg, Saxe-Meiningen, Saxe-Weimar, Waldeck, Wurtemberg, and the Free Cities, with a general summary of the Educational Systems and Statistics for the whole of Germany. 856 pages. Price, $4.50. Sewed and in paper covers.

Elementary and Secondary Instruction in Switzerland (ench of the 23 Cantons), France, Belgium, Holland, Denmark, Norway and Sweden, Russia, Turkey, Greece, Italy, Portugal and Spain. 800 Pages. Price, $4,50. Sewed and in paper covers.

Scientific and Industrial Education in Austria, Baden, Bavaria, Brunswick, Free Cities, Hanover, Nassau, Prussia, Saxony, Saxon-Principalities, Wurtemberg, France, Belgium, Holland, Denmark, Norway, Sweden, Russia, Switzerland, Italy. 800 Pages. Price, $4.50.

Special Instruction in Great Britain, with an Appendix containing selected Chapters from the Report on Scientific and Industrial Education in other European States with particular reference to Drawing, and Systems of Technical Schools. 500 Pages. Price, $3.00.

Superior Instruction in different countries: Universities of Germany, Past and Present; History of Higher Teaching in Athens, Rome, and Alexandria; Early Christian Schools; Universities of Bologna and Paris; Revival of Classical Studies in Italy, the Netherlands, &c.; Present Condition of Universities and Colleges in Europe and the United States. 1 Volume. 800 pages. $4.50.

Military Schools and Special Instruction in the Science and Art of War by Land and Sea, in France, Prussia, Austria, Bavaria, Italy, Switzerland, Russia, Great Britain, and the United States. 1 Vol. 960 pages. $4.50.

THE subscriber will begin early in 1871, to print under the general title of NATIONAL EDUCATION, a series of volumes designed to embrace a comprehensive survey of the History, Organization, Administration, Studies, Discipline, and Statistics of Public Schools of different grades and for all classes, and of other Institutions and Agencies for the Education of the people, and for the public service generally in different Countries. The series will embrace

PARTS I AND II.
Volume I.

ELEMENTARY AND SECONDARY INSTRUCTION.

The German States.-Viz: Anhalt, Austria, Baden, Bavaria, Brunswick, Hanover,
Hesse-Cassel, Hesse-Darmstadt, Liechtenstein, Lippe-Detmold, Lippe-Shaumberg,
Luxemburg, Mecklenburg, Nassau, Oldenburg, Russia, Reuss, Saxony, Saxe-Al-
tenburg, Saxe-Coburg, Saxe-Meiningen, Saxe-Weimar, Schwarzburg, Waldeek,
Wurtemberg, and the Free Cities, together with a Summary of the Educational
Systems and Statistics for the whole of Germany.

II. Switzerland, France, Belgium, Holland, Denmark, Norway and Sweden, Russia,
Turkey, Greece, Italy, Portugal, Spain.

III. Great Britain and the American States-with a comparison of the systems and con-
dition of Public Schools of the Elementary and Secondary Grades in the United
States, with those of the more advanced States of Europe.

PART III. UNIVversities, ColleGES, AND OTHER INSTITUTIONS OF SUPERIOR INSTRUCTION IN DIFFERENT COUNTRIES.

PART IV.

Volume I.

PROFESSIONAL, CLASS, AND SPECIAL INSTRUCTION.

Scientific and Technical Schools preparatory to the occupations of Agriculture, Architecture,
Commerce, Engineering, Manufacturing, Mechanics, Mining, Navigation, &c.

II. Normal Schools, Teachers Institutes and Associations, and other Agencies for the Profession-
al Training and Improvement of Teachers.

III. Military Schools and Courses of Instruction in the Science and Art of War by Land and Sea.
IV. Preventive and Reformatory Schools and Agencies for Neglected, Truant, Vicious, and Crimi-
nal Children and Youth.

V. Professional Schools, Associations, and Legal Requirements respecting the Practice of Law,
Medicine, and Theology.

VI.

Female Education: or Public Schools and other Institutions for the Education of Girls.
VII. Institutions and Special Instruction for the Exceptional Classes-the Deaf-mute, Blind,
Feeble-minded, Orphan, &c.

PART V. INSTITUTIONS FOR SUPPLEMENTARY INSTRUCTION.

To provide for the Deficiencies or the Continuance of the Instruction given in Regular Schools, (such as Libraries, Lectures, Special Classes.)

PART VI. SOCIETIES AND MUSEUMS FOR THE ADVANCEMENT OF ARTS, EDUCATION, LITERATURE, AND SCIENCE.

PART VII. CATALOGUE OF THE BEST PUBLICATIONS ON SCHOOLS AND EDUCATION IN DIFFERENT COUNTRIES.

TERMS:

Each Volume will be complete in itself, and will contain at least seven hundred pages, of the same size type and paper, as the American Journal of Education, and will be forwarded by mail, express, or otherwise, according to the directions, and at the risk and expense of the person ordering the same.

Orders will be received for any one of the Volumes in advance of publication at $3.50 per copy sewed and in paper cover, for which at least $4.50 will be charged after publication.

Persons ordering any volume will be notified when the same is ready for delivery and it will be forward. ed, on receiving the subscription price according to the above terms.

HENRY BARNARD, Publisher of American Journal of Education.
Hartford, Conn

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VIII. Special Schools and Departments of Science, Arts, XVIII. School Architecture.

Agriculture, Museums, &c.

IX. Military and Naval Education.

X. Preventive and Reformatory Education.

XIX. Educational Endowments and Benefactors.
XX. Miscellaneous.

XXI. Educational Biography and List of Portraits.

CHAPTER I. GENERAL PRINCIPLES AND HISTORY OF EDUCATION.

EDUCATION defined by Eminent Authorities; English,

XI, 11-20; Greek, Roman, French, German, Scotch
and American, XIII, 7-16.
Educational Aphorisms and Suggestions, from Two
Hundred Authorities, Ancient and Modern.-Man,
his Dignity and Destiny, VIII, 9. Nature and
Value of Education, VIII. 38. Duties of Parents
and Teachers, VIII. 65. Early Home Training,
VIII. 75-80; XIII. 79–92. Female Education
XIII. 232-242. Intellectual Culture in General,
X. 116. Subjects and Means of Education, X, 141,
Religious and Moral Instruction, X. 166. Disci-
pline, X. 187. Example, X, 194-200. The State
and Education, XIII. 717-624.

Reformers at Beginning of Seventeenth Century,
VI. 459. Thirty Years' War, and the Century
Following, VII, 367. Real Schools, V, 689. Re
formatory Philologists, V. 741. Home and Private
Instruction, VII. 381. Religious Instruction, VII.
401. Methods of Teaching Latin, VI, 581. Meth-
ods of Classical Instruction, VII, 471. Methods of
Teaching Real Branches, VIII, 101-228. German
Universities, VI, 9-65; VII, 47-152. Student So-
cieties, VII, 160.

Educational Development in Europe, by H. P. Tappan,
I. 247-268.

Hebrews, and their Education, by M. J. Raphall, I.
243.

Education, Nature and Objects of-Prize Essay, by Greek Views of Education, Aristotle, XIV. 131;

John Lalor, XVI, 33–64.

Education for the Times, by T. M. Clark, II. 375.
Education a State Duty, by D. B. Duffield, III, 81.
Education and the State; Aphorisms, XIII. 717-724.
Views of Macaulay and Carlyle, XIV. 403. Amer-
ican Authorities, XI. 323; XV, 5.
Education Preventive of Crime and Misery, by E. C.
Tainsch, XI. 77-93.

Home Education-Labors of W. Burton, II, 333.
Intellectual Education, by William Russell.-The
Perceptive Faculties, II. 113-144, 317-332. The
Expressive Faculties, III. 47-64, 321-345. The
Reflective Faculties, IV, 199-218, 309-342.
Lectures on Education, by W. Knighton, X, 573.
Misdirected Education and Insanity, by E. Jarvis, IV.

591-612.

Moral and Mental Discipline, by Z. Richards, I. 107.
Objects and Methods of Intellectual Education, by
Francis Wayland, XIII, 801-816.

Philosophy of Education, by Joseph Henry, I. 17-31.
Philosophical Survey of Education, by Sir Henry
Wotton, XV, 131–143.

Problem of Education, by J. M. Gregory, XIV, 431.
Powers to be Educated, by Thomas Hill, XIV, 81–92.
Self-Education and College Education, by David Mas-
son, IV, 262-271.

Thoughts on Education, by Locke; Physical, XI.

461; Moral, XIII, 548; Intellectual, XIV, 305.
Views and Plan of Education, by Krüsi, V, 187–197.
Unconscious Tuition, by F. D. Huntington, I, 141–163.
Schools as they were Sixty Years Ago in United
States, XIII. 123, 837; XVI. 331, 738; XVII.
Progressive Development of Schools and Education
in the United States, XVII.

History of Education, from the German of Karl von
Raumer, IV. 149. History of Education in Italy.
VII. 413–460. Eminent Teachers in Germany and
the Netherlands prior to the Fifteenth Century, IV.
714. Schlettstadt School, V. 65. School Life in
the Fifteenth Century, V, 79. Early School Codes
of Germany, VI. 426. Jesuits and their Schools,
V. 213; VI. 615. Universities in the Sixteenth
Century, V. 536. Verbal Realism, V, 655. School

Lycurgus, and Spartan Education, XIV. 611;
Plutarch, XI. 99.

Roman Views of Education, Quintilian, XI. 3.
Italian Views of Education and Schools, Acquaviva,
XIV. 462; Boccaccio. VII, 422; Botta, III, 513;
Dante and Petrarch, VII, 418; Pieus, Politian,
Valla, Vittorino, VII, 442; Rosmini, IV, 479.
Dutch Views of Education, Agricola, IV, 717; Busch
and Lange, IV. 726; Erasmus. IV. 729; Hierony-
mians, IV, 622; Reuchlin, V. 65; Wessel, IV, 714.
French Views of Education and Schools, Fenelon,
XIII. 477; Guizot, XI, 254, 357; Marcel, XL
21; Montaigne, IV. 461; Rabelais, XIV. 147;
Rousseau, V, 459; La Salle, III. 437.
German Views of Education, Abbenrode, IV, 505,
512; Basedow, V. 487; Comenius, V, 257; Dies-
terweg. IV. 235, 505; Dinter. VII. 153; Felbiger,
IX. 600; Fliedner, III, 487; Franké, V. 481;
Graser, VI, 575; Gutsmuths, VII. 191; Hamann,
VI. 247; Hentschel, VIII, 633; Herder, VI, 195;
Jacobs, VI. 612; Jahn, VIII. 196; Luther, IV.
421; Meinotto, VI. 609; Melanethon, IV. 741;
Neander, V. 599; Overberg, XIII. 365; Ratich,
V. 229; Raumer, VII. 200, 381; VIII, 101; X.
227, 613; Ruthardt, VI, 600; Sturm, IV, 167, 401;
Tobler, V. 205; Trotzendorf, V. 107; Von Turk,
V. 155; Vogel, IX, 210; Wolf, VI, 260.
Swiss Views of Education, Fellenberg, III, 594;
Krüsi, V. 189; Pestalozzi, III. 401; VII. 513;

Vehrli, III, 389.

English Views of Education, Arnold, IV, 545; As-

cham, IV, 155; Bacon, XIII. 103; Bell, X, 467:
Colet, XVI, 657; Elyot, XVI, 485; Hale, XVII.
Hartlib, XI. 191; Goldsmith, XIII, 347; John-
son, XII. 369; Lalor, XVI. 33; Lancaster and
Bell, X. 355; Locke VI. 209; XI. 461; XIII.
548; Masson. IV. 262; XIV. 262; Milton, II. 61;
Mulcaster, XVII, 177; Spencer, XL 445; Sedg-
wick, XVII.; Temple, F., XVII.; Whewell, W.,
XVII.

Early Promoters of Realism in England, XII. 476.
Bacon, V. 663; Cowley, XII, 651; Hoole, XII
647; Petty, XI, 199.

II. INDIVIDUAL VIEWS AND SPECIAL SYSTEMS OF EDUCATION.

Schools of Louisiana, II, 473.

Abbenrode. On Teaching History and Geography, Bard, Samuel.
IV, 505, 512.
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-
leges, I. 269. Influence of Yale College, V. 723.
Memoir, V, 753-780. Titles and Analysis of Publi-
cations, V. 763-769. Value of Classical Studies,

Abbot, G. D., and the Useful Knowledge Society,
XV. 241. Educational Labors, XVI, 600.
Ackland, Henry W. Natural Science and Physical
Exercise in Schools, XVII.

Acquaviva, and the Ratio Studiorum, XIV, 462.
Adams, John. Education and the State, XV, 12.
Adams, J. Q. On Normal Schools, I, 589. Educa-
tion and the State, XV, 12. Educational Reform
in Silesia, XVII.

Addison, Joseph. Education and Sculpture, XI, 16.
Adelung, J. C. Philological Labors, XI. 451.
Agassiz, L. Museum of Comparative Zoology, IX, 615.
Agricola, Rudolf. Life and Opinions, IV, 717.
Airy, G. B. Mathematics and Natural Science in
Schools, XVII.

Akerly, S. Deaf-mute Training, III, 348.

Akroyd, E. Mode of Improving a Factory Popula-
tion, VIII, 305.

Albert, Prince. On Science and Art, IV, 813.
Alcott, A. Bronson. School-days, XVI. 130.
Alcott, William A. Educational Views, IV, 629.
Plan of Village School, IX, 540.

Allyn, Robert. Schools of Rhode Island, II, 544.
Anderson, H. J. Schools of Physical Science, I, 515.
Andrews, I. W. Educational Labors, XVI. 604.
Andrews, L. Educational Labors, XVI, 604.
Andrews, S. J. The Jesuits and their Schools,
XIV. 455.
Anthony, H. On Competitive Examinations at West
Point, XV. 51.
Aristotle, and his Educational Views, XIV. 131.
Cited, III. 45; IV. 463; V. 673; VII. 415;
VIII. 40-79; X. 132-195.

Arnold, Matthew. Tribute to Guizot, XI. 281.
Schools of Holland, XIV. 712.

Arnold, Thomas, as a Teacher, IV. 545-581.
Ascham, Roger. Biographical Sketch, III. 23.
Toxophilus; the Schoole of Shootinge, III. 41.
The Schoolmaster, IV. 155; XI, 57.
Ashburton, Lord. Prize Scheme and Address on
Teaching Common Things, I, 629.
Austin, Sarah. Ends of a Good Education, XI, 20.
Aventinus. Study of German, XI, 162.

Bache, A. D. On a National University, I. 477.
Education in Europe, VIII, 435, 444, 455, 564, 609;
IX. 167, 210, 569; XII. 337; XIII. 303, 307.
Bacon, Leonard. Life of James Hillhouse, VI, 325.
Bacon, Lord. His Philosophy and its Influence upon
Education, V. 663. Essays on Education, and
Studies, with Annotations by Whately, XIII, 103.
Bailey, Ebenezer. Memoir, XII. 429. Girls' High
School in Boston in 1828, XIII. 252.
Baker, T. B. L. Reformatory Education, III, 789.
Baker, W. S. Itinerating School Agency, I. 729.
Barks, N. P. Museum of Zoology, IX, 619.

V. 763. Open System of University Teaching, V.
765. Post-graduate Department, V. 775. Oral
Teaching, V. 775.

Barnard, H. Educational Labors in Connecticut from
1837 to 1842, I, 669; Speech in Legislature in 1838,
678; Address to the People of Connecticut, 670;
Analysis of First Report in 1839, 674; Expenditures
for School Purposes, 679; Measures and Results,
685; Schedule of Inquiries, 686; Topics of School
Lectures, 709; Plan of State Institute, 721. Labors
in Rhode Island from 1843 to 1849, I. 723; XIV.
558; Institute of Instruction, 559; Series of Educa-
tional Tracts, 567; Educational Libraries, 568;
Correspondence with Committee of Teachers, 579.
Labors in Connecticut from 1850 to 1854, XV, 276;
Plan of Public High School, 279; Public and Pa-
rental Interest and Coöperation, 285; Legal Organi-
zation of Schools, 289; School Attendance, 293;
Agricultural Districts, 303; Manufacturing Districts,
305; Cities, 309; Gradation of Schools, 316; Pri-
vate versus Public Schools, 323; Teachers' Insti-
tutes, 387. Arguments for, VIII, 672. Normal
Schools, I, 753; X, 15. Plan of Society, and Jour-
nal and Library of Education, I. 15, 134. Princi-
ples and Plans of School Architecture, I, 740; IX.
487; X, 695; XII. 701; XIII. 818; XIV. 780;
XV. 783; XVI, 781. National Education, in Eu-
rope, I. 745; XV, 329. Reports and Documents
on Common Schools in Connecticut, I, 754, 761.
Reports and Journal of Public Schools in Rhode
Island, I. 755. Tribute to Gallaudet, I, 417, 759.
Memoir of Ezekiel Cheever, I. 297, 769. Reforma
tory Schools and Education, III, 551, 819. Mili-
tary Schools and Education, XII. 3-400. Naval
and Navigation Schools, XV. 17, 65. Competitive
Examination, XI. 103. Educational Aphorisms,
VIII. 7; XIII. 7, 717. German Universities, VI.
9; VII. 49, 201. Books for the Teacher, XIII.
447. German Educational Reformers, XIII. 448.
American Text-books, XIII, 209, 401, 628; XIV.
753; XV. 539. English Pedagogy, XVI. 467;
Object Teaching and Primary Instruction in Great
Britain, 469. Pestalozzi and Pestalozzianism, VII.
284, 502. National and State Educational Associa-
tions; XVI, 311; American College Education, 339.
Standard Publications, XVI. 797; Progressive De-
velopment of Education in the United States,
XVII; Educational Land Grants, XVII,
Barnard, J. School-days in 1689, I, 307.
Barnard, J. G. Treatise on the Gyroscope, III, 537;
IV. 529; V, 298.

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