fyxmll Uttiwmtg ff itog THE GIFT OF fcjM!M /z/tz/f.. z The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31 924031 1 67566 BIBLIOGEAPHY OF EDUCATION. Books for Teachers. Rousseau's Emile „ . . $ .80 Pestalozzi's Leonard and Gertrude 80 Richter's Levana ; The Doctrine of Education . 1.30 Payne's Compayre's History of Pedagogy . . 1.60 Hall's Method of Teaching History 1.30 Gill's Systems of Education 1. 00 Radestock's Habit and Education 60 Rosmini's Method in Education 1.60 Peabody's Lectures to Kindergartners .... 1.00 Guides for Science Teaching, 10 to 40 cts. each. How to Use Wood- Working Tools 50 Gustafson's Study of the Drink Question ... 1.60 Palmer's Temperance Teachings of Science . .50 In Preparation: MacAlister's Montaigne on Education. Cox's Immanuel Kant on Pedagogy. Educational Monographs : I. Williams' Modern Petrography. II. Morris' Study of Latin in the Preparatory Course. III. Stafford's Mathematical Teaching and its Modern Methods. IV. Hall's How to Teach Reading and What to Read in School. •D. C. HEATH SI CO., Publishers, BOSTON. HINTS TOWABD A SELECT AND DESCRIPTIVE BIBLIOGRAPHY OF EDUCATION. ARRANGED BY TOPICS, AND INDEXED BY AUTHORS. BY G. STANLEY HALL AND JOHN M. MANSFIELD. oHKo BOSTON: D. C. HEATH & COMPANY. 1886. Copyright, August 13, 1886, By G. Stanley Hali, and John M. Mansfield. J. S. Cnsmsa & Co., Printers, Boston. PREFACE. WHATEVER value this little handbook may have for those who use it will depend largely on their bearing constantly in mind that it is not put forth as a finished bibli- ography, but only the first beginnings of such an one as should be, and on their knowing beforehand in what parts and in what degree it is incomplete. First, many of the titles, being based on reading-notes made in foreign libra- ries, with no thought of such use as this, and from books not now in any of the half-dozen largest libraries in this country, are incomplete in form, or the edition, author's initials, or pages, etc., are lacking. Such, and other inac- curacies from other causes, have crept in despite the dili- gence of the assistant editor having this part of the work mainly in charge, and, with the facilities within reach, could not be remedied before another edition. Secondly, the grouping of the material is necessarily often arbitrary and provisional. To those who still hold that pedagogy is a finished system, the purely external arrangement of topics here adopted will be unsatisfactory. This bibliography was, however, primarily designed as a set of topical reference- lists, to be given out in connection with the writer's two- years' course of lectures on education, to post-graduate and special students at the Johns Hopkins University, and fol- lows in the main its order of topics, and, indeed, may now be of chief use to such students. But I believe that partly by some such grouping, and by the system of cross-refer- VI PREFACE. ences, to be facilitated by numbering each book under each head (and indeed here begun, but made largely impossible by the necessity of electrotyping each score or two of pages to free type for the rest) , and partly by the slowly unfolding systematic character of psychology and ethics, on which all educational systems rest, all the cohesion there is between the vast departments of thought included under the term education can be sufficiently brought out. Thirdly, good books have no doubt been omitted, and perhaps bad ones included. With so little hitherto attempted in this field to guide us, this is certainly to be expected. Our work has been to a large extent a fight against the hack writers who have so abounded and have so discredited educational lit- erature in every language, not least in English. We have admitted no title merely to give it the benefit of a doubt, but have gone on the principle of requiring some positive reason for admitting every book with which the editors were not already acquainted at first hand. Lastly, some sections are more incomplete than others, especially the sections on the history of education in America, religious, moral, and aesthetic education. In all these respects except the first, the undersigned is mainly responsible, and, in a word, in grouping, on which little stress is laid, — and in the exclusions and inclusions, and especially in the remarks often appended, the work is of course in a sense personal. As a report of progress in the effort to work out an educational course adapted to the needs of an American university so largely engaged in preparing young men for the work of higher and special instruction, it is, in the phrase of an educational leader to whom the writer has been chiefly indebted, only a foot-patli roughly blazed, and by no means a finished highway, though the latter may eventually follow about this course. For these reasons, although several buying-lists have been made from PREFACE. Vll these titles, librarians who have limited means at their dis- posal are not advised to purchase indiscriminately from all these pages in their present form. The amount of general educational literature now pub- lished is very great. In Germany, during the few years that have elapsed since the repeal of the law controlling the in- troduction of text-books, their number has greatly increased. A trade catalogue for 1884 enumerates about two thousand books and pamphlets, including new editions, which appeared in the German language during that year. More than three- fourths of these were text-books, and the rest more general pedagogic treatises. One hundred and fifty-seven periodi- cals, devoted exclusively to education, were published in that language last year. A Berlin firm, in a letter now before - me, offers to supply six hundred and eighty-four thousand school reports, of the trade in which it makes a specialty, all for less than sixty thousand dollars, and states that the British Museum has laid in as complete sets of these as could be had since 1863, now some fifty thousand in num- ber. Our own National Bureau of Education has now not far from sixty thousand titles of books and pamphlets and more important magazine articles, mainly pedagogical in character, in its unprinted drawer catalogue, which have accumulated since its establishment, mainly by exchange and gifts, etc., with little effort or funds for systematic purchase. Mr. Bardeen of Syracuse printed some years ago a list of between sixty and seventy American periodicals devoted ex- clusively to education, and a reliable editor informs me he has enumerated over three hundred American periodicals of this class (of course not including Sunday-school publica- tions or college journals). There are about one hundred and seventy-five publishing houses in the United States which issue educational works, some of their text-books for lower grades of schools quietly reaching an enormous sale. Many Tail PREFACE. of the educational journals are published by or are under the control of these firms, many if not most of which also have, or are ambitious to have, a full and complete set of text- books on all the chief school branches, — the number of which is still increasing, — as well as courses of pedagogic reading for teacbers, all their own. In France, England, and Italy this activity is somewhat less, but is now rapidly growing. That all this will result in good there can be little doubt, although the motives to produce the best in quality are at present poorly rewarded, and the quantity of material pro- longs the slow but inevitable selective processes. All these fields of literature must be at least sampled, and used for special illustration of methods or as sources of information, in a perfect bibliography. But in the field of more strictly pedagogic literature, which is relatively limited, the mate- rial is yet far too great to be mastered in a lifetime of the most diligent reading, and the reading time of most teachers is quite limited. Hence they cannot be too select in their choice of books. They must assiduously cultivate the robust moral power of ignoring the great mass of petty, under-vital- ized and worthless reading-matter that is printed for them, which makes real knowledge impossible, and resolve — to adapt a well-known phrase — that the things they read shall be things worth reading. The habit of reading what is beneath one's own level, whether fostered by ennui, idle curiosity, antiquarian inter- est, a sense of duty, or, worst of all, by a false sense of the authority of things printed, is so belittleing, and the exact inverse of educational, that one would hardly expect edu- cators to be so prone to it. Teachers who will maintain a proper degree of intellectual self-respect, and be as select in their reading as we should all be in the society we keep, who will vigorously reject the second best, — to say nothing PREFACE. IX of the tenth or twentieth best, — may, I believe, in the time at their disposal, and now squandered on print unworthy of them, reasonably hope to master most of the best, at least, if they confine themselves to one language or one department. To do this, however, not only is some hardihood of self- denial, but also some knowledge of the good and evil in pedagogic print, needed, and just this is what American teachers are at present seeking in more ways, I believe, than ever before. In seeking the best there is much to mislead and little to guide teachers. In the general reading of every teacher, of whatever grade, should be included some work on the history of edu- cation, and some psychological and some hygienic literature. Every teacher should also select some department or topic, connected in many cases probably with the teaching they prefer, about which the reading should centre. In this field they would in time come to know the best that had been done or said, and themselves become more or less an au- thoritative centre of information for others about them, and could make contributions that would render many their debtors, not only by positive additions to their knowledge, but in guiding their reading, which is one of the greatest aids one person can render another. As teachers thus grad- ually become specialists in some such limited sense, their influence will do more than has yet been accomplished to realize the ideal of making their work professional in a waj- in some degree worthy that high term, and they will be able gradually to effect a greatly needed reform in the present character "of text-books, and all who would lead in public school education will slowly come to see the need of thor- ough and extended professional study. The field of educa- tion has now become so vast that the general reader who attempts to master all the departments alike is almost sure to make' shipwreck, no matter how brilliant his talent or how X PREFACE. great his' industry ; while almost any teacher who sufficiently limits his or her work may hope to render real service to the cause, even with limited time and straitened opportuni- ties. The interest in educational problems and educational reading is now perhaps deeper and more general in this country than ever before, and there are nowhere as yet any signs of abatement. It has never been so necessary to read and think diligently to keep from falling behind in the race, while on the other hand the rewards for the professional study of education have never been so sure and substantial. I believe that there should and will soon be a well-equipped educational library in every large centre, accessible to teach- ers, that every teacher will own and know a few choice and well-selected educational books, and that all who have to do with education will realize the incalculable advantage which can now be derived from its serious, prolonged, and profes- sional study. In no less than ten of these sixty sections I have been aided by the following friends and colleagues, who have given attention to the educational aspects of their special departments. Mr. Cyrus Adler, of this university, Fellow of Shemetic Languages, has furnished many of the references in III. Mr. Arthur L. Frothingham, Fellow by Courtesy in Archae- ology and just appointed Professor at Princeton, furnished the references in VI. Mr. Frank A. Christie, Fellow in Greek, is the sole editor of VIII. I., on standard educational writers in antiquity. Mr. Charles L. Woodworth, instructor in elocution, has furnished most of the titles in XXIII. Professor H. B. Adams contributes three-fourths or more of the material of XXVIII. Professor A. Marshall Elliott contributes most of the titles in XXIX. PREFACE. XI Mr. Geo. P. Color, who has studied technological educa- tion in this country and Europe, has contributed much ma- terial to XXXII. Dr. E. M. Hartvvell, the head of the athletic-hygienic department of this university, has revised and largely con- tributed to XLVI. and XLV1I. Dr. M. Anagnos, of the Perkins Institute, has aided ma- terially in LIV. Miss Sara E. Wiltse has made the author's index. I am also indebted to the Bureau of Education for con- tributions made by Mr. Gardner, and for the free use of all its literature ; to the authorities of the libraries of the Pea- body Institute of Baltimore ; of Harvard University ; the Bos- ton Public Library ; to the lists of Mr. C. W, Bardeen of Syracuse ; to the Bulletin of the Marmonides Library, N.Y. ; and to the Beading Notes on Education in the Bulletin of the Mercantile Library of Philadelphia. Mr. Edmund C. Sanford, Mr. E. P. Allen, and Mr. Albert H. Smith, gradu- ate students here, have kindly looked over much of the proof, and many others have otherwise aided in the preparation of these titles. G. STANLEY HALL. Johns Hopkins Univbbsitt, August, 1886. INDEX OF SUBJECTS. Page I. Pedagogical Encyclopaedias 1 a. Systematic 1 6. Alphabetic 1 II. General or Universal Histories of Pedagogy 3 III. History of Education among the Ancient Hebrews 6 IV. History of Education in China. 7 V. History of Education in Greece and Rome 8 VI. History of Education among the Arabs 10 VII. History of Education in Christian Countries 11 a. In English 11 6. In German 12 c. In French 17 VIII. Standard "Writers in the History of Education 19 i. Ancient 19 ii. Modern 21 in. Chrestomathies from Standard Educational Authors, 30 IX. Histories of Special Educational Institutions 32 a. America 32 b. Great Britain 41 c. Germany 45 d . Prance 48 e. Miscellaneous 49 X. General Surveys and Special Reports on the Present State of Educational Institutions 50 a. United States 50 b. Great "Britain 53 c. In Germany 58 d. In France 61 e. Miscellaneous 64 XI. Works on Systematic Pedagogy 67 XIV INDEX OF SUBJECTS. Page XII. Works in the Field of General Pedagogy of a Less Sys- tematic Character than the Preceding 72 XIII. Works on the Psychology of Pedagogy, or on Special Parts of it 78 XIV. Psychological and Ethical Works, without Immedi- ate Reference to Education, but recommended to Teachers 81 XV. The Study and Observation of Children 85 XVI. Kindergarten 93 XVII. Plans and Courses of Study in Lower and Intermediate Schools 98 XVIII. Primary Classes, especially Reading and Language Les- sons 100 XIX. Object Lessons. [Anschauungs Unterricht.] 100 XX. Writings 109 XXI. Number and Elementary Mathematics 110 XXII. Reading (How and What) in Higher Classes, includ- ing Vernacular Language-Study and Composition- Writing 116 XXIII. Rhetoric and Elocution 118 XXIV. Music and Singing 120 XXV. Religious Education 124 XXVI. Drawing 131 XXVII. Geography 136 XXVIII. History and Political Science 140 XXIX. Modern Languages and Literature 150 XXX. Natural and Physical Science 153 i. General 153 ii. Special Sciences 155 a. Chemistry 155 b. Physics 156 c. Mineralogy 157 d. Astronomy 157 e. Biological Sciences 157 XXXI. Real School 160 XXXII. Technical and Industrial Education 162 XXXIII. German Gymnasia 169 XXXIV. Ancient Languages and Literature 170 XXXV. Student Life and Character 173 XXXVI. The School and the Family 177 INDEX OF SUBJECTS. XV Page XXXVII. Moral Education 178 XXXVIII. School Discipline 183 XXXIX. Female Education 185 XL. The Education of Teachers 192 XLI. University Education 199 a. General 199 b. College and University Studies 204 XLII. Theological Education 206 XLIII. Medical Education 207 XLIV. Legal Education 209 XLV. Examination and Degrees 210 XL VI. Hygiene in Educational Bearings 212 XL VII. School and College Gymnastics 216 XL VIII. Endowments 224 XLIX. Academies and Learned Societies 225 L. Educational Legislation 227 a. In English 227 b. In German 230 c. In French 234 d. In Italian 235 LI. School Control 236 LII. Miscellaneous Papers on Educational Topics by Emi- nent Contemporaries 238 LIII. Miscellaneous Topics 248 a. School Architecture and Furniture 248 6. Garden Work in Schools 249 c Civil Service Education 250 d. General .Esthetics 250 e. Miscellaneous Educational Establishments 251 f. General Miscellany and Addenda 253 LIV. The Education of the Blind 254 LV. The Education Of Deaf-Mutes 259 LVI. Criminal and Reformatory Institutions 262 LVII. The Training of Feeble-Minded and of Idiots 265 LVIII. Neurasthenia and the Insane 267 LIX. Educational Work and Influence among the Poor .... 268 LX. Educational Periodicals 274 a. In English 274 6. In German 274 c. In French 277 PEDAGOGICAL LITEEATUEE. I. PEDAGOGICAL ENCYCLOPAEDIAS. a. Systematic. 1. Schott, G. E. Handbuch der paedagogischen literatur der gegenwart. 3 parts. 8vo. Leipzig, 1869-73. 2. Stoy, K. V. Encyklopadie, Methodologie und Literatur der Padagogik. 2 Aufl. pp. 478. Leipzig, 1878. Entirely Herbartian ; much suggestive reading, but too limited literary references. 3. Vogel, A. Systematische Encyklopadie der Padagogik. pp. 238. Bernburg, 1881. The best general conspectus of each department of technical peda- gogy, with copious literature, but very restricted in its range both as regards topics and literature. Its discriminations o£ authorities few and often unreliable. The author is instructor in a Berlin gymnasium and a writer on philosophic subjects. 4. Wittstock, A. Gmndriss einer Encyclopadie der Padagogik. pp. 134. Iloidelberg, 1865. Superficial ; of value only for its bibliography of several hundred titles. b. Alphabetic. 1. Buission, F. Dictionnaire de pedagogie et destruction pri- maire. Paris, 1882. The best in French. French material is especially well worked up and full ; probably to fill some 3,000 or more pages when complete. 2. Hergang, K. Gr. Padagogische Keal-Encyklopadie. 2 Aufl. Grimma and Leipzig, 1851. 2 PEDAGOGICAL LITERATURE. 3. Kiddle, H., and Schem, A. Y. Cyclopaedia of Education, pp. 858. New York, 1877. The first and only work of its kind in English ; prepared by a large and able corps of contributors, and devoted mainly to English and especially American educational matter, but too restricted in both its scale and its plan. Most reliable in the statistical part by Schem. Kiddle was formerly superintendent of the public schools of New York City. 4. Lindner, G. A. Encyklopadiscb.es Handbuch der ErziehungSr kunde mit besonderer Beriicksichtigung des Volksschulwesens. pp. 1039. Wien mid Leipzig, 1884. One hundred illustrations, and literature up to date on each main topic ; by far the best alphabetic encyclopaedia in one volume, although one seeks in vain for many leading topics. The author, after holding positions in gymnasium and normal schools, is now professor of phil- osophy and pedagogy in the University of Prague. 5. Munch, M. C. Universal Lexicon der Erziehungs- und Unter- richtslehre. 3 Aufl. pp. 839. Augsburg, 1858-60. 0. Raymond, D. Dictionnaire d'education publique et privee. pp. 1711. Tome 34 of the Nouvelle Encyclopddie Theologique. Paris, 1865. Especially good for Catholic schools and systems. 7. Sander, P. Lexikon der P'adagogik. pp. 540. Leipzig, 1883. A pocket handbook for teachers, with 16 double-column pages of select literature at the end. The author is a superintendent of instruc- tion in Breslau. 8. Schmidt, K. A. Encyklopadie des gesammten Erziehungs- und Unterrichtswesens, bearbeitet von einer Anzahl Schulm'anner und Gelehrten. The first edition of this comprehensive work of eleven large volumes was published between 1859 and 1876. In 1875 a still fuller and revised edition was begun and has now reached seven volumes (1886). This is the standard and fullest of German educational encyclopaedias ; com- prises in the first edition eleven large volumes. Its fault is diffuseness. GENERAL HISTORIES OF PEDAGOGY. 3 9. WBrle, I. G. C. Encyklopiidisch-padagogisches Lexikon. JHeil- bronn, 1835. Historically valuable. oXK° IL GENERAL OR UNIVERSAL HISTORIES OF PEDAGOGY. 1. Anon. History of Pedagogy. Cincinnati. ] 2. Bohm, I. Geschichte der Padagogik mit Charakterbildern her- vorragender Padagogen und Zeiten. pp. 310. Niirnberg, 1878. 3. Browning, O. An Introduction to the History of Educational Theories, pp. 199. An English book republished in New York, 1882. From the Greeks to Kant, Fichte, and Herbart, and the English public school. Only a primer. 4. Bruckbach, G. Wegweiser durch die Geschichte der Padagogik. pp. 149. Leipzig, 1869. A tiny pocket-book for normal pupils. 5. Compayre", G. The History of Pedagogy. Translated by W. H. Paine, pp. 592. Boston, 1886. The best and most comprehensive universal history of education in English, with a few valuable notes by the translator. The author is a teacher in the Normal College, Paris. The translator is professor of pedagogy in the University of Michigan. 6. Dittes, F. Geschichte der Erziehung und des Unterrichtes. pp. 247. Leipzig, 1873. A good general conspectus. The author has had a long and varied experience as head of several of the best known normal institutions of Germany. 4 PEDAGOGICAL LITERATURE. 7. Hailmann, W. N. Twelve Lectures on the History of Peda- gogy, pp. 180. Cincinnati. 8. Heindl, L B. Biographieen der beruhmtesten und verdienst- vollsten Padagogen und Schulmanner aus der Vergangenheit. pp. 510. Augsburg, 1860. A page or two each to several hundred names mostly German. 0. Herold, J. Zeit-Tafel zur Geschichte der Padagogik. pp. 48. Breslau, 1878. A tiny pocket chart convenient for normal pupils. 10. Niedergesass, R. Geschichte der Padagogik. pp. 222. Wien, 1880. 11. Paros, J. Histoire universelle de la pedagogie. pp. 536. Paris, 1883. A valuable and condensed treatise, with details about organizations and opinions in different lands, for modern times, by nations ; by a Swiss normal master. sA French rival of II. 5 above. 12. Philobiblius (pseudon.). History of Education, pp. 310. New York, 1859. Best in the middle age period. In modern times includes all lands, but very superficially. 13. Schmidt, K. Geschichte der Padagogik. Enlarged edition by W. Lange. Kothen, 1876. Vol. I. Die Geschichte der Padagogik in der vorchristlichen Zeit. pp. 525. " II. Die Geschichte der Padagogik von Christus bis zur Reformation, pp. 494. " III. Von Luther zu Pestalozzi. pp. 830. " IV. Von Pestalozzi zur Gegenwart. pp. 1,141. Long a standard history, but now superseded at most points ; devoted almost entirely to the lower grades of education ; still valu- able but often incorrect, and exceedingly diffuse. GENERAL HISTORIES OF PEDAGOGY. 5 14. Schmid, K. A. Geschichte der Erziehung von Anf ang an bis auf Unsere Zeit. Bd. I. Ante-Christian period. Stuttgart, 1884. The first volume only has appeared ; but it is of much value and interest, and contains valuable literary references. 15. Schumann, I. C. Gr. Leitfaden der Padagogik. II. Theil. Geschichte der Padagogik. pp. 275. Hannover, 1881. One of the best specimens of many normal school compends, by a school director of Triest. 16. Sladeczek, A. Geschichte der Padagogik in ihrer Bedeutung fur Lehrerbildvmg. pp. 32. Keuthen, 1875. 17. Vogel, A. Geschichte der Padagogik als "Wissenschaf t. pp. 410. Gutersloh, 1877. From oriental times to the present ; history of the attempts to treat educational topics philosophically. The same author as I. a. 3. 18. Willmann, O. Didaktik als Bildungslehre nach ihren Bezie- hungen zur Socialforschung und zur Geschichte der Bildung. pp. 421. Braunschweig, 1882. Volume I. Introduction. Historical types of culture as represented by leading philosophers from Plato to Hegel. Good. The author is professor of pedagogy. 6 PEDAGOGICAL LITERATURE. III. HISTORY OP EDUCATION AMONG THE ANCIENT HEBREWS. 1. Duschak, M. Schulgesetzgebung bei den alten Israeliten. Wien, 1872. 2. Beer, Peter. Skizze einer Geschichte der Erziehung und des Underrichts bei den Israeliten, von der friihesten zeit bis auf der Gegenwart. Prag, 1832. 3. Edersheim, A. Sketches of Jewish Social Life in the Days of Christ, pp. 338. London, 1878. Contains educational matter. 4. Henne- Am Rhyn, O. Kulturgeschichte des Judentums Ton den altesten Zeiten bis zur Gegenwart. pp. 527. Jena, 1880. 5. Klein, K. Israelitische Schulbibliothek. 2 Bde. Mainz, 1858-9. 6. Marcus, J. Die Padagogik des israelitischen Volkes. pp. 55. Vienna, 1877. Good. 7. Maybaum, S. Die Entwickelung des israelitischen Propbeten- thums. Berlin, 1883. 8. Noah, J. J. Hebrew Education, in the Report of the Com- mission of Education. 1870. pp. 359-70. 9. Simon, J. L'education et 1'instruction des enfants cbez Ies anciens Jnifs. pp. 63. Paris, 1879. 10. Spiers, B. The School System of the Talmud, pp. 48. London, 1882. 11 Strassburger, B. Geschichte .der Erziehung und Unterrichts bei den Israeliten von der vortalmudischen Zeit bis auf die Gegenwart. Stuttgart, 1885. HISTORY OF EDUCATION IN CHINA. 7 12. Sulzbach. Grundziige zu einer Schulpaedagogik des Talmuds. Frankfurt, 1863. Most of these works on this topic are very small and inadequate. A good book, compiling the latest results of modern scholarship on the ancient Hebrew educational conceptions of, e.g., priesthood, prophets, and oracle, is a great educational need. See, however, on this topic C. E. Wines, Commentaries on the laws of the Ancient Hebrews. N.Y. 1853. pp. 870; AV. K. Smith, the Old Testament in the Jewish Church. Edinburg, 1881; Stanley, Lectures on the History of the Jewish Church. N.Y. 1873; Reville, Prolegomena of the History of Religion. London, 1884; Fenton, Early Hebrew Life. London, 1880; Kuenen's Religion of Israel. 3 vols.; Ewald's Commentary on the Prophets. 5 vols. See also the works of Zunz, Jost, Sachs, Geiger, Graetz, Derembourg, and Karpeles. These all contain more or less educational matter. IV. HISTORY OF EDUCATION IN CHINA. 1. Bazin. Sur l'organisation interieure des ecoles chinoises. Journ. Asiat. Paris, 1839. pp. 32-80. 2. Biot, E. Essai sur l'histoire de l'instruction publique en Chine, Paris, 1845. 3. Hager, J. An Explanation of the Elementary Characters of the Chinese, pp. 43. London, 1801. Contains many educational allusions. 4. Martin, W. A. P. The Chinese, their Education, Philosophy, and Letters, pp. 319. New York, 1881. An excellent and interesting treatise, largely at first hand. The author hasresided many years in China. Educational matter is also found in J. H. Gray's China. Two vols. London, 1878. S. W. Williams' Middle Kingdoms (N.Y. 1851) also has a chapter on education. See also S. Legge's Religions of China, Johnson's Chinese Religion, Taylor's China's Millions. London, 1880. This topic has lately attracted much interest among educators, and what is known of the Chinese system is full of suggestiveness to modern occidental schoolmen. 8 PEDAGOGICAL LITERATURE. V. HISTORY OF EDUCATION IN GREECE AND ROME. 1. Becker, W. A. Charicles ; or, Illustrations of the Private Life of the Ancient Greeks, pp. 512. London, 1866. Contains sections entitled: "Friends of Youth"; "Ancestral Abode"; "Habits of Youth, Gymnasia"; "Banquet"; "Wedding Day"; etc. See also "Gallus," by the same author, which contains educational matter about Rome. 2. Capes, W. W. University Life in Ancient Athens, pp. 171. New York, 1877. An English book in the same series as II. 3. 3. Cramer, P. Geschichte der Erziehung und Unterrichts im Alter- thum. 2 vols. Elberfeld, 1832. An old standard work. 4. G811, H. Kulturbilder aus Hellas und Rom. pp. I. 411, II. 434. Leipzig, 1878. Fart II. Frofessoren u. Studenten der romischen Eaiserzeit and other valuable matters. 5. Grasberger, L. Erziehung u. Unterrichts im klassisehen Alter- thum. Wiirzburg : Bd. I. Die Leibliche Erziehung. pp. 414. 1867. " II. Der Musikalische Unterricht. pp. 422. 1875. " III. Die Epheben Bildung; pp. 642. 1881. The best and fullest educational history of Greece and Rome, from original sources, which are worked over with copious details and in a philosophic spirit. The author is a professor at Wiirzburg. 6. Jager, O. H. Die Gymnastik der Hellenen. pp. 336. Stutt- gart, 1881. A book of exceeding earnestness and insight. The author is one of the most cultivated and enthusiastic teachers of athletics in Germany. EDUCATION IN GREECE AND ROME. 9 7. Kapp. Aristotle's Staats-Padagogik. See also his Platon's Erziehungslehre. 8. Kingsley, Charles. Alexandria and her Schools. See also his Historical Lectures and Essays, pp. 132. London, 1880. 9. Krause, C. J. H. Geschichte der Erziehung bei den Griechen Etruskern und Komern. pp. 436. Halle, 1851. An old standard. 10. Mahaffy, J. P. Old Greek Education, pp. 161. London, 1881. Follows order of pupil's age, and based partly on Grasberger. The author is professor of Trinity College, Dublin. 11. Nettleship, H. S. Theory of Education in the Republic of Plato. In E. Abbott's Hellenica, 1880. Good. 12. Schmid, K. A. Geschichte der Erziehung vom Anfang an bis auf unsere Zeit. Bd. I., pp. 333. Stuttgart, 1884. Tol. I. includes the nations of antiquity. The entire work when complete is to comprise four volumes. The same as II. 13. 13. Stein, Lorenz. Erziehung im Alterthum. Part 5. Erste Abtheilung seiner Junerer Verwaltung. 1883. The author is an eminent professor of the science of political administration in the University of Vienna. Especially valuable as from a modern statesman's standpoint. 14. Ussing, J. L. Erziehung- und Unterrichtswesen bei den Griechen und den Romern. pp. 166. Altona, 1870. A scholarly and concisely written sketch. 15. Wilkins, A. S. National Education in Greece in the Fourth Century B.C. pp. 167. London, 187^. The author is professor of Latin in Owen's College. Excellent ; especially convenient as a brief presentation of the educational ideas of Plato and Aristotle. 10 PEDAGOGICAL LITERATURE. For Greece and Rome see also all the works under II., especially 12, Vol. I. ; also 16 and 17. See also L. Schmidt's Die Ethik der Alten Griechen, and "in L. Friedlaender's Sittengeschichte Roms; two comprehensive standard works which shed many side lights upon moral education, from a broad anthropological standpoint. See also Histories of Greek and Roman psychology, of which a bibliography is forthcoming; Hermann's Cultur- geschichte der Griechen u. Romer; Packard's Studies in Greek Thought— I. Religion and Morality among the Greeks; II. Plato's System of Education. VI. HISTORY OF EDUCATION AMONG THE ARABS. -. 1. Haneberg, D. Abhandlung ueber das Schul- und Lehrwesen der Muhamedaner im Mittelalter. pp. 40. Miinchen, 1850. Probably the best brief monograph on the topic. 2. Pischon, C. N. Der Einfluss des Islam auf das hausliche, sociale und politische Leben seiner Bekenner. pp.162. Leip- zig, 1881. One chapter on education. 3. Vambe'ry, H. Der Islam im Neunzehnten Jahrhundert. pp. 321. Leipzig, 1875. Including chapters on culture and school, etc. 4. Veth, P. J. Dissertatio de Institutis Arabum Erudiendae Ju- ventuti et Literis Promovendis inservientibus. pp. 51. Am- sterdami, 1843. 5. Wustenfeld, P. Die Academien der Araber und ihre Lehrer. pp. viii + 136. Gbttingen, 1837. This seems to be the only authority used by Schmidt in his exten- sive history of education, and is quite erroneous and defective. See also general histories of education. The contributions of the Arabs to modern educational systems and apparatus is an important topic on which no adequate single treatise exists. HISTORY OE MODERN EDUCATION. 11 VII. HISTORY OF EDUCATION IN" CHRISTIAN COUNTRIES. a. In English. 1. Adams, P. History of the Elementary School Contest in Eng- land, pp. 349. London, 1882. 2. DSllinger, J. J. J. Universities, Past and Present. Barnard's Am. Journ. of Ed. 20 : 737. Hartford, 1875. x Originally a lecture by the author of the new Catholic movement, expanded, translated here from the German; - often quoted. ■3. Donaldson, J. Lectures on the History of Education in Prus- sia and England, pp. 185. Edinburgh, 1874. 4. Drane, A. T. Christian Schools and Scholars ; or, Sketches of Education from the Christian Era to the Council of Trent. ' 2d edition, pp. 738. London, 1881. A very valuable study from original Latin sources by a Catholic lady, well written and interesting. 5. Furnivall, P. J. Education in Early England. London, 1867. The author is well known for his work on members of the early English tract society. 6. Gill, J. Systems of Education, pp. 312. London, 1876. Only English systems, from Roger Ascham to Horace Grant. A convenient pocket history. London, 1876. Republished in Boston, 1886. The author is professor of education in the Normal College of Cheltenham, and has written other educational works. 7. Huber, V. A. The English Universities. 3 vols. London, 1843. Vol. I. From the 12th century to the death of Elizabeth. Vol. II. To the present time [1843]. Vol. III. is mainly devoted, as is Vol. II. in part, to the consti- tution of the universities and to student life. A standard work, with many fine plates. Translated from the German by F. W. Newman. 12 PEDAGOGICAL LITERATURE. 8. Leitch. Practical Educationists and their Systems of Teaching. pp. 302. Glasgow, 1876. Locke, Pestalozzi, Bell, Lancaster, Wilderspen, Stowe, H. Spencer. 9. Mullinger, J. B. The Schools of Charles the Great and the Restoration of Education in the Ninth Century, pp. 193. London, 1877. The result of much independent research. A Kaye prize essay. 10. Quick, R. H. - Essays on Educational Reformers, pp. 331. Cincinnati, 1874. Special chapters on schools of the Jesuits, Ascham, Montaigne, Katich, Mellin, Comenius, Locke, Rousseau, Basedow, Pestalozzi, / Jacobis, and H. Spencer. The author is an experienced teacher. 11. Wordsworth, C. Scholae academicae : Some account of the studies at the English Universities in the Eighteenth Century, pp. 435. Cambridge, 1877. A valuable historical study. See also J. L. Symond's Renaissance m Italy. 1875-81. 5 v.; which comprehensive work contains much educational material passim. b. In German. 1. Ballien, T. Abriss der Geschichte der deutschen Padagogik. pp. 334. Stuttgart, 1872. 2. Cramer, P. Geschichte der Erziehung nnd des Unterrichts in den Niederlanden wahrend des Mittelalters. pp. 338. Stral- sund, 1843. 3. Denifle, H. Die Universitaten des Mittelalters bis 1400. Erster Band. Die Entstehung der Universitaten des Mittelalters. pp. 815. Berlin, 1885. This volume is devoted only to the external history of the uni- versities of the period, and is to some extent controversial against Meiners, Savigny, Raumer, and Kaemmel. The next is to be devoted to internal history. The author is a brilliant young Catholic priest, and represents the new romantic ideals. He has unusual facilities for research at Rome as a papal archivist. HISTORY OF MODERN EDUCATION. 13 4. Grafe, H. Deutsche Volkssohule oder die Burger- und Land- schule nach der Gesammtheit ihrer Verhaltnisse nebst einer Gesohichte der Volksschule von J. C. G. Schumann. 3 vols. pp. 419, 498, 564. Jena, 1877-9. Very comprehensive. 5. Heppe, H. Geschichte des deutschen Volksschulwe.sens. 5 vols. Gotha, 1858-60. Tracing the history in departments and by territories from the Reformation. - 6. Heppe, H. Das Schulwesen des Mittelalters und dessen Reform im sechszehnten Jahrhundert. pp. 64. Marburg, 1860. Good. 7. Just, K. S. Zur P'adagogik des Mittelalters. pp. 48. Vol. I. Pad. Studien, von W. Jiein, AVien and Leipzig, 1876. 8. Kaemmel, H. J. Geschichte des deutschen Schulwesens im Uebergange vom Mittelalter zur Heuzeit. pp. 444. Leipzig, 1882. Best on the rise and educational development of Humanism. Published posthumously. An extreme representative of the view that all educational progress is measured by revolt from the influences of the Catholic Church. 9. Kehr, C. Geschichte der Methodik des deutschen Volksschul- unterrichtes. Unter Mitwirkung einer Anzahl Schulmanner. 2 Bd. pp. 511, 519. Gotha, 1877-9. Includes history of methods of teaching religion, geography, his- tory, natural and physical science, arithmetic and geometry, writing, drawing, music, reading, object lessons. A work of great erudition, by an experienced normal school principal. See special cards under these topics. 10. Koch, J. F. W. Preussiche Universitaten, Berlin, 1840. Two large volumes of orders, laws, and decrees, historically arranged. 14 PEDAGOGICAL LITERATURE. 11. Koener, Fr. Geschichte der Piidagogik. 2d edition. Leip- zig, 1857. 12. Loschke, K. J. Die religiose Bildung der Jugend und der sitt- liche Zustand der Schulen im 16. Jahrhundert. Breslau, 1846. 13. Ludwig, J. L. Grundsatze und Lehren vor ziiglieher Pada- gogiker von Locke bis auf die gegenw'artige Zeit, nach ihrem Wesen und Verhaltnisse, zur Fcrderung griindlicher Kenntniss der Piidagogik. 3 vols. Baireuth, 1856. 14. Mascher, H. A. Das deutsche Sehulwesen nach seiner his- torischen Entwickelung und den Forderungen der Gegenwart. pp. 188. Vol. I. Pad. Studien von W. Rein. Wien und Leipzig, 187G. An interesting monograph. 15. Meiners, C. Geschichte der Entstehung und Entwickelung der hohen Schulen unseres Erdtheils. 4 vols. 1802-5. Gbttingen. An old standard history of universities and organizations for higher education, from Salerno, Bologna and Paris, down to the author's time. Worked up from original sources, hut now, for the most part, superseded hy other works. 16. Meyer, J. B. Deutsche Universitats-Entwiekelung. pp. 100. In Deutsche Zeit. u. Streit-Fragen. Berlin, 1875. *• An expanded popular lecture hy a professor of philosophy of Bonn University. 17. Muther. Aus dem Universitatem u. Gelehrtenleben im Zeit- alten der Refformation. Erlangen, 1866. 18. Fassow. L. Beitrage zur Geschichte der Deutschen Univer- sitaten im 14. Jahrhundert. Berlin, 1836. 19. Paulsen, F. Die Grundung der deutschen Universitaten im Mittelalter. Sybel's Hist. Zeitschrift. Bd. 45. pp. 251-311, 385-440. 1881. One of the best and most condensed treatises on the subject, cor- recting Savigney in several important respects. The author is pro- fessor of philosophy and pedagogy at the University of Berlin. HISTORY OF MODERN EDUCATION. 15 20. Paulsen, P. Geschichte des gelehrten Unterrichts auf den deutschen Schulen uiid Universit'aten vom Ausgang des Mittel- alters bis zur Gegenwart. Mit besonderer Rucksicht auf den klassischen Unterricht. pp. 811. Leipzig, 1885. A very learned and important work, devoted mostly to the devel- opment of classical studies in the universities and gymnasium, but of great value as a general history of the growth of higher education in Germany. The standpoint and general conclusion is, that while from the classics most that is best in modern culture is derived, the new went out of and has gone beyond the old, and that the ancients, instead of teaching culture, have now become objects of scientific study, which must be very special, like other specialties, to reach results, and that German humanities, especially literature and idealistic phi- losophy, which is of indigenous origin, and not physical science, should take, or at least share in some measure, the place once occupied by the classics in educational schemes. 21. Pfeiffer, P. W. Die Volksschule des 19. Jahrhunderts in Biographien hervorragender Schulm'anuer. pp. 786. Nurnberg, 1872-4. 22. Raumer, K. v. Geschichte der Piidagogik vom Wiederauf- bliihen klassischer Studien bis auf unsere Zeit. & vols., last edition. Gutersloh, 1880. Bd. I. From Dante to Bacon's death. Bd. II. To Pestalozzi's death. From these two volumes, selections entitled German Educational Reformers have been translated in Barnard's Journal, as well as many other chapters from other parts of the work. Bd. III. is devoted to special topics : Latin and German lan- guage, history, and natural science, and the education of girls. Each topic is treated historically, especially as connected with individual teachers and reformers, except the last, which is treated by subjects and ethically. Bd. IV. is devoted to the history of the German universities. This volume has been translated into English in Barnard's Jour- nal of Education and published as a separate volume. This work as a whole is a standard. The material was wrought 16 PEDAGOGICAL LITEEATURE. out from lectures in the University of Erlangen, and, though published first in 1842, was revised in a third edition before the author's death in 1865. 23. Ronne, L. v. Das Unterrichts-Wesen des preussischen Staates in seiner geschichtlichen Entwickelung. 2 Bd. pp. 965, 660. Berlin, 1854-5. A detailed account of the history and modern status of educational organization in the several Prussian provinces, with literature, sta- tistics, legal documents on the several kinds of school, from kinder- garten to normal school and university, including curricula, supervi- sion, sanitation, teacher's rights, oaths, duties, pension, furlough, school funds, endowments, courses of study, with special sections on learned academies, libraries, museums, veterinary, technological, agricultural, apothecary schools. It is a mine of information on the subject, which cannot be found elsewhere in so small compass. The author is an eminent judge of the Prussian Court of Appeals. 24. Savigny, F. C. von. Gesehichte des rdmischen Rechts im Mittelalter. 6 vols. 2d edition. Heidelberg, 1834. History of Universities in Vol. III. wrought up with great care from original sources. Translated in Barnard's Journal of Education. His conclusions concerning the relations of the mediaeval universities and the Church are vigorously antagonized by Denifle, who thinks the influence of the latter closer and more beneficent. 25. Schmid, J. A. Nlederen Schulen der Jesuiten. pp. 131. Regensburg, 1852. 26. Specht, F. A. Gesehichte des Unterrichtsweseus in Deutsch- land von den altesten Zeiten bis ziir Mitte des dreizehnten Jahrhunderts. pp. 411. Stuttgart, 1885. Crowned by the historical commission of the Bavarian Academy. Of great value and interest, and written in a very graphic style, and from original sources. 27. Strack, K. Gesehichte des deutschen Volkschulwesens. pp. 438. Gutersloh, 1872. From the Eeformation to the present. Best for its sections on individuals ; e.g., S jephani, Dinter, Niemeyer, Schwartz, Felbiger, Von Rochow, Dentzel, Graser, Diesterweg, and others. HISTORY OP MODERN EDUCATION. 17 28. Striimpell. Die Padagogik der Philosophen Kant, Fichte, Herbart. pp. 208. Braunschweig, 1843. Mainly devoted to an exposition of Herbart, of whom the author, who is one of the older professors in the Universit of Leipzig, is a devoted disciple in pedagogy as in philosophy. 29. Theiner, A. Geschichte der geistlichen Bildungsanstalten. pp. 505. Mainz, 1835. From the beginning of the Christian Church to the present cen- tury. Roman Catholic. A work of considerable learning, but the material is put together in a very confusing manner, and the style exasperating. 30. 'Weber, A. Die Geschichte der Volksschulp'adagogik mid der Kleinkindererziehung. pp. 339. Dresden, 1877. Begins with the advent of Christianity into Germany. Describes individual theories and methods in detail, and is especially full on Frobel. 31. Weicker, G. Das Schulwesen der Jesuiten nach den Ordensge- setzen. pp. 288. HaH^ 1863. 32. Zirngiebl, B. Studien ueber das Institut der Gesellschaft Jesu mit besonderer Beriicksichtigung der padagogischen Wirksamkeifc dieses Ordens in Deutschland. pp. 533. Leip- zig, 1870. ite *U; The educational side of the subject is quite ftlly and impartially treated. c. In Fkbnch. 1. Babeau, A. L'ecole de village pendant la revolution, pp. 272. Paris, 1881. 2. Bernard, M. P. Histoire de l'autorite paternelle en France. pp. 511. 1863. Crowned by the Academy. 18 PEDAGOGICAL LITERATURE. 3. Compayre', G-. Histoire critique des doctrines de l'e'ducation en_ France depuis le seizieme siecle. 2 vols. pp. 457, 437. Paris, 1880. Revises and simplifies ranch matter about the early development of the French system of education not readily accessible elsewhere. The best' general history in this field. 4. During, A. L'instruction publique et la revolution, pp. 502. Paris, 1882. Partly documentary. i 5. Muteau. Les ecoles et colleges en Province depuis les temps les plus recules jusqu'en 1789. pp. 599. Dijon, 1882. An important historical work. 6. Resbecq, Fr. de. Histoire de l'enseignement primaire avant 1789, dans les communes qui ont forme le departement du Nord. pp. 424. Paris, 1878. 7. Sicard, A. L'e'ducation morale et qjjftque avant et pendant la revolution (1700-1808). pp. 583. Paris, 1884. 8. Soulice, M. L. Notes pour servir a l'histoire de l'instruction primaire dans leSBasses-Pyre'ne'es (1385-1880). pp. 64. Pau, 1881. & By the libraSan and archivist of the town of Pau. 9. The'ry', A. F. Histoire de l'e'ducation en France, depuis le cinquieme siecle jusqu'a nos jours. 2 torn. pp. 360, 503. Paris, 1858. Once very valuable, but now rather superseded by the history of Compayre\ VII. c. 3. STANDARD "WBITEKS. 19 VIII. STANDARD WRITERS IN THE HISTORY OP EDUCATION. I. ANCIENT. 1. Aristotle, The Ethics of. Illustrated, with Essays and Notes by Sir Alexander Grant, Bart. 2 vols. pp. 514, 351. Long- mans, Green & Co. London, 1885. The Nicomachean Ethics. Translated by F. H. Peters, M.A. pp. 354. C. Kegan Paul & Co. London, 1881. The Politics of. Translated, with an Introduction, Marginal Analysis, Essays, Notes, and Indices, by B. Jowett, M.A. 2 vols. pp. 302, 320. Clarendon Press. Oxford, 1885. The index gives detailed references. The Politics and Economics. Translated by E. Walford. pp. 338. George Bell & Sons [Bohn's Classical Library]. London, 1881. The Economics touches on female education. 2. Cicero. DeOratore. Translated by J. S.Watson, M.A. George Bell and Sons [Bohn's Classical Library^. London. Deals in part with the education necessary for entering public life. 3. Cornificius (?). Rhetorica ad Herennium. Included in "Vol. I. of Cicero's works. Mostly a technical treatise on rhetoric, but occasionally of more distinct bearing on education. Book III. advises the orator on the Art of Memory. 4. Isocrates. Translated by John Gillies, LL.D. 8vo. London, 1778. Oratio XIII. Against the Sophists. This is an attack on the methods and pretensions of rhetoricians and dialecticians. 20 X PEDAGOGICAL LITERATURE. Oratio XV. On the Antidosis. Explains his so-called Philosophy, or theory of practical culture. 5. Lucian. Anacharsis vel De Gymnasiis. In Vol. III. of Teub- ner edition of the text of Lucian. Lucian is translated by William Tooke, F.R.S. 2 vols. Longman, Hurst, Rees, Orrue, & Brown, 1820. London. 6. Philostratus the Elder. Libellus de Arte Gymnastica. Ger- man translatioa of Philostratus, by Jacobs and Lindau. 10 vols. Stuttgart, 1828-1839. 7. JPlato, The dialogues of. Translated, with Analyses and Intro- ductions, by B. Jowett, M.A. 5 vols. 2d edition. Oxford, 1875. The index to the second edition gives references in detail. Plato's theory of education is found mainly in the Republic and the Laws. The spurious Epinomis, not included in Jowett's version, touches on the value and proper method of teaching mathematics. See Kapp, Platon's Erziehungslehren. Also Wiese, Die pad. Grundsatze in Plato's Repubtik. 8. Plutarch. Morals. Translated from the Greek by several hands. Corrected and revised by W. W. Goodwin, Ph.D. 5 vols. Little, Brown & Co. Boston, 1870. Vol. I. pp. 1-32. On the Training of Children. pp. 78-80. That Virtue may be taught. Vol. II. pp. 42-94. How a Young Man ought to hear Poems. 9. Quintilian. Institutes of Oratory. Translated, with Notes, by J. S. Watson, M.A. 2 vols. ^George Bell & Sons [Bonn's Clas- sical Library]. London. A valuable and exhaustive treatise on the education of an orator for Roman public life. 10. Tacitus. Dialogus de Oratoribus. Chapters 28-35 treat of Roman education iu connection with the discipline and culture STANDARD WRITERS. 21 requisite for entering public life. Translated in Bonn's Clas- sical Library. 11. Xenophon. Cyropaedia. Translated by J. S. Watson, M.A. George Bell & Sons [Bohn's Classical Library]. London. On the education and life of Cyrus, founder of the Persian Empire. The first hook especially a standard educational authority, but more for the Spartans than for the Persians. Oeconomicus. Translated by Wedderburn and Collingwood, with a Preface by John Ruskin, in Bibliotheca Pastorum. Vol. I. Ellis & White. London, 1876. How an Athenian gentleman educated his wife for the conduct of the household. See also Niemeyer. Originalstellen der Classiker iiber die Theorie der Erziehung. Halle, 1813. See Grote and the philosophical literature on Socrates, and especially the Sophists. The translations specified are simply those most accessible to stu- dents of education in the J. H. U. II. MODERN. 1. Alkuin's Leben. 775(?)-804. F. Lorentz. Hall •), 1829. 2. Arnold, T. 1795-1842. Life and Correspondence of. By A. P. Stanley. 3. Asoham, R. 1515-1568. The Schoolmaster. Works. Vol. 3. pp. 65-276. London, 1864. 4. Basedow, J. 1723-1790. Ausgewahlte Schriften. By H. Goring. Langensalza, 1880. Also his fuller Elementarwerk. 5. Bell, A. 1753-1772. Elements of Tuition. London, 1815. Instruction for conducting schools through the agency of the scholars themselves. London, 1817. 22 PEDAGOGICAL LITERATURE. 6. Combe, G. 1788-1858. Education; its Principle3 and Practice. Collected and edited by W. Jolly, pp. 772. London, 1879. 7. Beneke, F. E. 1798-1854. Erziehungs u. Unterrichtslehre. 2 vols. Berlin, 1821-64. See also Borner's Die Lehre von Bewusstsein in ihren padago- gischen u. didaktischen Anwendung. Frieburg, 1853. Also Moltke, Beneke's Psychologisch-padagogische Abhandlungen u. Aufsiltze. Leipzig, 1877. 8. Campe, J. H. 1716-1818. Theophron. Von K. Richter. pp. xxiv, 296. Leipzig, 1875. Sammtliche Kinder- und Jugendschriften. 1831-U6. 9. Comenius. 1592-1611. Grosse Unterrichtslehre (translation of his Didactica Magna, published originally in Bohemian, 1628-32, and again in Latin about 1640), mit einer Einlei- tung: Comenius, sein Leben und Wirken, von Dr. Gust. Wien, 1876. There is also a Leipzig edition of the same in German by J.Berger and Fr. Zoubek. Padagogische Schriften. Uebersetz von Th. Lion. Langen- sala, 1876. See also his Ausgewahlte Schriften, bearbeitet von T. Berder u. T. Lentbacher. Leipzig, 1876. "The Janua Linguarum Beserata, 1631, and the Orbis Sensualium Pictus, 1658, have never been translated entire into any modern tongue, to the writer's knowledge. Professor S. S. Laurie's John Amos Comenius; his Life and Educational Works, pp. 239, London, 1881, gives the best con- spectus of his works in English. 10. Degerando, J. M. 1772-1842. Du perfectionnement morale ou de l'e'ducation de soi-meme. 2 vols. Paris, 1826. Trans- lated by E. P. Peabody. Boston, 1832. 11. Dickens, C. 1812-1870. The Schoolmaster. New York, 1871. Extracts from his works. STANDARD WRITERS. 23 12. Diesterweg, P. A. W. 1790-1866. Ausgewahlte Schriften. Herausgegeben von E. Laugenberg. 4 Bds. Frankfurt a. M., 1882. » Here are found the best of his fifty-four works. 13. Dinter, G. P. 1760-1831. Leben, von ihm selbst beschrieben. Mit Anhang, u. Erlaiiterungen von R. Medergesass. Wien, 14. Edgeworth, K. L. 1744-1817. (Assisted by his daughter Maria.) Practical Education. London, 1798. Essays on professional education, pp. 591. London, 1812. 15. Erasmus. 1467-1536. De^ratione studii. De pueris statim ac liberaliter instituendis. All the Familiar Colloquies of Desiderius Erasmus, of Roter- dam, concerning Men^ Manners, and Things, translated into English by ST. Bailey, pp. 589. London, 1733. He also wrote many text-books. His educational works seem never to have been collected or translated. 16. Penelon. 1651-1715. De l'education des fffles. Paris, 1687. See Fenelon's educational views, conveniently epitomized in Bar- nard's Journal, vol. 13, pp. 476-94. 17. Fichte, I. G. 1762-1814. Reden an die deutsche Nation. Aphorismen iiber Erziehung. System der Sittenlehre. His Vocation of the Scholar, pp. 72. Translated. London, 1847. 18. Flattisch, I. P. 1717-1797., Padagogische Lebenswiesheit, by E. Ehmann, 1870, is the best form of his life and writings. See Schafer, Flattisch u. seiu Pad. System, pp. 121. Frankfurt, a. M., 1871 . His life and opinions cited by topics. A thorough work. 19. Francke, A. H. 1667-1727. Schriften ueber Erziehung u. Unterricht. Bearbeitet von K. Richter. 2 Bds. Leipzig. See Kramer, Francke, ein Lebensbild. 2 Bde. pp. 304, 510. Halle, 1880-82. 24 PEDAGOGICAL LITERATURE. 20. Froebel, F. 1782-1852. Gesammelte padagogische Schrif- ten. 1874. 3 Bde., von W. Lange. Autobiographie u. kleinere Schrif ten. Menschen-Erziefcung, die P'adagogik der Kindergartens. The third part has been often resumed and explained in English hy Madames Kriege, E. Peabody, Kraus-Bolte, Scherreff. Part sec- ond has been translated into English for the first time by J. Jarvis. The Education orJMan. pp. 277. N. Y., 1885. How copious the Froe- bel literature has become can be seen in Walter's Die Frobelliterature. See XXVI. 21. Girard, Pfere. 1765-1850. Cours educatif de la langue ma- ternelle. 1844. 22. Grafe, H. 1802-1868. Die Deutsche Volksschulen. 3 Bde. Herausgegeben von J. Schumann. 1878. 23. Graser, J. B. 1766-1841. Divinifat, oder das Princip der erwigen wahren Menschen-Erziehung. Elementarschule fiirs Leben. 1817-34. Contains his famous " Schreib-lese " method. 24. Hamilton, J. 1769-1831. An Essay on the Usual Mode of Teaching Languages. New York, 1815. 25. Hamilton, E. History of the Hamiltonian System. London, 1831. See a good article on Hamilton in Schmidt's Encyclopedia, Bd. HI. 26. Hegel. 1770-1831. Hegel's Ansichten iiber Erziehung und Unterricht, von G. Thaulow. .3 Bde. .Kiel, 1853-54. 27. Heinioke, S. 1779-1790. Beobachtungen iiber Stumne u. der menschliche Sprache. Hamburg, 1778. Wichtige Entdeckungen, etc. Leipzig, 1786. See also Stosner, S. Heinicke, Sein Leben u. Werken, 1870. STANDARD WRITERS. 25 28. Herbart, J. F. 1776-1841. Padagogische Schriften. 2 Bde. pp. 673, 692. Leipzig, 1880. This edition by Wilmann includes, besides the general and spe- cial pedagogy of Herbart, his work on the application of psychology to pedagogy. His papers on character, culture, and some new material not included in his collected works, are found here. The notes and references, as well as the introduction by the editor, add materially to the value of this edition. Herbart's Regierung Unterricht, und Zucht, dargestellt und in ihrem Verhaltniss zu einander besprochen. pp. 45. W. Rein. Vol. I. Padagogische Studien. Eisenach, 1875. John Friedrich Herbart. Nach seinem Leben und seiner piidagogischer Bedeutung. G. A. Hennig. pp. 130. Leipzig, 1877. Herbart founded an influential school in pedagogy and psychology. Especially Stoy, Ziller, and Striimpell have elaborated his educational ideas. Many of the most eminent modern German psychologists owe very much to impulses received from Herbart, neglected though his principles are. 29. Herder. 1744-1803. Herder als Padagog. pp. 60. Von W. Rein, Wien und Leipzig, 1876. 30. Jacotot, J. J. Enseignement universel. Paris, 1823. Langue e"trangere. 7th ed. pp. 279. Paris, 1852. Langue maternelle. pp. 478. Paris, 1852. See also J. Jacotot et sa Methode d'emancipation intellectuelle. B. Perez, pp. 210. Paris, 1883. Stiehr. Anleitung zur praktischen Anwendung der Unter- richtsmethode von Jacotot. Berlin, 1836. -^. The first of the above works has been translated into German (Krieger) . These and other German works, and the able and copious exposition of his principles by Joseph Payne, have made Jacotot more respected in other lands than in France. 26 PEDAGOGICAL LITERATURE. 31. Jahn, F. L. 1778-1852. Deutsch Turnkunst. Berlin, 1818. Translated in English, under the title, A Treatise on , Gymnas- ticks, by Charles Beck. Northampton, Mass., 1828. F. L. Jahn, sein Leben.und Wirken. W. C. Schram. pp.63. Wien, 1878. A memorial paper on the celebration of Jahn's hundredth birth- day, with selections from his works in appendix. 32. Jesuits. Constitutions 1559, and Ratio Studiorum, 1599. 33. Kant. 1774-1804. Ueber Padagogik, best edition by Theo- dore Vogt. Langensalza, 1878. 34. Lacroix. Essais sur l'enseignement. Paris, 1805. A representative expression of the educational ideas of the Con- vention. 35. Lancaster, Joseph. 1778-1838. The British System of Edu- cation : being a complete epitome of the improvements and inventions practised at the royal free schools, Borough-road, Southwark. pp. 67. London, 1810. Also his Improvements in Education. 36. Lessing, G. B. The Education of the Human Race. (Translated by F. W. Robertson. 8vo. London.) Best English edition. 37. Locke, J. 1632-1704. Some Thoughts concerning Education. New York, 1864. Locke's Conduct of the Understanding. Fowler, T. pp. 136. Oxford, 1881. The best edition. 38. Luther, Martin. 1483-1546. Luther's Padagogik, Gedike. Berlin, 1792. His thoughts on education and schools, extracted from his works. See also J. Schiller, Luther's Kinderzucht. Frankfurt a. M., 1854. STANDARD WRITERS. 27 39. Melancthon, Philip. 1497-1560. Evangelische Kirchen- u. Schulordnung von Jahre 1578, von K. Weber, 1844. Melancthon's Leben und ausgewahlte Schriften. P. Schmidt. Elberfeld, 1861. Philip Melancthon, der Lehrer Deutschlands, ein Lebensbild. 40. Milton, J. 1608-1674. A Treatise of Education. 41. Montaigne, Michel de. 1533-1592. Les essays de Michel Seigneur Montaigne, avec des notes par Pierre Ceste. Paris, 1725. • Many editions. German translations by Bode, English by Cotton. London, 1711. See especially chapters on the education of children, pedantry, the affection of fathers to their children. 42. Naville. 1784-1846. De Education publique. Paris, 1832. 43. Necker, Madame. Education progressive. 3 torn. Paris, 4A. Pestalozzi, J. H. 1746-182V Pestalozzi's Sammtliche "Werke, von L. W. Seyfiarth. 16 vols. Brandenburg, 1869-73. The standard German edition; but there have been many other editions of single works. See also . Die Padagogik Johann Heinrich Pestalozzi's. Wortgetreue Ausziigen aus seinem Werken. A. Vogel. pp. 137. Bernburg, 1882. Pestalozzi, sa vie, ses ceuvres, ses me'thodes d'instruction et d'e"ducation. A. Cochin, pp. 145. Paris, 1880. Leonard and Gertrude. Translated by Eva Channing. In- troduction by G. Stanley Hall. pp. 181. Boston, 1885. An admirable attempt to condense the substance of several vol- umes of the most important works of the author into one small book. 28 PEDAGOGICAL LITERATURE. Pestalozzi and Pestalozzianism. Life, Educational Principles, and Methods of John Henry Pestalozzi, with biographi- cal sletches of several of his assistants and disciples. H. Barnard. New York, 1862. A collection into one volume of the matter in Barnard's Journal of Education on Pestalozzi, including much translation from his works. Pestalozzi. Biber. pp. 463. London, 1831. Pestalozzi : his Life, Work, and Influence. Kriisi, Hermann, pp. 248. New York, 1875. 45. FranQois Rabelais und sein Traite d'education mit beson- derer Beriicksichtigung der padagogische (Jrundsatze Mon- taigne's, Locke's, und Rousseau's. Arnst'adt, F. A. pp. 295. Leipzig, 1872. 46. Ratioh, W. 1571-1635. Ratichius oder Radtke im Lichte seiner Zeit; Krause. Leipzig, 1872. Also Radtke, Storl. Leipzig, 1872. Die achte Methode W. Ratke's. Schumann, I. C. G. Han- nover, 1876. 47. Richter, J. P. P. Levana; or, the Doctrine o£ Education, pp. 413. London, 1876. Also Boston, 1863. J. P. Pr. Richter als Padagoge, nebst einer Auswahl padago- gisches Kernstelten. G. Wirth. Brandenburg, 1863. 48. Rollin. De la maniere d'enseigner et d'etudier les belles-lettres par rapport a l'esprit et au coeur. 4 torn. 1726-1728. A valuable and detailed exposition of methods of teaching then in use, by departments or subjects, one book being devoted to the interior government of educational institutions. 49. Rousseau, J. J. 1712-1778. Emil; ou,sur INSducation. Paris, 1762. Several English translations, but see as especially convenient for teachers Emile; or, concerning Education, pp. 157. Boston, 1885. Translated in extracts, with introduction and notes by Jules Steeg. See also Rousseau and Pestalozzi, der idealismus auf deut- schem u. franzosischem Boden, von Dr. R. Schneider. 1866. STANDARD WRITERS. 29 50. Sailer, J. M. 1751-1872. Ueber Erziehung fur Erzieher. Sulzbach, 1870. 51. Salzmann, C. G. 1744-1811. Schriften. 12 Bds. Stutt- gart, 1845-46. See especially Krebsbuchlein, noch etwas tiber Erziehung, Ameis- enbiichlein, und Ueber der wirksamsten Mittel Kinder Keligion beizu- bringen. 52. Francois del Sarte. Life and Theories. Amaud. pp. 258. Paris, 1882. See also Delaumosne's work on Del Sarte. Translated. Albany, 1882. 53. Schleiermacher. 1778-1834. Padagogische Schriften, von C. Platz. Langensalza, 1876. Die Idee der Volksschule nach den Schriften Dr. F. Schleier- macher's. T. Eisenlobr. Stuttgart, 1869. A convenient but diffusely written digest. See also Dilthey's Leben Schleiermachers. Berlin, 1870. 54. Schwartz, F. H. 1766-1837. Padagogische Werke. Leip- zig, 1829-37. 55. Spurzheim. Education. Translated by S. K. Wells, pp. 334. New York, 1847. 56. Stow, D. The Training System in Glasgow, pp. 569. Lon- don, 1859. 57. Die Padagogik des Johannes Sturm. E. Laas. pp. 125. Ber- lin, 1872. Tbe best historical and critical treatise on the subject up to date. 58. Vives, J. L. Ausgewahlte padagogische Schiften. By R. Heine, pp. 64, 424. Leipzig, 1881. 59. Watts, I. The Improvement of the Mind. 30 PEDAGOGICAL L1TERATUEE. 60. Wilderspin. System of Education, pp. 487. London, 1870. Infant Education. How to educate the children of the poor up to the age of seven, pp. 183. London, 1875. Of many of the above works, there are, of course, many editions. The one designated is thought to he, if not the best, as convenient as any. III. CHRESTOMATHIES FROM STANDARD EDUCATIONAL AUTHORS. 1. Beyer, H. Bibliothek padagogischer Classiker. Sammlung der bedeutendsten padagogischen Schriften alterer Schulman- ner u. Gelehrten neu herausgegeben von P. Mann. 2. Friedemann, P. T. Paranesen. 6 vols. 1845. 3. Kellner, L. Erziehungsgeschichte in Skizzen und Bilden . 3Bd. pp. 408, 335, 316. Essen, 1880. A good anthology from works of leading writers from the earliest times down to the present. 4. Richter, K. Padagogische Bibliothek. Eine Sammlung der ■wichtigsten padagogischen Schriften alterer und neuerer Zeit. Leipzig, 1878-1881. I. Pestalozzi. Wie Gertrud ihre Kinder lehrt. II. Salzmann. Noch etwas iiber die Erziehung. III. Comenius. Grosse Unterrichtslehre. IV. Montaigne. Ansichten iiber die Erziehung der Kinder. V ) ' y Francke. Schriften iiber Erziehung und Unterricht. VII. Pestalozzi. Leonhard und Gertrud. VIII. J. J. Rousseau. Emil, oder Ueber die Erziehung. IX. John Locke. Einige Gedanken iiber Erziehung. X. I. Kant. Ueber Padagogik. XI. Comenius. Ausgew'ahlte Schriften. XII. J. H. Campe. Theophron. XIII. J. F. Herbart. Allgemeine Padagogik und Umriss padagogischer Vorlesungen. STANDARD WRITERS. 31 XIV. J. F. Herbart. Kleinere padagogische Sohriften. Re- den und Abhandlungen. XV. C. G. Salzmann. Krebsbiichlein. XVI. J. L. Vives. Ausgewahlte padagogische Schriften. Most comprehensive of all. 5. Schutze, H. Auslese aus den Wirken beriihmter Lehrer und Padagogen des Mittelalters. Giitersloh, 1879. Brief; especially Alcuin, Rabanus Maurus, John Gerson. 6. Schumann, I. C. G. Padagogische Chrestomathie. Eine Aus- vrahl aus den padagogischen Meisterwerken aller Zeiten fiir die padagogische Privatlektiire. 5 Bd. Hannover, 1878-80. 7. Sperber, E. Padagogische Lesestiicke aus den wichtigsten Schriften der padagogischen Classiker. Als Unterlage fiir den Unterricht in der Geschichte der Padagogik und zur For- derung der Privatlekture fiir evangelische Seminare unter Mitwirkung des Herrn Regierungs-Rath. Fr. Sehultz. 4 Hefte. pp. 232, 236, 288, 246. Giitersloh, 1878-79. The best of its size. One of these comprehensive works is very serviceable for reference, and for small libraries, and for normal schools. b'Z PEDAGOGICAL LITERATURE. rx. HISTORIES OF SPECIAL EDUCATIONAL INSTITUTIONS. a. America. Alcott. 1. [Aloott's] School, Record of a. Alcott, B. pp. 206. Boston, 1835. An unique attempt to make children philosophize. Amherst. 2. Amherst, Historical Sketch of. Farmer, J. pp. 29. (N. H. Hist. Soc. Coll., v. 5.) History of Amherst College during the First Half-Century (1821-71). W. S. Tyler. Springfield, 1873. Reminiscences of Amherst College, by Edward Hitchcock. Northampton, Mass., 1871. See also Student Life at Amherst. Amherst, 1871. Antioch. 3. History of the Rise and Difficulties and Supervision of Antioch College. J. W. Allen. Columbus, Ohio, 1858. See also E. Fay's Rejoinder. Cincinnati, 1859. Berea. - 4. Berea College. An Interesting History. Approved by the Presidential Committee. Cincinnati, 1875. Boston. 5. Boston Latin School, pp. 32. (Am. Jour, of Ed., v. 12, 1862.) Boston Latin School : an Oration on 250th Anniversary, by Phillips Brooks, pp. 77. Boston, 1885. SPECIAL EDUCATIONAL INSTITUTIONS. 33 Bowdoin. 6. Bowdoin College, History of, with Biographical Sketches. 1806-1879. Cleveland and Packard. Boston, 1882. Brown. 7. Brown University, Life and Times of Jas. Manning, and Early History of. Guild, R. A. Boston, 1864. Brown University in the Civil War. Bursage, H. S. Provi- dence, 1868. Sketch of the History and Present Organization of Brown University. Providence, 1861. Cf. also the life of F. Wayland, by his sons. California. 8. California, University of. Annual Report of the Sec. to the Board of Regents (1883). Sacramento, 1883. Columbia. 9. Columbia College, Statutes of, with an Historical Sketch. New York, 1836. Columbia College, Historical Sketches of. Moor, N. F. pp. 146. New York, 1846. Columbia College, in the City of New York, An Historical Sketch of. 1754-1876. By J. Howard Van Amringel. pp. 2243. Printed for the College, 1876. Cornell. 10. Cornell University. White, A. D. (in Spencer, A., Scenery of Ithaca, 1866). See also Cornell Univ. Hart, J. M. pp. 7 (Scribner's Monthly, v.6. 1873). — Cornell Univ., Laws and Documents relating to. Ithaca, 1870. — Cornell Univ., The youngest Anglo-Saxon Univ. Hughes, F. pp. 9 (Macmillan's Mag., v. 22. 1870). 34 PEDAGOGICAL LITERATURE. Dartmouth. 11. Dartmouth and Moors' Charity School, Sketches of the History of. (J. Wheelock(?), 1779-1815.) Dartmouth College, First Half-Century at. Crosby, N. 1S76. Dartmouth College, History of. Smith, B. P. pp. 474. Bos- ton, 1878. See also Brief Narrative of the Indian School founded at Lebanon. Wheelock, E. 2d ed. London, 1766. And Continuation of Narrative of Indian School now incorporated with Dartmouth College. Hart- ford, 1775. Also the Dartmouth Causes, and the Supreme Court. J. M. Shirley. St. Louis, 1879. Exeter. 12. Exeter. Familiar Sketches of the Phillips Exeter Academy and Surroundings. Cunningham, F. H. Boston, 1883. An Historical Sketch of Phillips Exeter Academy. C. H. Bell. Exeter, 1883. Girard. 13. Girard College for Orphans, A Contribution and Plan of Edu- cation for. Lieber, F. pp. 227. Philadelphia, 1837. Girard College and its Founder. Arey, H. W. Philadelphia, 1853. Hamilton. 14. Hamilton College. Memorial Semi-Centennial Celebration of the Founding of. Utica, 1852. Hampton. 15. Hampton and its Students. Armstrong and Ludlow. 1874. See also Hampton Normal and Agricultural Institute. Ludlow, H. W. pp. 14; (Harper's Mag., v. 47. 1873.) The eighteenth Annual Report, 1886, contains a very full account of the Institution. SPECIAL EDUCATIONAL INSTITUTIONS. 35 Harvard. 16. Harvard. Some Account of the Medical School in Boston, and of the Mass. General Hospital. Boston, 1824. Harvard University, A History of. 1637-1776. Pierce, Benj. 1833. Harvard University, The History of. Quincy, Josiah. 2 vols, pp. 612, 728. Cambridge, 1840. Harvard College, A Sketch of the History of. Eliot, S. A. 1878. Harvard College, Sal Gentium, the History of. Mather, C. pp. 174 (in his Magnalia, v. 2, 1855). Harvard IVtemorial Biographies (Edited by Higginson, T. W.). 2 vols. Cambridge, 1867. Harvard University, Biographical Sketches of Graduates of. (1647-1858.) J. L. Sibley. 1873. Harvard Book, The. 2 vols. Cambridge, 1875. Harvard and its Surroundings. King, M. 1878. Harvard Register, The. King, M. An illustrated monthly. Vols. I. II. III. 1880-81. Contains much historical matter. It also contains notices of the following preparatory schools: Boston Latin, Chauncy Hall, Cam- bridge High, Lawrence High, Phillips Andover, Phillips Exeter, Pink- erton Acad., Koxbury Latin. See also Harvard Coll., Theological School in. Austin, J. F. pp. 32 (Chr. Exam., v. 10. 1831).— Harvard Univ., Members of the Graduates of (1642-46). Farmer, J. pp. 45 (N. H. Hist. Soc. Coll., v. 4. 1834).— Harvard Coll. Palfrey, J. G. pp. 35 (Chr. Exam., v. 17. 1835). — Harvard Coll. Sectarianism. Gannett, E. S. (Chr. Exam., v. 39. 1845). — Harvard Coll., History of. Ellis, G. E. pp. 21 (Chr. Exam., v. 45. 1848) . — Harvard Coll., Necrology of Alumni of (1851- 63). Palmer, J. 1864. — Cambridge Divinity School. Allen, J. H. pp. 26 (Chr. Exam., v. 83. 1867). — Harvard Coll. (1786-87). Adams, H. pp. 38 (N. Amer. Kev., v. 114. 1872). — Harvard Univ. Scudder, 36 PEDAGOGICAL LITERATURE. H. E. pp. 23 (Scribner's Monthly, v. 12. 1876). — Law School, Char- acter and History of. Sumner, C. pp. 16 (Works, v. 2. pp. 377). — And address of O. W. Holmes at the opening of the Harvard Medical School. See still fuller list of publications on the University, in Jus- tin Winsor's Bibliographical Contributions, No. 21. Heidelberg. 17. Heidelberg College. Tiffin, Ohio. Williard. Hopkins. 18. Hopkins Grammar School. New Haven. Jefferson. 19. Jefferson Medical College of Philadelphia, A History of. Gayley, J. F. pp. 59. Philadelphia, 1858. Jefferson, History of. Smith, J. Lafayette. 20. Lafayette College, Historical Sketch of, with an Account of its present Organization and Course of Study. Owen, W. B. Easton, 1876. Log College. 21. Log College, Biographical Sketches of the Founder and Prin- cipal Alumni of the. Alexander, A. pp. 279. Philadelphia, 1851. A novel institution founded by Wm. Tennent, twenty miles north Philadelphia, in 1739. The germ of Princeton. Madison. 22. Madison University, the First Half-Century of (1819-69). New York, 1872. Marietta (Ohio). 23. Marietta College, Historical Sketch of. Andrews, J. W. Cincinnati, 1876. The author was long its president. SPECIAL EDUCATIONAL INSTITUTIONS. G7 Michigan. 24. Michigan, History of the University of. Farrand, E. M. pp. 300. Ann Arbor, 1885. See also Michigan, Univ. of. Tyler, M. C. (Scrib. Monthly, Feb., 1876.) Also a particular account of the University of Michigan in Andrew Ten Brook's American State Universities. Cincinnati, 1875. Naval Academy, U.S.A. 25. Naval Academy, History of the U. S. Marshall, E. C. New York, 1862. Naval Academy, Historical Sketches of the U. S. Soley, J. R. pp. 348. Washington, 1876. Oberlin. 26. Oberlin College, its Origin, Progress, and Results. Fairchild, J. H. Oberlin, 1860. Oberlin, History of. Smith, D. Ohio. 27. Ohio University, History of. Walker, C. M. (in his History of Athens County, 1869). Ohio University, Legal History of the. Anon. Athens, Ohio. Pennsylvania. 28. Pennsylvania, Account of the College, Academy, and Charita- ble School of Philadelphia. 1763. F. Leiber. Suggestions for Girard College. Vol. II. of his Miscellaneous Papers, pp. 497-575. Also Stille's Life of William Smith, the first Provost of the Univer- sity of Pennsylvania. 38 ( PEDAGOGICAL LITEBATUEE. Life and Correspondence of Rev. William Smith. 2 vols. By his great-grandson, H. W. Smith. Philadelphia, 1879. Illustrations of the time when Philadelphia seemed about to become one of the chief educational centres of the country. Also a forthcoming History of the University of Pennsylvania, by T. H. Montgomery. Princeton. 29. Princeton. An Account of the College of New Jersey. Blair, S. pp, 47. Woodbridge, N. J., 1764. Princeton. Historical Sketch of the College. Green, A. (pp. 280-405 of his Discourses. Philadelphia, 1822). Princeton. History of the College of New Jersey, from its Origin in 1746 to the Commencement of 1854. Mac- lean, J. 2 vols. pp. 414, 450. Philadelphia, 1871. Princeton College during the Eighteenth Century. Alexander, A. D. pp. 326. New York, 1872. A collection of sketches of individuals. Princeton, History of, and of its Institutions. Hageman, J. F. 2 vols. 1879. Princeton Book, The. Boston, 1879. Princeton. Jonathan Dickinson and the College of New Jersey: an Historical Discourse. Cameron, H. C. pp. 37. Princeton, 1880. Sound Hill, Mass. 30. Round Hill, Mass. See Life of J. G. Coggswell, as sketched in his letters. Privately printed at the Riverside Press, Cam- bridge, 1874. By A. E. Ticknor. 222 copies only. This volume shows that the innovations at this remarkable institu- tion were the result of careful study of the best of foreign educational establishments. SPECIAL EDUCATIONAL INSTITUTIONS. 39 Hoxbury. 81. Roxbury, History of the Grammar School in. Dillaway, C. K. Boxbury, 1860. South Carolina. 32. South Carolina College, History of the. Laborde, M. pp. 596. Charleston, 1874. Swathmore. 33. Swathmore College, Essay on Education in the Society of Friends, with an Account of the Proceedings on laying the Corner-Stone of. Parrish, E. Philadelphia, 1868. Vassar. 34. Vassar College and its Founder. Lossing, B. J. pp. 175. New York, 1867. Vassar College. Avery. • See also Vassar College, a College for Women; a Sketch of its Foundation and Aims. Raymond, J. H. New York, 1873. Vermont. 35. Vermont College. Historical Discourse : an Address by Spalding, J. K. Burlington, 1854. A semi-centennial address. Virginia. 36. Virginia, Early History of the University of. Jefferson, Thomas, and Cabell, J. C. pp. 522. Richmond, 1856. With Jefferson's Bill for a Complete System of Education ap- pended. A work of great historical value, showing how profoundly educational problems were then considered. See also Virginia, Univ. of. De Vere, Scheie (Harper's Mag. v. 44. p. 815). Also, a Sketch of the University of Virginia. Richmond, 1885. Also, Students of the University of Virginia. By Nash. 1878. And University Memorial: Biographical Sketches of Alumni who fell in the Confederate War. Johnson, J. L. 40 PEDAGOGICAL LITERATURE. West Point. 37. West Point, Biographical Sketches of Graduates of. Cullum. 2 vols. New York, 1868. West Point, History of. Boynton, E. C. New York, 1870. William and. Mary. 38. William and Mary, The History of the College of, from its Foundation (1660-1874). Anon. pp. 183. Richmond, 1874. Williams. 39. Williams College, A History of. Durfee, C. pp. 432. Bos- ton, 1869. Winchester. 40. Winchester College. Adams. Wisconsin. 41. 'Wisconsin, Historical Sketches of the Colleges of. Chapin, A. L. pp. 120. Madison, 1876. "Wisconsin, Historical Sketch of the University of. 1849-1876. Madison, 1876. Tale. 42. Yale College, Annals of. Clap, T. 1766. Yale College, Sketch of the History of. Kingsley, J. L. 1835. Yale College, Annals of. Baldwin, E. W. 1838. Yale College, Historical Discourse "before the Graduates of. Woolsey, T. D. New Haven, 1850. Yale, Four Years at. Bagg, L. H. 1871. Yale and the City of Elms. Decrow, W. E. 1882. SPECIAL EDUCATIONAL INSTITUTIONS. 41 Yale College, Biographical Sketches of the Graduates of, with Annals of the College History (1701-1745). Dexter, F. B. pp. 788. New York, 1885. Yale Life, Sketches of. Porter, J. A. Washington, 1886. Yale Literary Magazine. Begun in 1836. Contains much matter of historical interest. Yale Book, The. See also Anonymous Sketches of Yale College, with 70 illustra- tions. 1843. Cf . also the series "of articles on American Colleges, in late numbers of the Century Magazine. In General. 43. American Schools and Colleges, A Visit to. Blake, Sarah J. London, 1875. 44. American State Universities, their Origin and Progress. Brook, Ten. See also Harvard and Yale Universities. Towle, G. M. 15 pp. (Fortnightly Kev., v. 2. 1867). And The College Book. By Richard- son, C. F., and Clark, H. A. Boston, 1878. Probably no part of this bibliography is more incomplete and unsatis- factory than the above section. A fuller and independent bibliography on the history and present state of education in America is contemplated. A history of educational institutions in this country is greatly needed. The field is very rich and almost unknown. No comprehensive history what- ever exists. 6. Great Britain. Cambridge. 1. Cambridge, The Privileges of the University of. Dyer, G. 2 vols. pp. 630, 200. London, 1824. With much incidental matter on history, antiquity, literature, and biography. 42 PEDAGOGICAL LITERATURE. Cambridge, The History of the University of, and of Waltham Abbey. Fuller, T. pp. 688. London, 1840. Illustrated. Wood, A. A. Athenae Oxoniensis. An exact History of the Writers and Bishops who had been there educated. 4 vols, quarto. London, 1813. A vast mine of material. Bernard, Montigue. Pass and Class. Oxford. An excellent illustration of tte way Oxford trains boys. Ackermann, R. Oxford and Cambridge. 1814-16. Five quarto volumes. Elegantly illustrated. Cambridge, Reminiscences of the University, Town, and County of, from the Year 1780. Gunning, H. 2 vols. London, 1854. Cambridge, Of a Liberal Education in General, and with Particular Reference to the Leading Studies of the University of. Whewell, W. 3 parts. ■ 1850. Part I. Principles and Recent History, pp. 236. 1850. " II. Dissensions and Changes, pp. 144. " III. Revised Statutes, pp. 100. Cambridge, Memorials of. Cooper, C. H. 3 vols. pp. 403, 393, 383. Cambridge, 1860-66. A work full of dry facts and fine plates. Cambridge. History of the College of St. John the Evange- list. Baker, T. 2 parts, pp. 554, 544-1235. 1869. The best. Cambridge, Memorials of. Views, Historical and Descriptive Accounts of Colleges and Halls. Leke, W. X. 2 vols, pp. 304, 288. London, 1877. SPECIAL EDUCATIONAL INSTITUTIONS. 43 Cambridge, The University of. Mullinger, J. B. Vol. I. From the earliest times to the Royal Injunction of 1535. pp. 686. Cambridge, 1873. Vol. II. From the earliest times to the Accession of Charles the First, pp. 683. 1884. The best, fullest, and latest. Dublin. 2. Dublin, History of the University of. Taylor, W. B. S. pp. 540. London, 1845. Illustrated. Edinburgh. 3. Edinburgh, The Story of the University of, during the First Three Hundred Years. Grant, A. 2 vols. pp. 384, 510. London, 1884. • Illustrated. The best. See a charming picture of life here in the biography of E. Forbes, the naturalist. Eton. 4. Eton College, Some Account of the Foundation of, and of the Past and Present Condition of the School. Creasy, E. S. pp. 132. London, 1848. Appendix contains many examination papers of that date. Etoniana, Ancient and Modern, being Notes of the History and Traditions of Eton College. Republished from Blackwood's Magazine, with additions. 12mo. Lon- don, 1865. Eton College, A History of. Lyte, H. C. M. pp. 519. 1440- 1875. London, 1875. Illustrated. The best. Eton, A Visit to. Morris, M. (Eng. 111. Mag.). Nov., 1884. 44 PEDAGOGICAL L1TEEATUKE. Oxford. 5. Oxford, Memorials of. Ingram, J. 3 vols. Oxford, 1837. Historical sketch and description of each college, with many illustrations. Oxford, The Historically Received Conception of the Univer- sity, considered with Special Reference to. Kirkpatrick, pp. 309. London, 1857. Oxford, Its Social and Intellectual Life, with Remarks and Hints on Expenses, the Examinations, the Selection of Books, etc. Stedman, A. M. M. London, 1878. Oxford Movement, Reminiscences chiefly of the Oriel College and the. Mozley, T. Boston, 1882. Oxford, Education in ; its Methods, its Aids, and its Rewards. Rogers, J. E. T. pp. 266. London, 1871. Oxford, The Reorganization of the University of. Goldwin Smith, pp. 67. Oxford, 1868. Oxford, Pass and Class. Mbntigue, B. Oxoniensis Athaenae. Wood. Paisley Grammar School. 6. Paisley Grammar School, The History of, from its Origin in 1576. Brown, R. pp. 609. Paisley, 1875. Illustrated. In General. 7. Schools of England, The Great. Staunton, H. pp. 517. Lon- don, 1865. Includes foundation, endowment, discipline, and contains many illustrations, valuable and interesting. See also Huber, History of English Universities. Taine. SPECIAL EDUCATIONAL INSTITUTIONS. 45 c. Germany. Berlin. 1. Berlin, Die Grtindung der Koniglichen Friedrich-Wilhelms- Universitat zu. Kope, R. pp. 300. Berlin, 1860. With an appended history. Berlin, Geschichte der Friedrich Werderschen Gymnasiums zu. Midler, A. C. pp. 156. Berlin, 1881. Characterizes the institution under each of the eighteen rectors from 1681-1875. Bonn. 2. Bonn, The University of ; its Rise, Progress, and Present State, ■with a Concise Account of the College Life of his Royal Highness, Prince Albert of Saxe-Coburg and Gotha. Anon. By a Member of the Middle Temple, pp. 247. London, 1845. Bonn, PUniversite" de, et Penseignement superieur en Alle- magne. Dreyfus-Brisac, E. pp. 291. Paris, 1879. Clear and concise, with bibliography appended. Erfurt. 3. Erfordia liberata. Motschmann, J. C. 11 Samlungen, 1729-37. Erfurt, Die- Universifrat, in ihrem Verh'altniss zu dem Human- ismus und der Reformation. Kampschilte, 1858. Frankfurt (am Main) . 4. Francof ortensis, Notitia Univ. Beckman. 1707. Freiburg. 5. Friburgiensis, de Origine et Institutione Acad., in opuscula ad hist, pertin. 1773. Riegger, Analecta Acad. Frib., 1779. The last containing only documents. 46 PEDAGOGICAL LITEBATUBE. , Freiburg, Die Universitat. Anon. pp. 128. Freiburg, 1881. From 1853-1881. St. Gall. 6. S. Galli, De Casibus, Ekkehard. In Vol. I. of Goldasti's collection. Greifswald. 7. Greifswald, Geschichte der Universitat. Kosegarten. 2 Theile. 1857. The second part contains only documents. Heidelberg. 8. Heidelberg, Geschichte der Universitat. Hautz. 2 vols. 1862. The only comprehensive one, but unsatisfactory. ' Innsbruck. 9. Innsbruck, Geschichte der Universitat in. Probst, J. pp. 411. Innsbruck, 1869. Koln. 10. KSln, Versuch einer Geschichte der ehemaligen Universitat und der Gymnasiums der Stadt. Koln, 1833. Leipzig. 11. Leipzigs, Urkundliche Quellen zur Geschichte der Universitat. Zarncke. In den Abhandlungen der Sachsischen Gesellschaft der Wis- senschaften. 2 vols. pp. 509, 922. 1857. Acta Rectorum Univ. Leipzigs (1524-59). 1759. Statutem Biicher der Universitat Leipzigs. 1861. Mancbe Wesentliche Erganzung im Urkundenbuch der Uni- versitat Leipzigs (1409-1555). Striibel (as Bd. 11 der Codex diplom. Sax. Reg.). Rich material not yet adequately worked up. SPECIAL EDUCATIONAL INSTITUTIONS. 47 Ludwig-Maximilians-Universitat. 12. Ludwig-Maxilians-Univ., Geschichte der, in Ingolstadt, Lands- hut, Munchen, zur Festfeier ihres vierhundertjahrigen Beste- hens. Prantl, C. 2 Bd. 758, 579. Munchen, 1872. Prague. 13. Pragensis, Monumenta historica Universitatis. 7 vols. Prag, 1830-48. Vol. I. and II. contain the enactments of the arts faculty, from 1367-1585, especially the promotions. Vol. III. contains the matriculation book of the Universitas iuristarum, and documents. Vol. IV., the statute book of the University found later. Prager Universitat, Geschichte der. Tomek, W. W. pp. 377. Prag, 1849. Binteln. 14. Rinteln, Geschichte der Hessisch-Schaumburgischen Univer- sitat. Piderit, F. K. T. pp. 139. Marburg, 1842. • Rostock. 15. Rostock, Die Universitat, im 15 u. 16 Jahrhundert. Krabbe, 1856. Tubingen. 16. Tubingen, Geschichte und Beschreibung der Universitat. Kliip- fel, K. pp. 531. Tubingen, 1849. Mainly historical. See also Urkunden zur Geschichte der Univer- sitat Tubingen aus den Jahren 1476-1550. Tubingen, 1877. Also Hoff- mann, Oekonoraischer Zustand der Universitat Tubingen gegen die Mitte der 16 Jahrhunderts. 1845. Contains valuable accounts in detail of university expense and income. Wien. L7. Wien, Geschichte der Kaiserlichen Universitat zu. Kink, K. 2 Bd. 636, 327, 624. Wien, 1854. I. 2 and II. contain original documents. 48 PEDAGOGICAL LITER ATUEE. Wiener Universitiit, Geschichte der, in den ersten Jahrhunderte ihres Bestehens. Aschback, J. R. von. pp. 638. Wien, ' 1865. Wiener Universitiit, Die, und ihre Humanisten im Zeitalter Kaiser Maximilians I. Aschbach, J. K. von. pp. 467. Wien, 1877. Published by the University. Wirzburg. 18. Wirzburg, Geschichte der Universitiit. Wegele, F. X. 2 Th. pp. 308, 538. Wirzburg, 1882. Wittenberg. 19. Wittenberg, Annalen der Universitat zu. Grohmann, J. C. A. 3 Th. 1801. In General. 20. (Strasbourg, Bonn, et Leipzig.) Trois university allemandes considered au point de vue de l'enseignement de la philologie classique. Collard, F. pp. 357. Louvain, 1879-82. Details about different classical authors' methods of lecturing, and seminary work, including classical archaeology. 21. Wien, Das Lehrer-Pedagogium der Stadt. Dittes, F. pp. 60. Wien, 1873. An account of a famous institution, by its rector. d. France. Paris. 1. Paris, Histoire de l'universite" de, depuis son origine jusqu'en l'anne"e 1600. Crevier. 7 vols. Paris, 1761. Paris, Histoire de l'universite" de. Riehomme, C. pp. 202. Paris, 1840. A brief conspectus, extending from the beginning of the univer- sity to the clgse of the last century. SPECIAL EDUCATIONAL INSTITUTIONS. 49 Paris, Histoire de l'universite' de. Dubarle, E. 2 vols. pp. 368, 380. Paris, 1844. Paris, De 1'organisation de l'enseignement dans l'universite de, au moyen-age. Thurot, C. pp. 213. Paris, 1850. A thesis valuable for Itself and for literary reference. Paris, Historia Univ. Du Boulay. 6 vols. Paris, 1866. A vast collection of material, but no general view, and without historic arrangement. Paris, Die Universitat, und die Fremden an derselben im Mit- telalter. Budingsley, A. pp. 234. Berlin, 1876. e. Miscellaneous. 1. Launoy. De Scholis Celebrioribus. 2. Matzen. Kjobenhavns Universitats. Kehlshestone, 1879. 3. Siegeenbeek, M. Geschiedenis der Leidsche -Hoogschool 1575-1825. 2 vols. pp. 448, 473. Te Leiden, 1829-32. 4. Vanderkindere, L. 1834-1884. L'universite' de Bruxelles, pp. 216, ccxviii. Bruxelles, 1884. Historical sketch. 5. Visoher, W. Geschichte der Universitat Basel bis zur Refor- mation. 1860. CI, of course, the histories of modern education and the section on universities. 50 PEDAGOGICAL LITEEATTJEE. X. GENERAL SURVEYS AND SPECIAL REPORTS ON THE PRESENT STATE OF EDUCATIONAL INSTITUTIONS. a. United States. 1. Adams, P. The Free School System of the United States. London. 2. American Teachers. 2 vols. Hartford. From Barnard's Journal of Education. See also historical development of common schools and endowed public schools, etc., of Conn., from his Journal. 3. Baird, Win. R. American College Fraternities. A Descrip- tive Analysis of the Society System in the Colleges of the U. S. 12mo. pp. 212. Philadelphia, 1879. 4. Benefactors of American Education. Hartford. From Bar- nard's Journal of Education. 5. Buisson, T. Rapport sur l'instruction primaire a l'exposition univefselle de Philadelphia, presente a la ministre de l'instruc- tion publique. Illustrated. 8vo. Paris, 1878. Of great value, by the chief educational representative of France at the Exposition of 1876. 6. Buisson, P. French Views of American Schools. Selections translated from the above Report, pp. 55-75. Annual Report of the Board of Education of Connecticut. New Haven, 1879. 7. Doty, D. ; Harris, W. T., etc. A Statement of the Theory of Education in the United States of America as approved by many Leading Educators, pp. 22. Washington, Bureau of Education, 1874. GENERAL SURVEYS. 51 8. Evans, C. H. Educational Year-Book and Universal Catalogue. Current numbers. 9. Hammond, C. W. New England Academies and Classical Schools. Washington, 1868. 10. Kiddle, H. ; Schem, A. J. The Year-Book of Education for 1878. pp. 420. New York. A supplement to the Cyclopedia of Education of the same authors. A handy book of general reference. 11. Ladreyt, M. C. L'instruction publique en France, et les ecoles americaines. pp. 378. Paris. Light but readable notes of travel, by a lady. 12. Lang's Religion and Education in America. 13. Mann, Horace. Lectures and Annual Reports on Education, pp. 571. Boston, 1872. A convenient collection of many of the best of his papers. 14. Nightingale, A. P. A Hand-Book of Requirements for Ad- mission to the Colleges of the United States, pp. 61. New York, 1879. In tabular form. See also the valuable report of Prof. West on one aspect of this subject in Proceedings of Council of Education. 1886. 15. Fhilbrick, J. D. City School Systems in the United States, pp. 207. No. 1. 1885. Circular of Information of the Bureau of Education, Washington. A comprehensive and valuable study. 16. Porter, N. The American Colleges and the American Public. With Afterthoughts on College and School Education, pp. 403. New York, 1878. 52 PEDAGOGICAL LITERATURE. 17. Randall, S. S. History of the Common School System of the State of New York. pp. 477. Ivison, Blakeman, Taylor & Co., New York, 1871. 18. Russell, A. T. History of the Common Schools of Florida, etc. Tallahassee, 1884. 19. Richardson, C. F.; Clark, H. The College Book, pp.394. Boston, 1878. Twenty-four of the older American colleges. Much the fullest ou Harvard. 20. Schuricht, Herrmann. Geschichte der Deutschen Schulbest. rebungen in Amerika. pp. 149. Leipzig, 1884. A valuable contribution to the history of our school system. Cf . Bodenstadt's reiteration of Auerbach's idea of the need of a German university in America to work against assumed tendencies among Germans to degenerate here. 21. Siljestrom, P. A. The Educational Institutions of the United States, their Character and Organization, pp. 411. 1853. Translated from the Swedish. A valuable book in its day. 22. Stockwell, T. B. A History of Public Education in Rhode Island from 1636 to 1876, embracing account of the rise and progress of the present school system of the State ; the various town and city systems ; together with sketches of Brown Uni- versity, and many of the academies, libraries, and literary associations of Rhode Island. 8vo. pp. 458. Providence, 1876. 23. Ten Brook, Andrew. American State Universities, their Origin and Progress. A history of congressional university land grants. A particular account of the rise and develop- ment of the University of Michigan, and hints toward the future of the American university system. 8vo. pp. 410. Cincinnati. GENERAL SURVEYS. 53 24. Tenney, E. P. The New West as related to the Christian College, pp. 106. Cambridge, 1878. 25. Thwing, C. H. American Colleges; their Students and Work, pp. 159. New York, 1878. A collection of interesting popular articles on morals, religion, societies, athletics, journalism, fellowship, expenses. 26. Swett, J. History of the Public School System of California, pp. 246. San Francisco, 1876. 27. Wayland, P. Thoughts on the Present Collegiate System in the United States, pp. 160. Boston, 1842. 28. Willard, Samuel. Brief History of Early Education in Illinois. In Fifteenth Report. 1883-84. 29. Whitford, W. C. Historical Sketch of Education in Wiscon- sin, pp. 127. Madison, 1876. See the proceedings of the National Council of Education, and especially the Reports of the Bureau of Education. Also, of course, annual reports of all kinds, city handbooks of education. Many city and state school reports contain chapters of recent local educational history of great value,' and much literature not repeated here is found under many other headings. See particularly IX. a, above. See A. D. White's Ein Amerikanische Studien Leben. Deutsch Rundschau. Oct., 1879. Also an article entitled American Schools, London Quarterly. April, 1886. See some account of Bp. Berkeley's plan of a Christian uni- versity to civilize America, in his Life by Frazer, Ch. TV. See E. D. Niell, The University and College of Virginia, containing an account of Patrick Copeland and the original plan of Henrico, Va. Also Salmon, Education in Michigan during the Territorial Period. Education. Sept., 1884. Boese, T., Public Education in the City of New York: its history, condition and sta- tistics. N. Y., 1869. Respecting the need of a history, the same may be said here as at the end of IX. a. b. Great Britain. 1. Adams. The Elementary Education Act, with Analysis. 1870. 2. Anon. Our Public Schools, pp. 373. London, 1881. 54 PEDAGOGICAL LITERATURE. 3. Anon. The Public Schools : Winchester, Westminster, Shrews- bury, Harrow, Rugby. Notes on their History and Traditions, pp. 414. London, 1867. 4. Anon. School Life at Winchester College. London, 1870. Illustrated and interesting. 5. Arnold, M. A French Eton, or Middle Class Education and the State. 6. Barnard, H. English Pedagogy, pp. 464. Philadelphia, 1866. A volume of articles on this subject from his Journal. _ 7. Barnard, H. Secondary Instruction in Scotland, pp. 693-700. Vol. 23. Am. Journ. of Ed. Hartford, 1873. 8. Barnard, H. Superior Instruction in Scotland, pp. 801-826. Vol. 24. Barnard's Am. Journ. of Ed. Hartford, 1873. 9. Bristed, C. A. Five Years in an English University, pp. 572. New York, 1874. Long well known and full of interesting details. 10. Carteret-Bisson, F. S. de. Our Schools and Colleges, pp. 518. London, 1872. Prizes, officers, calender, tuition, etc., of unsectarian theological, military, endowed, proprietary, and middle-class schools. 11. Demogeot, J. Montucci, H. De l'enseignement secondaire en Angleterre et en Ecosse. pp. 664. Paris, 1868. Supe'rieur. pp. 733, 1870. Report addressed to the minister of public instruction. 12. Everett, W. On the Cam. Lectures on the University of Cambridge in England, pp. 391. Cambridge, 1867. Twelve Lowell Lectures by an American who spent four years in Cambridge immediately on graduating from Harvard. GENERAL SUIiVEYS. 55 13. Fredericq, P. De l'enseignement superieur de l'histoire en Ecosse et en Angleterre. Notes et impressions de voyage, pp. 47. Paris, 1885. Very valuable, by a Belgian professor of history. 14. Fry, Herbert. Our Schools and Colleges. Giving the prin- cipal particulars respecting English educational institutions. 12rno. London, 1867. 15. Furnival, Fr. J. Education in Early England. Some Notes used as Forewords to a Collection of Treatises on " Manners and Meals in Olden Times," for the Early English Text Society. Paper. 16. Hamilton on Popular Education in England and Wales. Jour- nal of Statistical Society, 1883. pp. 283. 17. Hippeau. L'instruction publique in Angleterre. pp. 138. Paris, 1872. 18. Jolly. Die neueren Reformen der Englischer Universitaten. Preus. Jahrb. 1879. Valuable. 19. Marguerin et Mothers'. De l'enseignement des classes moy- ennes et des classes ouvrieres en Angleterre. pp. 272. Paris, 1864. 20. Liversidge, A. Report on the museums of technology, science, and art. Also upon scientific preferment, and technical in- struction, and systems of evening classes in Great Britain and on the Continent of Europe. Legislative assembly documents, Sidney, New South Wales, 1880. Contains much very compendious information. 21. Pasooe, C. B. A Practical Handbook to the Principal Schools of England, pp. 175. London, 1877. Such information as parents and guardians might desire concern- ing over forty schools. 56 PEDAGOGICAL LITEEATUEB. 22. Report entitled General Digest of Endowed Charities. English parliamentary papers, which appeared in parts from 1867 to 1876. This constitutes a domesday-book of foundations of the greatest value, showing a total income of 2,200,000 pounds (not in- cluding newer charities), from primary schools to universities. See also the reports of Lord Brougham's commissioners at work from 1818 to 1837: - This is the most prolific and largest of all parliamentary inquiries, and extends through 38 folio vols., describing 28,880 chari- ties, with an aggregate income of 1,200,000 pounds, a very large part of which is devoted to education. 23. Report of her Majesty's Commissioners, appointed to inquire into revenues and management of certain colleges and schools, and the studies pursued and instruction given therein. Four large blue-book volumes. London, 1884. A part of the above report of special interest. -A thoroughgoing inquiry restricted to the eight well-known schools preparatory to the universities. 24. Report of .the Commissioners appointed to inquire into the property and income of the Universities of Oxford and Cam- bridge. Two large volumes. 1874. Mostly statistics not before made public. A part of the general report above of special interest. 25. Report of the School Inquiry Commission. Twenty-one large blue-book volumes. 1868-69. By dividing Great Britain into departments, investigated by sub- commissioners, by correspondence, and by oral evidence from scores of those most competent to testify, of which verbal minutes were printed, aad by extending its inquiry to all species of schools and even to other European lands, and by presenting convenient maps, tables, etc., the commission published here the most comprehensive educational report ever made. 26. Report of the Oxford University Commission, appointed to inquire into the state, discipline, studies, and revenues of the University and Colleges of Oxford. One large blue-book, 1852. GENERAL SURVEYS. 57 27. Reports, What Her Majesty's Inspectors Say. Being the re. ports for England and Wales and Scotland, classified, para- graphed, and arranged. 1880. Convenient digest of much of the above, out of the material of which many books were made. 28. Reports, other, of educational interest are blue-books entitled : The Selection and Training of Candidates for the Indian Civil Service. 1876. Reports of the Civil Service Inquiry Commissioners. 1875. Special Report on Oxford and Cambridge Universities Edu- cation Bill. 1867. Report of the Commission to inquire into the System of Train- ing Naval Cadets on hoard H.M.S. Britannia. 1875. Report on the Admission of University Candidates into the Scientific Corps. 1874. Fitch's Report on Endowed Grammar Schools of Yorkshire. 29. Rigg, J. H. National Education in its Social Conditions and Aspects, and Public Elementary School Education, English and Foreign, pp. 517. London, 1873. A thoughtf ill and still valuable book. 30. Schlottmann. Das Englische Universitatswesen. Schmollers Jahrbuch IX. 1885. A good administrative view. V 31. Whewell, W. On the Principles of English University Edu- cation, pp. 189. London, 1838. Devoted to subjects, mode of treating, and discipline. 32. Wiese. German Letters on English Education in 1876 Translated by S. Schmitz. pp. 296. New York, 1879. By a well-known and most competent German authority. 58 PEDAGOGICAL LITERATURE. 33. The Educational Year-Book for Current Years. London. British institutions only. Describes courses, expenses, terms of admission, scholarship, of each British school, from the universities down. See Hazeltine, British and American Education. N.Y., 1880. See the Conservatism of Young Oxford. National Rev., 1884, by G. M. Curtzon. See also additional material in IX. See H. G. Taylor, Elementary Education in England and Wales. Scribner's Mo., June, 1876. — Morris, Higher Education in Wales. Contem. Rev., April, 1882. Also Endowed Schools of Ireland. Reprinted from the Daily News. 8vo. pp. 79. London. c. In Germany. 1. Arnold, M. Higher Schools and Universities in Germany. pp. 270. London, 1874. First published in 1868 as the result of an official tour of inspec- tion, here reprinted with a preface of eighty pages. 2. Barnard, H. Elementary and Secondary Instruction. Vol. I. German States, pp. 856. Vol. II. Switzerland, France, Belgium, Holland, Denmark, Norway, Sweden, Bussia, Greece, Turkey, Italy, Portu- gal, and Spain. Vol. III. Great Britain and American States. Hartford, 1872. 3. Bashford, J. L. Elementary Education in Saxony, pp. 89. London, 1881. 4. Baudouin, J. M. Rapport sur l'e'tat actuel de l'enseignement spdcial et de l'enseignement prim aire en Belgique, en Alle- magne et en Suisse, pp. 510. Paris, 1865. 5. Beer und Hochegger. Fortschritte des Unterrichtswesens in den Culturstadten Europas. 2 vols. pp. 694. Wien, 1867. A general view of the state of education at this date. 6. Bertram, H. Das Gemeindeschulwesen der Stadt Berlin. Two pamphlets. Berlin, 1878-79. 7. Bird, Charles. Higher Education in Germany and England. pp. 137. London, 1884. GENERAL SURVEYS. 59 8. Bre"al, M. Excursions pddagogiques. pp. 364. Paris, 1882. A very discriminating, well-informed comparison between educa- tional institutions of Germany and France, especially those of second- ary grades, by a progressive member of the Institute, who finds German ways best at most points. 9. Carstens, H. W. School Education in Germany. 10. Conrad, J. The German Universities for the Last Fifty Years, pp. 333. Glasgow, 1885. A statistical study of attendance, length of residence at Univer- sity, home, migrations, parents, occupation, etc., of German students, with other special chapters on school benefit, the different faculties, high schools, etc. 11. Cousin, V. Rapport sur l'etat de l'instruction publique en Allemagne. pp.431. Paris, 1833. Published in English in 1833. A work which, in its day, marked an epoch in France. 12. Erler, W. Die Direktoren-Conferenzen des preussischen Staates. pp. 272. Berlin, 1876. Digest of the important papers read at these conferences up to date. 13. Hall, G. Stanley. Aspects of German Culture, pp. 318. Boston, 1881. ^ Contains educational matters.. 14. Hart, J. M. German Universities, pp. 378. New York, 1874. I Mainly a narrative of personal experience. 15. Heigebanr, J. F. Das Volks-Schulwesen in den preussichen Staaten. pp. 272. Berlin, 1834. « 16. Hurst, J. P. Life and Literature in the Fatherland. The result of four years' professional residence in Germany, and describes fully German domestic and social life, the schools, universities, and general educational features of the country. 8vo. New York. 60 PEDAGOGICAL LITERATURE. 17. James, G. P. R. On the Educational Institutions of Ger- many. 12mo. London. 18. Jolly, Ludwig. Unterrichtswesen. In G. Schoenberg's Hand- buch der Politischen Oekonomie. pp. 937-1015. A fresh and comprehensive statement, with a few citations of lit- erature on each topic, by a well-known publicist. 19. Mohl, Robert von. Als Lehrer und Staatsmann. In Deutsche Rundschau. June, 1876. 20. Northrop, B. G. Education Abroad, and Other Papers, pp. 176. New York, 1873. Especially Germany. Of small value. 21. Payne. A Visit to German Schools, pp. 138. London, 1876. Interesting. 22. Petersilie, A. Die ofEentlichen Volksschulen in Preussen im Jahre 1878. Berlin, 1882. Valuable conspectus of statistics. 23. Preyer, M. Statistisches Jahrbuch der Stadt Wien. Current years. Full on schools, charities, crimes, etc. Other large German cities publish year-books, with statistics of education. 24. Schaff, Phillip. Germany, its Universities, Theology, and Religion, with Sketches of Many Eminent Professors of The- ology, pp. 418. Philadelphia, 1857. 25. Schumann, J. C. Dr. Karl Kehr, ein Meister der deutschen Volksschule, etc. pp. 251. Neuwied, 1885. A good account of a representative contemporary German educator. 26. 'Ward, A. W. On some Educational Experiences of the German Renaissance. Paper, 8vo. London, 1878. GENERAL SURVEYS. 61 27. Wiese, L. Das Schulwesen in Preussen. pp. 740. Berlin, 1864. Historical and statistical details by provinces. Still very valuable. 28. Wurtz, A. Les Hautes Etudes Pratiques dans les Universite's d'Allemagne et d'Autriche-Hongrie. pp. 123. Paris, 1882. Includes Berlin, Buda-Pest, Gratz, Leipzig, Munich, and contains many illustrations, plans of buildings, etc. Valuable. 29. Perez. German University Education, with Sketch of Public Schools. London, 1846. 30. German Educational Reformers. Hartford. A volume gathered from Barnard's Journal of Education. See also S. B. Gould, Germany, Present and Past. N.Y. 1882. Chap. 7. Education. See Ueber Deutsche lehre Schulen im Mittlealtes. Von G. H. Salz- burg, 1885. — Also Laverenz, C. Die Medaillen u. Gedachnisszeichen der Deutschen Hoch Schulen. 1 Theil. Berlin, 1885. Eight views and sixteen tables of medals. — Teichmann, A. Die Universitat Basel. Basel, 1885. A history of the last fifty years. — Kieke. Statistik der Universitat Tubin- gens. 1877. — See W. C. Perry. German University Education. London, 1831. Criticised by Helmholtz in his Eectorrede, and referred to by Perry in the Rundschau. Feb., 1878. — See also Mayerhoff— Also Howitt. Student Life of Germany. 8vo. pp. 467. New York, 1841. — Also J. Donaldson. Lectures on the History of Education in Prussia and England, and Kindred Topics, pp. 185. Edinburgh. — Also see important articles in the Revue Internationale d'Enseignement, by Willmann, Hollenberg, Dreyfus-Brisac, Krume, Dumernil, and Sarrazin. d. 1st France. 1. Allain. L'instruction primaire avant la Revolution. 2ed. 188L Largely historical. 2. Arnold, M. Education in France, pp. 291. London, 1867. 3. Barnard. Secondary Special Schools in France, pp. 47-64, Vol. 23; pp. 64-90, Vol. 24. American Journal of Educa- tion. Hartford, 1872-73. 62 PEDAGOGICAL LITERATURE. 4. Bautain. De l'e'ducation publique en France au xix Siecle. pp. 326. Paris, 1875. A Catholic view. 5. Beaussire. La liberty de l'enseignement et l'universite' sous la troisieme republique. Paris, 1884. 6. Bersot. Questions d'enseignement, 1880. 7. Bert, P. Rapport sur la loi l'enseignement primaire. Paris, 1880. pp. 365. 8. Block. Dictionnaire de l'administration francaise. 2 ed. pp. 1100. 1877. See also Supplement General, 1885. Contains much information in brief compass. 9. Bouillier. L'universite" sous M. Perry. 1880. 10. Bre'al, M. Quelques mots sur l'instruction publique en Prance, pp. 407. Paris, 1881. 1. L'ecole ; 2. Lycee ; 3. Les Facultes. 11. Bulletin administratif du Ministere de l'instruction publique. No. 675. Paris, 1885. See current numbers. 12. Che'ruel, A. Dictionnaire d'institutions de la France. 13. Cournot. Des Institutions destruction publique en France, pp. 575. Paris, 1864. Contains a convenient resume" of much historical and other not readily accessible material on the organization of higher education in France. 14. Delalain, Mm. Annuaire de l'instruction publique et des beaux-arts pour l'amiee 1880. pp. 521, 164. Paris, 1881. Contains an educational map of France. GENERAL SURVEYS. 63 15. Detourlet. La loi du 28 Mars 1882, sur l'enseignement pri- maire obligatoire. 1883. 16. D'Ocagne, Mortimer. Les Grandes Ecoles de France, pp. 399. Paris. Includes military and civil schools; illustrated. 17. Dubois, N. A. Concours general. Devoirs donne's an con- cours general entre les Aleves des lycees et colleges de Paris et de Versailles et au concours des ddpartements, anne"es 1866-74. Paris. 18. Duruy, V. Statistique de l'enseignement supdrieur, 1865-68. pp. xlv, 773. Paris, 1868. 19. Education in France, pp. 144. Circular of Information of the Bureau of Education, Washington. No. 4, 1881. 20. Ferneuil. La reform de l'instruction publique. 2 ed. 1881. t 21. Gre"ard, M.. Instruction primaire en France. 4 vols. Paris, 1874. The best and fullest on this topic. 22. Guizot, F. P. G. Essai sur l'histoire et sur l'e'tat actuel de l'instruction en France. Paris. 23. Hahn, Ludwig. Das Unterrichts-Wesen in Frankreich. pp. 746. Breslau, 1848. With history of the University of Paris. 24. Johnston, David. A General View of the Present System of Public Education in France, and of the Laws, Regulations, and Courses of Study in the Different Faculties, Colleges, and Inferior Schools, which now comprise the Royal University of that kingdom. Edinburgh, 1827. 25. Jolly. Die franzosische Volksschule unter der dritten Repub- lic 1884. 64 PEDAGOGICAL LITERATURE. 26. Jourdain, M. C. Rapport sur l'organisation et les progres de l'instruction publique. pp. 228. Paris, 1867. Since 1850. 27. Laveleye. L'instruction du peuple. Paris, 1872. 28. Norms, S. A. Les Batiments Scolaires. pp. 164. Paris, 1883. 20. Rendu. L'instruction primaire. 1873. See also Revue Internationale de Mnseignement. Paris (since 1880). See also VII. u. 3, and X. 30. Schroder. Das Volksschulwesen in Frankreich. 1884. 31. Simon, Jules. L'e'cole. pp. 453. Paris, 1881. 1. Legislation in primary instruction, 1793-1867; 2. Education of girls; 3. Obligatory instruction; i. Free education. Contains resume of statistics up to date. See Stanley, French Elementary Education. Nineteenth Century, March, 1883. See also valuable articles in the Rev. Internationale de l'Enseignement, by Dreyfus-Brisac, Leger, Hollenberg, Ferneuil, Benoist, Stapfer, Dumoiit, Gre'ard. e. Miscellaneous. 1. Bache, A. D. Report on Education in Europe, pp. 668. Phila- delphia, 1839. One of the best and most influential of educational works ever published in this country. The author, with Calvin Stowe and Horace Mann, constitute a trio of names of great influence. 2. Barnard, H. National Education in Europe. A volume compiled from his Journal. 3. Barnard's National Systems of Education. 2 vols. Hartford, 1880. These two volumes are largely devoted to England, France, and Germany, but contain much material on other countries. GENERAL SURVEYS. 65 4. Birmann, M. Die Primarschulen (aus der Allgemeinen Be- schreibung und Statistik der Schweiz). pp. 53. Zurich, 1874. Description, statistics, curricula, etc., arranged according to the species of school. 5. Branle. Les e"tablissement d'instruction et d'edueation en Belgique. pp. 121. Bruxelles, 1872. Official, comprehensive, concise. 6. Bulletin du Ministere de l'lnstrnction Publique. Bruxelles. Current numbers. 7. Butt, I. The Problem of Irish Education ; an Attempt at ita Solution. ~pp. 119. London, 1875. 8. China. Progress of Western Education in China and Siam. pp. 13. Bureau of Education, Washington, 1880. 9. Dor, V. E. L'instruction publique en Egypte. pp.394. Paris, 1872. 10. Eaton, J. Education in Italy and Greece, pp. 8. Bureau of Education, Washington, 1883. 11. La Puente, V. Historia de las universidades, colegios, y demasestablecimientos de ensefianza in Espana. Tomo II. pp. 631. Madrid, 1885. 12. Grrob. Statistik ueber das Unterrichtswesen in der Schweiz. 7 Bd. 1883. 13. Hegarty, James L. Primary Education in Victoria (Aus- tralia). In Victorian Review. Dec, 1879. 14. Hippeau. L'instruction publique en Italie. pp. 415. Paris, 1875. A general view. 15. Japanese Department of Education. An Outline History of Japanese Education ; prepared for the Philadelphia Interna- tional Exhibition, 1876. pp. 202. N.Y., 1876. 66 PEDAGOGICAL LITERATURE. 16. "Japan. Education in Japan, pp. 56. Circulars of Informa- tion of the Bureau of Education. No. 4. 1885. Washington. 17. Jessen, I. C. Grundziige zur Geschichte und Kritik des Schul- und Unterrichtswesens der Herzogthiimer Schleswig und Holstein, vom christlich wissenschaftlichen Standpunkte. pp. 419. Hamburg, 1860. 18. Lauer, M. Entwickelung und Gestaltung des belgischen Volksschulwesens seit 1842. pp. 194. Berlin, 1885. 19. Lauer, M. Entwickelung und Gestaltung des niederlandischen Volksschulwesens seit 1857. pp. 320. Berlin, 1885. 20. Lethbridge, K. Higher Education in India, pp. 216. Lon- don, 1882. A view of English schools there, and a plea for State colleges. 21. Murray, E. C. Grenville. The Russians of To-day. Chap. xxviii., Schools; xxix., Military Academies and Universities. Leipzig, 1878. 22. Parve", D. J. S. Organisation de l'instruction primaire, secon- daire et superieure dans le Royaume des Pays-Bas. pp. 195. C. Leide, 1878. 23. Pinoott, Frederic. Primary Education in India. In Na- tional Review. Feb., 1884. 24. Pio, Prof. Education in Greece. "Circulars of Bureau of Education. Washington, 1883. See also Education in Italy and Greece, by the Bureau. 1883. 25. Portugal, Education in. In Circular of Information of the Bureau of Education. Washington, 1872. 26. Russians of To-day, The. Murray, E. C. Chap. 17. Schools. Leipzig, 1878. WOKKS ON SYSTEMATIC PEDAGOGY. 67 27. Spain. National Pedagogic Congress. Washington, 1882. 28. Stowe, Calvin E. Report on Elementary Instruction in Europe. Boston. A work of much historical importance. 29. Swiss Teachers and Educators. Hartford. From Barnard's Journal of Education. On this general subject consult also sections II. and VII., XI., aad also the later sections on legal and administrative aspects, of education. See Pisa and its University Galaxy. Sept. , 1886. See also Curious Schools. By various authors. 12mo. Illustrated. Boston, 1881. See also l'Enseigne- ment en Tunisie Foncin, Rev. d'Enseignement, 1882; en Algerie, 1883, pp. 697 and 817; en Italie, Bertholet, 1886, pp. 137; Belgique, Hymans, 1881, pp. 250. XI. WORKS ON SYSTEMATIC PEDAGOGY. 1. Bain, A. Education as a Science, pp. 453. New York, 1881. 2. Beneke, P. B. Erziehungs- nnd Unterrichtslehre. I. Bd. pp. 403; II. Bd. pp. 482. Berlin, 1876. Application of the author's -well-known psychological ideas to education, and formerly much used. 3. Bock, E. Der Volksschul-Unterricht. pp. 688. Breslau, 1879. On the basis of Prussian law. A book full of practical details on the methods of teaching each common-school branch. One of the best German guides to school-keeping, and now much read in this country. 4. Bormann, A. Piidagogik fur Volksschullehrer. pp. 299. Ber- lin, 1873. On the basis of the law of 1872, with reference to public and nor- mal schools. 68 PEDAGOGICAL LITERATURE. 5. Colozza, G. A. Sazzio di pedagogia comparata. pp. 104. Napoli, 1885. 6. Denzel, B. G. Einleitung in die Erziehungs- und Unterrichts- Lehre fiir Volksschullehrer. Iter Theil. pp. 328. Stuttgart, 1825. Once a standard. 7. Diesterweg's Wegweiser zur Bildung fiir deutsche Lehrer. 3 Bd. pp. 384, 573, 815. Essen, 1873-77. . Vol. I. General consideration and literature on elementary psychology, didactics, and methods. Vol. II. Considers successively instruction in religion, ob- ject-lessons, reading, arithmetic, writing, drawing, singing. Vol. III. Geography, history, science, geometry, French, Eng- lish, the instruction of deaf-mutes, the blind, the idiotic, kindergarten, and gymnastic. An old, and for a long time almost unrivalled, standard work, revised to date, with copious literature on each topic, including both pedagogical treatises and critical estimates of the value of all the leading German school text-books. Still widely used by teachers in Germany. 8. Dittes, P. Schule der Padagogik. pp. 1024. Leipzig und Wien, 1880. Contains I. Psychology, pp. 160. "II. Logic, to p. 241. III. Theory of education and instruction, to p. 473. IV. Method of the public school, to p. 755. V. History of education and instruction, to p. 1004. An important and comprehensive work. The author was for many years at the head of the Vienna pedagogium. 9. Pitch, J. G Lectures on Teaching, pp. 393. New York, 1885. Very valuable lectures by a practical teacher and inspector, chiefly by topics. See also his Art of Securing Attention, p. 43. WOEKS ON SYSTEMATIC PEDAGOGY. 69 10. Fricke, F. W. Erziehungs- und Unterrichtslehre. pp. 810. Mannheim, 1881-82. Objectivity of judgment and the mediation of antitheses are sought by the author. The plan is very comprehensive and original. Ce/li 11. Keilner, L. Volksschulkunde. Ein theoretisch-praktischer Wegweiser fiir katholische Lehrer und Lehrerinnen, Schul- aufseher mid Seminarien. pp. 352. Essen, 1874. 12. Kern, H. Grundriss der Padagogik. pp. 314. Berlin, 1881. A good modern treatise by a Berlin gymnasial rector. 13. Kloepper, Dr. K. Grundriss der Padagogik. pp. 183. Ros- tock, 1878. For female teachers and female schools. 14. Naegelsbach, C. P. v. Edited by Autenrieth, G. Gymnasial- Padagogik. pp. 175. 3d edition. Erlangen, 1879. An old and standard work, condensed, and still valuable. 15. Niemeyer. Grundsatze der Erziehung und des Unterrichts. 3 vols. pp. 572, 734, 666. Halle, 1839. An old, valued, and comprehensive work. 16. Niedergesass, R. Handbuch der speciellen Methodik der elementaren Schulen. Wien, 1885. Being published in instalments, with many co-workers and many illustrations; fuller than the preceding; valuable. 17. Palmer, C. Evangelische Padagogik. pp. 736. Stuttgart, 1869. A somewhat extreme, but tried and suggestive pietistio standard work. 18. Piderit, Dr. Albert. Zur Gymnasialpadagogik. 47 lectures, pp. 438. Giitersloh, 1877. 70 PEDAGOGICAL LITERATURE. 19. Rappold, J. Gymnasialpadagogischer Wegweiser. pp. 30. Wien, 1883. Designed for beginners (or candidates) -in gymnasial instruction. Contains a list of books and articles of value, arranged topically. 20. Rosenkranz, K. Pedagogics as a System. Translated by Anna C. Brackett. pp. 148. St. Louis, 1872. The best presentation in English of Hegelian idealism applied to 21. Roth, K. L. Gymnasial-Padagogik. pp. 472. Stuttgart, 1874. First published in 1865, by an able and well-known gymnasial rector. A work still much read in Germany, and perhaps as good as anything in its special field, except Schrader. 22. Schrader, W. Erziehungs- und Unterrichtslehre fur Gynina- sien und Kealschulen. pp. 590. Berlin, 1882. I. Introduction, devoted to ethical and pedagogical relations. II. General theory of education and instruction. III. The special branches. Fourth enlarged and corrected edition. By general consent the best, as it is the fullest, general treatise on pedagogic questions from the gymnasial standpoint. The author has had a long gymnasia experience. 23. Schwartlz. Allgemeine Erziehungslehre. 8th ed. pp. 448. • Leipzig, 1880. See also his Schul-Erziehungslehre. pp. 739. 1882. The first is an old standard treatise on systematic pedagogy, newly edited. 24. Thaulow, Dr. Gustav. Philosophie der Padagogik. pp. 212. Berlin, 1845. Interesting compilation of ideas from Hegel. 25. Waitz, T. Allgemeine Padagogik. pp. 552, lxxvi. Braun- schweig, 1875. One of the best from the standpoint of a purely Herbartian psy- chology. A work that has been much read, and had much influence upon university lecturers, by the eminent anthropologist. "WOEKS ON SYSTEMATIC PEDAGOGY. 71 26. Zeschwitz, Gerhard von. Lehrbuch'der Padagogik. pp. 291. Leipzig, 1882. 27. Ziller, T. Grundlegung zur Lehre vom erziehenden Unterricht. pp. 557. Leipzig, 1884. The author, of whom this is the chief work, was for many years professor of pedagogy at the University of Leipzig. Although there are professors in nearly every German university who lecture on peda- gogy, Ziller, with three or four others, devoted his entire energy to this department, holding seminaries, conducting practice classes in tho gymnasium, editing a periodical, and having many pupils. This volume was re-edited after his death, and consists of two parts : (a) on the relation of instruction to government and to discipline ; (5) determina- tion of the end of instruction. Although very original and suggestive, the author's dependence upon Herbart is manifest. 28. Ziller, T. Vorlesungen iiber Allgemeine Padagogik. pp. 344. Leipzig, 1876. The first work for those to read who would acquaint themselves with the author's opinions. It follows its characteristic divisions. I. School government; II. Instruction, laws, and method; III. Disci- pline, character, culture. The " systematic" character claimed for works of this class has often been vigorously denied, and the differences between systems has sometimes brought discredit upon the work of those who devote themselves to the study of educational problems. Of late, however, the best minds have been drawn from premature systematizing to the study of special problems, and in this lies the new promise of fecundity in this field. 72 PEDAGOGICAL LITERATURE. XII. WORKS IN THE FIELD OF GENERAL PEDAGOGY, OF A LESS SYSTEMATIC CHARACTER THAN THE PRECEDING. 1. Abbott, J. The Teacher. 285. Boston, 1833. The rare first edition. 2. Anon. Practical Education. 2 vols. pp. 344, 333. New York, 1801. 3. Anon. The Teacher's Manual of the Science and Art of Teach- ing, pp. 547. London, 1879. 4. Bain, A. Practical Essays, pp. 338. New York, 1884. Including chapters on civil service examinations, the classical controversy, metaphysical and debating societies, the university ideal, past and present. 5. Barnard. Library of Practical Pedagogy. 10 vols. Hartford, 1880. 6. Barnard, H. German Pedagogy. Views of German Educators on the Principles of Education and Methods of Instruction for Schools of Different Grades, pp. 640. Hartford, 1871. Republished from the American Journal of Education. 7. Be"esau, M. l'Abbe". The Spirit of Education, pp. 325. Translated. Syracuse, N.Y., 1881. 8. Blaokie, J. S. On Self-Culture, pp. 116. New York, 1874. 9. Clarke, E. H. The Building of a Brain. 10. Ebeling, Ch. Briefe iiber Erziehung; a vade mecum for parents and teachers, pp. 150. Hamburg, 1879. WORKS IN GENERAL. 73 11. Eve. Sidgwick and Abbott. Three Lectures on the Pracr tice of Education. Cambridge, Eng., 1883. In the Pitt. Press Series. 12. Farrar, F. W., Editor. Essays on a Liberal Education, pp. 384. London, 1868. C. S. Parker, On the History of Classical Education, p. 1. H. Sidgwick, The Theory of Classical Education, p. 81. J. Seeley, Liberal Education in Universities, p. 145. E. E. Bowen, On Teaching by Means of Grammar, p. 177. F. W. Farrar, On Greek and Latin Verse-Composition as a General Branch of Education, p. 205. J. M. Wilson, On Teaching Natural Science in Schools, p. 241. J. W. Hales, The Teaching of English, p. 293. W. Johnson, On the Education of the Reasoning Faculties, p. 313. L. Houghton, On the Present Social Results of Classical Edu- cation, p. 365. 13. Fellenberg. Letters from Hofwyl, by a Parent, pp. 372. London, 1842. See Fellenberg discussed in Atlantic Monthly, May, 1879, by Robert Dale Owen, and by an earlier writer in the Atlantic, May, 1866. 14. Frisch, F. Padagogische Streifziige. pp. 176. Wien und Leipzig, 1883. Twenty-seven brief and bright essays on topics nearly or entirely connected with the teacher's work. 15. Grube, A. W. Padagogische Studien und Kritiken fur Lehrer und Erzieher. pp. 294. Leipzig, 1882. Vermischte Aufsatze aus den Jahren 1845-60. pp. 406. Leipzig, 1860. I. Padagogische Lehren vom administrativen, philosophi- schen, kirchlichen und arztlichen Standpunkte 74 PEDAGOGICAL LITERATURE. II. Padagogische Reiseskizzen. HI. Natunvissenschaft und Natursymbolik. IV. Zum Unterricht in der deutschen Sprache. V. Volksschullehrer-Praxis. VI. Aus dem Gemuthsleben des Volks und seiner Lehrer. Second Series. 1882. I. Naturforschung und Christenthum. II. Zur Aesthetik der Tonkunst. III. Zur Entwickelungsgeschichte der Volksschule. IV. Evangelische Erziehungs- und Unterrichtslehren. V. Staatlioher Fortschrittsdrang und klerikale Hemmung. VI. Zur Einrichtung, Zucht und Leitung des Unterrichts. 16. Hamilton, Gail. Our Common School System, pp. 358. Boston. Sprightly and critical miscellaneous papers. 17. Jessen, A. C. Padagogische Skizzen. 2 Bd. 148. Wien, 1874-76. Three little volumes of brief and miscellaneous practical articles. 18. Jutting, W. XT. Sprachliche und padagogische Abhandlungen. pp. 443, 428. Aurich, 1868. 19. Keber, Dr. A. Zur Methodenkunde und Padagogik. Gesam- melte Aufsiitze. pp. 272. Kothen, 1877. 20. Kaiser, B. Grundriss der Erziehungslehre fiir Kleinkinder- lehrerinnen. pp. 72. Berlin, 1885. 21. Kehr, C. Die Praxis der Volksschule. 9th ed. pp. 490. Gotha, 1880. For normal pupils. 22. Kellner, L. Aphorismen. Zur Padagogik der Schule und des Hauses. pp. 179. Essen, 1878. WOKKS IN GENERAL. 75 23. Lorenz, O. Ueber Gymnasialwesen, Padagogik und Fach- hildung. Wien, 1879. 24. Mahr, F. Schiilerfehler, Lebensfehler und ihre Heilung. pp. 46. Wien, 1881. Thirty defects. Shows some observation of children. 25. Nitzsch. Padagogische Briefe. pp. 332. Leipzig, 1867. Sprightly letters on many topics, mostly educational. 26. Noire', L. Padagogisches Skizzenbuch. pp. 331. Leipzig, 1874. Language-study the basis of higher mental development ; danger of one-sidedness in the study of language; schoolmasters' diseases; ideal culture; examples of poetic interpretation; progress in the knowledge of nature, and its influence on the mental life; and other papers. 27. Page, D. P. Theory and Practice of Teaching, pp. 358. New York. Quite antiquated, but good. 28. Payne, Joseph. Lectures on the Science and Art of Educa- tion, pp. 389. London, 1880. Very valuable. The author was the first professor of the science and art of education in the college of preceptors in London. 29. Quain, R. On Some Defects in General Education, pp. 112. London, 1870. 30. Rosmini-Serbati, A. Scritti vari di Metodo e di Pedagogia. pp. 512. Torino, 1883. Valuable suggestions, but desultory in form and method, by the noted Italian philosopher. 31. Scheve, Gustav. Naturgesetze der Erziehung. pp. 96. Stettin, no date. 76 PEDAGOGICAL LITERATURE. 32. Schmid-Schwarzenberg, F. Briefe iiber verniinftige Erzieh- ung. pp. 196. Wien, 1882. Thirty-four short letters of advice to teachers. 33. Schiitze, F. M. Evangelische Schulkunde. pp. 800. Leip- zig, 1876. 34. Spencer, H. Education, and also his Essays on Educational Topics. 35. Tate, T. The Philosophy of Education; or, the Principles and Practice of Teaching. London. Republished in Syra- cuse, 1885. 36. Taylor, J. O. The District School, pp. 336. New York, 1834. Of only historical value. 37. Thompson, D. W. Day Dreams of the Schoolmaster, pp. 328. Edinburgh, 1864. Pleasant but desultory reading. 38. Thring, E. Theory and Practice of Teaching, pp. 256. Cam- bridge, England, 1883. A very bright and suggestive book, by the head master of the Uppingham School. 39. Vernaleken, T. Die Anfange der Unterrichtslehre undVolks- schulkunde mit psychologischer Propadeutik. pp. 192. Wien, 1874. I. Psychological propaedeutic ; II. Instruction in the public school; III. The public school; IV. Instruction in language. 40. 'Wagner, J. J. System des Unterrichts oder Encyclopsedie u. Methodologie des Gesammten Schul-studiums. Ulm., 1881. In his works, Bd. 3. WOKKS IN GENERAL. 77 41. Wickersham. School Economy. 42. Willm's Education of the People, with a preliminary disser- tation on some points connected with the present position of education in England, pp. 250. 12mo. Translated. Glas- gow, 1847. 43. Wyss, F. Padagogische Vortrage zur Fortbildung der Lehrer. pp. 175. Wien und Leipzig, 1884. Chapters on character culture, the relation of education to the Gemiith, the pedagogy of Herder, Diesterweg, Herbart, Ziller. The importance of Herbart and Pestalozzi are especially magnified. See a system of education for the infant King of Kome, and other French princes of the blood. London, 182 . Drawn up under the direction of the Emperor Napoleon. See also De institutione principis. London, 1619. Works of King James I. See also Adelaide and Theodore; or, Letters on Education, containing all the principles of education rela- tive to the different plans of education, to that of princes and to that of young persons of both sexes. The last two sections, especially XII., might very easily have been almost indefinitely extended. 78 PEDAGOGICAL LITEBATUBE. XIII. WORKS ON THE PSYCHOLOGY OP PEDAGOGY, OR ON SPECIAL PARTS OF IT. 1. Ballauf, L. Humanismus und Realismus. pp. 25. Vol. II. Pad. Studien von W. Rein. Eisenach, 1877. 2. Barth, E. Ueber den Umgang. Ein Beitrag zur Schul-Padagogik. pp. 110. Langensalza, 1882. A Herbartian essay of some interest on an extremely important topic. 3. Craig, A. R. The Philosophy of Training, pp. 377. London, 1847. A still valuable, but somewhat antiquated, standard work. 4. Dif jaj F. Naturlehre des Moralischen und Kunstlehre der Moralischen Erziehung. pp. 144. Leipzig, 1856. 5. Fichte, J. E. On the Nature of the Scholars, and its Mani- festation, pp. 220. London. 6. FrShlich, G. Die wissenschaftliche Padagogik in ihren Grund- lehren. pp. 164. Wien und Leipzig, 1883. A popular prize essay, containing a plea for the application of psychology to school work, and containing lists of educational or psychological books and journals. 7. Hall, G. Stanley. The New Psychology. Andover Re- view, 1884. The Education of the Will. Princeton Review, Nov., 1882. New Departures in Education. N. A. Review, Feb., 1885. 8. Hooffman, U. J. The Science of Mind Applied to Teaching. pp. 400. New York, 1885. THE PSYCHOLOGY OF PEDAGOGY. 79 9. Imme, T. Die Fragesatze nach psychologischen Grunds'atzen. pp. 62. In the Jahres-Bericht des Koniglichen Gymnasiums zu Cleve. 1879. 10. Klaiber, J. Das Marchen und die kindliche Phantasie. pp. 44. Stuttgart, 1866. Good. 11. Lange, K. Ueber Apperception. Eine psychologische-paeda- gogische Monographie. pp. 112. Plauen, 1879. Good. 12. Maas, B. Die Psychologie in ihrer Anwendung auf die Schul- praxis S. pp. 84. Breslau, 1885. 13. Markel, G. Die Einbildungskraft und ihrer Bedeutung fiii Unterricht und Erziehung. pp. 34. Dbbeln, 1878. 14. Meyer, B. Aus der asthetischen Padagogik. pp. 256. Berlin, 1873. Six lectures on language, literature, music, art, art-industry, and pedagogical practice from an aesthetic, educational standpoint, by a popular professor of philosophy at the University of Bonn. 15. Oehler, C. Die Aufmerksamkeit der Kinder beim Unterricht. JSp. 30. Leipzig, 1876. 16. Pfisterer, G. P. Padagogisehe Psychologie. pp. 340. Guters- loh, 1880. An attempt quite noteworthy in Germany to go beyond the psychology of Herbart and Beneke, which pervades so much of the technically pedagogical literature of that country, and to utilize and apply to pedagogical problems the newer psychology of Lotze, Ul- rici, J. H. Fichte, Wundt, Trendelenberg, Sigwart, Lazarus, Horwicz and others, but dealing largely in quotations. 17. Radestock, P. Habit and its Importance for Education. Translated from the German by F. Caspari. Boston, 1886. Covers mainly the entire field of pedagogical psychology, full of well-chosen quotations, aud mainly empirical in its standpoint. Brief Introduction by G. S. Hall. 80 PEDAGOGICAL LITERATURE. 18. Richter, A. Die Concentration des Unterrichts in der Volks- schule. pp. 92. Leipzig, 1865. A valuable prize essay on a topic then much discussed in Germany. 19. Scherfig, P. E. Der psychische Wert des Einzel- und Classen- unterrichts. Eine psychologisch-padagogische Monographie. pp. 56. Leipzig, 1882. A very suggestive thesis. 20. Schnell, P. Grundriss der Concentration und Centralisation des Unterrichts. pp. 159. Langensalza, 1860. From Ziller's standpoint. 21. Sidgwick, A. On Stimulus, pp. 29-65. See the Lectures on Education, pp. 38. Cambridge, 1883. 22. Striimpell, L. Psychologische Padagogik. pp. 368. Leipzig, 1880. Bather more abstract Herbartian psychology than pedagogy. 23. Tate, T. The Philosophy of Education; the Principles and Practice of Teaching, pp. 330. Syracuse, 1884. A good old English book, well worth reprinting in this country. 24. Wiese, L. Die Bildung des Willens. pp. 87. 9th edition. Berlin, 1879. A valuable contribution to the subject. Ci . also Lippe, Culturge- schichte. III. Treats of mental culture. Also Essays of Benj . Rush. Philadelphia, 1798. Treats curricula, amusements, punishments, fe- male education, etc., in a philosophic spirit. Also H. Dittmar, Tempa- ment und Erziehung. pp. 57. Emden, 1885. — Walsemann, Das Interesse, sein Wesen u. sein Bedeutung f. d. Unterricht. Hannover, 1885. — L6hr, Ueber Pflege der Phantasie in der Volksschule. Danzig, 1885. — Krier, Das Studium und das privat-lectiire. pp.291. Luxen- burg, 1885. — Hartwig, Die Erziehungs Prineipien Dupanloups. Leip- zig, 1885. — Israel, Die padagogische Bestrebrugen E. "Weigels. Zschoppau, 1885. — Hass, Die Psychologie als Grundwissenschaft der Padagogik. Leipzig, 1885. — See Vice, works. — Chap. V. Blackwood, Philosophical Classics. Vico's educational ideas are important. WORKS RECOMMENDED TO TEACHERS. 81 XIV. PSYCHOLOGICAL AND ETHICAL WORKS WITHOUT IMMEDIATE REFERENCE TO EDUCATION, BUT RECOMMENDED TO TEACHERS. 1. Bain, A. The Senses and the Intellect, and The Emotions and the Will. His two chief works. 2. Benn, A.W. The Greek Philosophers. 2 vols. London, 1882. Very brilliant, chiefly from the standpoint of Zeller, of whose great standard this may almost serve as a popular resume. 3. Bowen, F. Modern Philosophy, from Descartes to Schopen- hauer and Hartmaim. N.Y., 1877. Spicily written, and fullest and best on Kant and Schopenhauer. 4. Carpenter, W. B. Principles of Mental Physiology, pp. 737. New York, 1874. Scientifically antiquated, but containing many valuable sugges- tions for teachers. 5. Ebbinghaus, H. Ueber das Ged'achtniss. Untersuchungen zur experimentalen Psychologie. Leipzig, 1885. A valuable experimental research on the carrying power of memory, cited as a favorable sample of a larger class of works in scientific psychology, of practical value in education. « 6. Galton, F. Inquiries into Human Faculty and its Development. pp. 380. New York, 1883. A suggestive book for teachers interested in the psychological bearings of their work, but confined to a few topics 82 PEDAGOGICAL LITE11ATUJUE. 7. Hamilton, Sir Win. Essays on Education, including a Review of Cousin on German Schools, Dalgarno on Teaching Deaf- Mutes, Mathematics, and Mental Discipline, State Control of . Universities, University Rights of Dissentors, etc. 8. Hoffman, P. Der Einfluss der Natur auf die Kulturentwicke- lung der Menschen. pp. 36. Samml. Wiss. Vortrage. xx. S. H. 464. Berlin, 1885. Anthropological, specifying climatic site, mineral resources, and plants and animals. 9. Holmes, O. W. Mechanism in Thought and Morals, pp. 101. Boston, 1871. Parts of it bearing directly on education. 10. Ireland, W. W. The Blot on the Brain. Studies in History and Psychology. N.Y., 1886. Contains chapters on left-handedness, unconscious cerebration, the relation of words to thought, etc. 11. Joly, H. Psychologie des grands hommes. pp. 280. Paris, 1883. In the line of Galton. See also Radestock's Genie und Wahnsinn. Cf. also Candolle's Histoire des Sciences et des Savants. A study of French Academicians for two centuries. Eeviewed in the Popular Science Monthly, May, 1886. 12. Knight, W., Editor. Philosophical Classics for English Readers. Very readable little volumes, each devoted to the life, character, and brief resume of the system of eminent philosophers, by different writers. The series so far includes Descartes, Butler, Berkeley, Fichte, Kant, Hamilton, Hegel, Leibnitz, Vico, Hobbes, and Hume. Bacon and Spinoza are to come. 13. Lazarus. Das Leben der Seele. 3 vols. 1875. The chief work of a Berlin professor of philosophy, saturated with his educational opinions. WORKS RECOMMENDED TO TEACHERS. 83 14. Lewes, G. H. Physical Basis of Mind. Boston, 1877. Some special problems jn physiological psychology. 15. Lotze, H. Outlines of Psychology, pp. 120. Boston, 1885. 16. Mayor, J. B. A Sketch of Ancient Philosophy, from Thales to Cicero, pp. 254. Cambridge, England, 1881. Chiefly ethical. 17. Morris, Geo. S. German Philosophical Classics for English Readers and Students. Less popular, but more special, and of far more scientific value than Knight's series above. See also Prof. Morris' translation of Ueberweg's comprehensive History of Philosophy, in two vols. 18. Miiller, G. E. Zur Theorie der sinnlichen Aufmerksamkeit. pp. 136. Leipzig. A thesis vague, but suggestive. 19. Ribot, T. Maladies de Personalis. Paris, 1855. Like the two following books, extremely popular resume's of more special works. 20. Ribot, T. The Diseases of the Will. pp. 45. New York, 1884. 21. Ribot, T. The Diseases of Memory, pp. 48. New York, 1883. Like the preceding work, now published for fifteen cents in the Humboldt Library. 22. Ribot, T. German Psychology of To-day. pp. 307. N.Y., 1880. A handy little digest of Herbart, Lotze, Wundt, Fechner, Helm- holtz, and other experimental psychologists; see also his earlier work, English Psychology, N.Y., 1874, epitomizing J. S. Mill, H. Spencer, Lewes, Bain, and Bailey. These books of Ribot, especially the two last, are especially recommended to teachers. 84 PEDAGOGICAL LITEK AT U HE. 23. Spencer, H. Illustrations of Universal Progress, pp. 451. New York, 1872. Contains his essays on Progress, and also especially his Psychology (2 vols.), Manners and Fashion, Genesis of Science, Physiology of Laughter, Origin and Function of Music; Bain on Emotion and Will, Use and Beauty, Uses of Anthropomorphism; see also his Psy- chology, and especially the first volume. 24. Stein thai, H. Einleitung in die Psychologie und Sprach- wissenschaft. pp. i, 496. Berlin, 1881. Brilliant, and very valuable, especially for the study of attention in education. 25. Sully, J. Outlines of Psychology, pp. 711. London, 1884. With educational references. A smaller volume, containing the parts especially devoted to pedagogy, has been independently pub- lished. 26. Taine, H. On Intelligence, pp. 514. New York, 1872. The most painstaking of all the author's works, by which he wishes to be remembered. Implies much knowledge of morbid states. 27. Tylor, B. B. Primitive Culture. 2 vols. pp. 453, 426. Lon- don, 1871. A standard work of much scientific interest for teachers interested in the nature of childhood, in the mental traits it has in common with savages. 28. Ward. See his article on Psychology in the new edition of Encyclopedia Britannica: The author is one of the most acute of English psychologists, and has studied and lectured upon educational topics. 29. Youmans, B. L. The Culture Demanded by Modern Life. pp. 473. New York, 1873. A well-known collection of essays and papers by eminent special- ists, on the educational aspect and value of different departments of science. Read in this connection Taylor's Defence of Classical Studies, by many authors, prepared in a sense as a rejoinder to this book. THE STUDY AND OBSERVATION OF CHILDKEN. 85 30. Zeller, E. Outlines of the History of Greet Philosophy, pp. 363. New York, 1886. A convenient compendium of Ms great work, made by the author. These works are sampled from a large class as books which, in the opinion of the writer, every intelligent teacher can understand and profit by. 2, 3, 11, 15, and 16 can be read to open the field of history and philosophy, and, in part, ethics ; 1, 4, 5, 6, 9, 10, 13, 18-21, as intro- ductory to psychology. °5. C. Loi du 28 Mars, 1882, sur l'enseignement primaire obligatoire et la'ique. pp. 50. Paris, 1882. 10. Block, M. Dictionnaire de l'administration francaise. 2d edition. Paris, 1881. See especially the following articles. Instruction (ministerielle). pp. 1100-1153. Culte. pp. 723- 38. Bibliographie. pp. 723-727. Enseignement ad- ministratif. pp. 889-897. d. In Italian, etc. 1. Document! sulla Istruzione elementare nel Regno d' Italia, pp. 117, cclxvii. 2. Nuovo Codioe della Istruzione Publica. pp. 819. Saluzzo, 1870. A good digest of Italian law to date. 3. Statuta Collegii sancta et individuae Trinitatis juxta Dublin. pp. 196. Dublinii, 1870. 236 PEDAGOGICAL LITERATURE. LI. SCHOOL CONTROL. 1. Baldwin, J. The Art of School Management, pp. 504. New York, 1884. 2. Blakiston, J. A. The Teacher. Hints on School Manage- ment. London, 1879. 3. Breslauer. Lehrbuchfrage. In Die Gegenwart. lltr Bd. 1877. 4. Chadwick, E. A Communication to the Education Commis- sion on Half-time Schools, and the Cost of Education in a Large and a Small School. Parliamentary Report. London, 1862. 5. Dangschat, Mich. Die Schulverwaltung. Eine Zusammen- stellg. d. amtl. Verordnung f. Schulamtskandidaten, Lehrer, etc. 6. Donaldson, J. On Some Defects in the Educational Organiza- tion of Scotland. In Contemporary Review. Jan., 1882. 7. Dreyfus-Brisao. Les principes regulateurs de l'enseignement en Prusse. Rev. de l'Enseignement, 1884. 8. Pearon, D. R. School Inspection, pp. 93. London, 1876. 9. Greard. Le question des programes dans l'enseignement se- condaire. Rev. de l'Enseignement, 1884. . 10. Huxley, T. H. School Boards. In Critiques and Addresses. New York, 1873. 11. Krumme. De la sanction des e'tudes secondaires en Prusse. Rev. de l'Enseignement, 1886. SCHOOL CONTROL. 237 12. Landon, J. School Management, pp. 376. London, 1883. 13. Luz, G. Lehrbuch der praktischen Methodik fiir Schulamts- zoglinge, Schullehrer und Schulaufseher. Iter Bd., pp. 578; 2ter, 538. 1868. 14. Mesnil. L'enquSt relative a l'enseignement superieur. Kev. de l'Enseignement, 1886. 15. Payne, Wm. H. Chapters on School Supervision. Treatise on Superintendence, Grading, Arranging Courses of Study, etc. Cincinnati. 16. Pearson, D. R. School Inspection, pp. 93. London, 1876. Detailed practical directions by an experienced inspector. 17. Russell, J. On the Publication of School-books by Govern- ment at the Public Expense, pp. 14. London, 1851. 18. Schnell, P. Die Beschrankung der Schulunterrichts auf der Vormittagszeit. Berlin, 1868. 19. 'Wright, Carroll D. Facts relating to the Public School Sys- tem. In Forty-second Mass. Report. See also Forty-first Report. 20. Zillessen, Pr. Zur Schulaufsichtsfrage. Vortrag. pp. 40. Frankfurt a. M., Schriften-Niederlage d. Evangel. Vereins. * See also O'Bryne and J. Kean on the Catholic school policy. No. Amer. Rev. June, 1885. See next section. 238 PEDAGOGICAL L1TEBATURE. LII. MISCELLANEOUS PAPERS ON EDUCATIONAL TOPICS BY EMINENT CONTEMPORARIES. 1. Adams, C. F. A College Fetich. .2. Arnold, M. The Literary Influence of Academies. Literature and Science. Literature and Dogma. God and Bible. Cul- ture and Anarchy, and his well-known reports on education in France and Germany. 3. Barnard, Henry. The American Journal of Education, from 1856 to 1881, 25 vols, (over 20,000 octavo pages), with 800 woodcuts of structures for educational purposes, and 125 portraits of eminent educators and teachers. Hartford. The following treatises were originally published in separate chap- ters in the American Journal of Education, but were prepared with special reference to being ultimately issued in the form in which they now appear: — National Education in Europe : being an account of the organiza- • tion, administration, instruction, and statistics of public schools of different grades in the principal states, pp. 890. Scientific Schools in France. The Polytechnic School at Paris, pp. 130. Military Schools and Courses of Instruction in the Science and Art of War in France and Prussia, pp. 399. Reformatory Education. Papers on Preventive, Correctional, and Reformatory Institutions and Agencies in Different Countries, pp. 361. School Architecture, or Contributions to the Improvement of School-houses in the United States. Illustrated, pp. 330. Papers for the Teacher. I. Russell on Intellectual Education; Hill on True Order of Studies; Thayer's Letters to a Young Teacher; Catechism on Methods of Teaching, etc. pp. 400. Papers for the Teacher. III. Organization and Instruction of Common Schools in Germany, with the Views of German Teachers and Educators on Elementary Instruction, pp. 482. MISCELLANEOUS PAPERS. 239 Papers for the Teacher. IV. Educational Aphorisms and Sugges- tions, Ancient and Modern, pp. 200. Properly used, this book will perhaps afford the young teacher more suggestions than any other volume in the series. Papers for the Teacher. V. Education, the School, and the Teacher in English Literature. With the treatises of Ascham, Bacon, Wotton, Milton, Locke, Herbert Spencer, etc. pp. 470. Object Teaching, and Oral Lessons on Social Science and Com- mon Things, with "Various Illustrations of the Principles and Practice of Primary Education, as adopted in the Model and Training Schools of Great Britain, pp. 434. Papers on Frcebel's Kindergarten, with Suggestions on Principles and Methods of Child Culture in Different Countries, pp. 782. 1881. 4. Barnard, H. Oral Training. Lessons in Natural Science and General Knowledge, embracing the Subjects of Astronomy, Anatomy, Physiology, Chemistry, Mathematical Geography, Natural Philosophy, the Arts, History, Development of Words, etc., intended for Teachers of Public Schools and also for Private Instruction. 12mo. pp. 138. New York. 5. Berlin wie es ist. Von C. v. K***y. Leipzig, 1827. Kap. 28, Universitat. 6. Boyd, A.-K. H. Leisure Hours in Town. Boston, 1863. Chap, vii., College Life at Glasgow. 7. Bryant, 'William Cullen. Prose Writings. 2 vols. N.Y., 1884. In Vol. II., Music in the Public Schools. The Princeton Library. 8. Buckley, J. M. Oats or Wild Oats? N.Y., 1885. Chap, i., In School or College; viii., The Teacher; xxv., xxvi., Self- Improvement. 9. Capponi, G. Pensieri sull' Educazione, in his " Scritti." 1877. 10. Cobbe, Frances Power. Re-echoes. Leipzig, 1877. Chap, iii., Back to School. 240 PEDAGOGICAL LITERATURE. 11. Congreve, R. Education. 1874. In his essays. 12. Conington. A Liberal Education. 1872. In his miscellaneous writings. Vol. I. 13. Diesterweg, P. A. W. Rheinische Blatter, pp. 293. Wien, 1879. Twenty-three essays on educational topics, from the periodical of the above name. 14. Diman, J. L. Religion in America. Methods of Academic Culture. University Corporations. In his orations and essays. 15. Duff, Grant. Essays on Liberal Education. In his collected essays. 16. Emerson, Ralph Waldo. English Traits. Boston, 1884. Chap, xii., Universities. See also his essays entitled, Education, the Scholar, the American Scholar. 17. Doolittle, Justus. Social Life of the Chinese. 2 vols, in 1. N.Y., 1876. Vol. I., chaps, xv., xvi., and xvii. are educational. 18. Du Bois-Reymond, E. Culturgeschichte und Naturwissen- schaft. pp. 59. Leipzig, 1878. Cf. general index for his other papers on educational topics. 19. Eliot, Charles William. The New Education. Two articles in the Atlantic Monthly, 1869. Annual Reports of the President of Harvard College, 1880- 81 — 1884-85. 5 vols. 8vo. Cambridge, 1882-86. National University. Proceedings of Nat. Educat. Associa- tion, 1873. MISCELLANEOUS PAPERS. 241 Wise and Unwise Economy in Schools. Atlantic Monthly, 1875. The following selscted from many others : — The Constituency of the Board of Overseers. Harvard Register, 1881; iii. 292. The Elective System in Education. Our Continent, Feb. 22, 188C; i. 24. The Teacher's Conscience. 16mo. Chicago, 1882. On the Education of Ministers. Princeton Review, May, 1883. What is a Liberal Education ? Century, June, 1884. A Plan of Studies for the Chelsea High School. Report of the Superintendent of Schools for 1884. 8vo. Chelsea, 1884. Present Relations of Massachusetts High Schools to Massachusetts Colleges. Journ. of Education. Jan. 8, 1885. 20. Farrar, F. "W. On Some Defects in Public School Education. 16mo. Paper. London. 21. Farrar, F. W. Essays on a Liberal Education. 8vo. pp. 384. London. 22. Freytag, Gustav. Aus dem Jahrhundert der Reformation. Leipzig, 1876. I. Ein fahrender Schiiler. 23. Froude, J. A. Education. In Short Studies on Great Sub- jects. Second Series. New York, 1883. 24. Gautier, E. T. L. La question de l'enseignement. In his Portraits Conteni., 1880. 25. Gilman, D. C. The Annual Report of the President of the Johns Hopkins University. Baltimore, Maryland, from 1876 to 1886. Cf. also the following, selected by the editor from many others : — Scientific Schools in Europe, considered in Reference to their Preva- lence, Utility, Scope, and Desirability in America, pp. 315-328. In Barnard's Journal of Education, March, 1856. See also Higher Spe- cial Schools of Science and Literature in France, in the same journal and year. 242 PEDAGOGICAL LITERATURE. Inaugural Address. Johns Hopkins University, pp. 64. Balti- more, 1876. American Education, 1869-1879. pp. 87. Annual Address of the President of the American Social Science Association, in 1879. The Dawn of a University. An Address at the Opening of Adel- bert College of Western Reserve College, Cleveland, 0., Oct. 26, 1882. pp. 32. Aspects of College Training, pp. 526-40. Vol. 136. In North American Review, New York, 1883. The Benefits which Society derives from Universities, pp. 40. Baltimore, 1885. See his account of the collegiate department of the Johns Hopkins University in the North American Review, June, 1886. Thoughts on Universities, Phi Beta Kappa address at Harvard. Science, July 9, 1886. 26. Haeckel, E. Freie Wissenschaft und freie Lehre. pp. 106. Stuttgart, 1878. Reply to Virchow's Munich address, objecting to teaching evolu- tion in lower schools. 27. Hamerton, Philip Gilbert. The Intellectual Life. Boston, 1882. 28. Harris, W. T. Reports of Public Schools. St. Louis, Mo., 1867-79. Of which the following conspectus has been kindly furnished by the author by request : — 1867-68. Discussion of Pestalozzianism and object-lessons. 1868-69. Discussion of Leigh's phonetic system of teaching read- ing. English orthography, and how to teach it with least loss of time. Defects of the graded school system. What a pupil gains by the mas- tery of the three R's. 1869-70. Discussion of the co-education of the sexes. Industrial education. German-English instruction. Library classification, a scheme for it. How the branches of the course of study give the pupil a mastery of the world. How to conduct recitations. A plan for local supervision of principals. 1870-71. Moral education as involved in the school discipline. Education and crime. Eulogy on Ira Divoll, superintendent of schools, St. Louis. Syllabus of oral lessons in natural science, and directions for teaching it. Music instruction. 1871-72. A classification of occupations in the United States pro- posed, and a discussion of the occupations represented in the St. Louis MISCELLANEOUS PAPERS. 243 schools. The injury to the district schools caused by too strict exami- nations for admission to the high school. Corporal punishment. Ger- man-English instruction. Arithmetic versus grammar as a culture study. The psychological significance of the several studies. 1872-73. Method of promotion and classification adopted in the St. Louis schools. Discussion of the psychological effect of Latin and Greek in education, their containing the embryology of our civil- ization. Elaborate discussion of the branches necessary in a course of study in district schools, high schools, and colleges; what each branch adds to the mental structure in the way of discipline and knowledge. Identical co-education of the sexes discussed in the light of the history of three epochs of industrial civilization. The library and its significance in modern civilization. Outline of educational psychology. 1873-74. Discussion of school hygiene and the lesson of statistics taken in the St. Louis schools. Grading, classification, class intervals and promotions. Suspension of pupils versus corporal punishment. 1874-75. History of the public school system of St. Louis. 1875-76. School architecture best adapted for good hygiene. The philosophy of the kindergarten. The Centennial Exposition educa- tionally considered. 1876-77. German-English instruction, its uses for towns and cities where there is a mixed population of English and Germans. What the common schools teach to fit pupils for their future vocations. Half-time schools for primary pupils, its economy and its hygienic effect. The proper school age. The results of the kindergartens in St. Louis. 1877-78. Teaching United States history. 1878-79. The age of withdrawal from school. Industrial educa- tion. The educational influence of works of fiction drawn from the library. History of the St. Louis kindergarten system and the phil- osophy of its methods, and the practical devices necessary to make it a part of the public school system. Oral lessons in history, syllabus of lessons for all the grades of the common school. Bird's-eye view of the entire organization of a system of city schools, with remarks and commentary on the practical working of different devices in vogue. See also The Division of School Funds for Religious Purposes. Atlantic Monthly, August, 1876. The Relation of the School to the Church and State and other Educational Institutions. North American Review for September, 1881. A Statement of the Theory of Education in the United States, prepared for the World's Exposition at Vienna, and afterwards used at the exposition at Paris, published by the Bureau of Education; published also in French, at Paris. 244 PEDAGOGICAL LITERATURE. 29. Harrison, G-. L. Compulsory Education, in his Chapters on Social Science. 1877. 30. Hartmann, E. von. Zur Reform des Universitatsunterricht. In Vom Fels zum Meer. July, 1885. 31. Helps, Arthur. Friends in Council. 2 vols. N.Y., 1885. Vol. I. chap, viii., Education. 32. Helmholtz, H. On Academic Freedom in German Universi- ties. In Popular Scientific Lectures, pp. 237-265. N.Y., 1881. Cf . general index for other educational papers. 33. Hughes, Thomas. Tom Brown's Schooldays. Philadelphia. 34. Hughes, Thomas. Tom Brown at Oxford. 35. Lubbock, Sir J. Addresses, Political and Educational. 8vo. London, 1879. 36. Meyer, Lothar. Ueber akademische Lernfreiheit. In Nord und Sud. July, 1879. 37. Higginson, Thomas Wentworth. Atlantic Essays. Bos- ton, 1871. A plea for culture. Ought women to learn the alphabet? On an old Latin text-book. 38. Hildebrand, Karl. Halbbildung und Gymnasialreform. In Deutsche Rundschau. Bd. XVIII. 39. Huxley, Thomas Henry. Lay Sermons, Addresses and Re- views. N.Y., 1876. A Liberal Education, and where to find it; A Scientific Educa- tion; On the Educational Value of the Natural History Sciences ; On the Study of Zoology. MISCELLANEOUS PAPERS. 245 40. Huxley, Thomas Henry. Science and Culture, and Other Essays. N.Y., 1882. Universities, Actual and Ideal; Technical Education; Elementary- Instruction in Physiology. 41. Lasker, Eduard. Wege und Ziele der Culturentwickelung. Leipzig, 1881. Inhalt : Welt- und Staatsweisheit. Ueber Anlagen und Erziehung. Ueber Halbbildung. Wort und That. Wozu studirt man Sprachen. Ueber Sprachenunterricht in den hohern Schulen. Der Mensch und sein Geschlecht. 42. Mann, Horace. Lectures and Annual Reports on Education. Crown 8vo. pp. 584. Cloth. Boston. Lecture on education, pp. 61. Boston, 1840. Ten annual reports on education, from 1839 to 1848. pp. 770. \> Boston. Thoughts selected from the writings of Horace Mann. pp. 240. Boston. Lectures on education, pp. 338. Boston, 1845. On the study of physiology in schools, pp. 152. Syracuse. A few thoughts on the powers and duties of woman, pp. 141. Syracuse, 1853. 43. Mann, Mrs. Horace. The Life of Horace Mann. Boston, 1881. 44. Mill, Proude, Carlyle. Scottish University Addresses. New York, 1864. 45. Mitchell, D. G. Bound Together. New York, 1884. Two College Tasks. 46. Nadal, E. S. Impressions of London Social Life. N.Y., 1875. Chap, iii., Two Visits to Oxford. 47. Nohl, C. Mangel und Miss-stande im hoheren Schulwesen. Nenwied, 1874. 246 PEDAGOGICAL LITERATURE. >. 48. Parker, P. W. Notes of Talks in Teaching. Tracts for Teachers. Cf . general Index. 49. Payne, Joseph. Principles and Practice of Jacotot's System of Education. London, 1830. The Curriculum of Modern Education. London, 1866. Three Lectures on the Science and Art of Education, delivered at the College of Preceptors in 1871. pp. 29. New York, 1876. The Training and Equipment of the Teacher for his Profession. London, 18G9. Theories of Teaching, with their Corresponding Practice. 1868. On the Past, Present, and Future of the College of Preceptors. 1868. On the Importance and Necessity of Improving our Ordinary Methods of School Instruction. 1871. Preface and Supplement to English Editions of Miss Youman's "Essay on the Culture of the Observing Powers of Children." 1872. The Importance of the Training of the Teacher. 1873. The True Foundation of Science Teaching. London, 1873. The Science and Art of Teaching. An Introductory Lecture. 1874. Principles of the Science of Education, as exhibited in the Phe- nomena Attendant on the Unfolding of a Young Child's Powers under the Influence of Natural Circumstances. Proposal for the Endowment of a Professorship of the Science and Art of Education, in Connection with the College of Preceptors. Lectures on the Science and Art of Education, with Other Essays and Lectures. Edited by his son, with an Introduction by the Rev. R. H. Quick, pp. 386. London, 1880. This volume includes all the preceding lectures and addresses. The following are published separately: — Pestalozzi: a Lecture delivered at the College of Preceptors. Paper, pp. 20. New York. Froebel and the Kindergarten System. London, 3d edition, 1876. Jacotot : his Life and System of Universal Instruction. 1867. Arnold : a Lecture delivered at the College of Preceptors. Education in the United States. British Quarterly Review, 1868. The Higher Education of the United States. B. Q. R., 1870. Eton. 11. Q. Ii., 1867. A Visit to German Schools. Notes of a professional tour to in- spect some of the kindergarten primary schools, public girls' schools, and schools for technical instruction, in Hamburg, Berlin, Dresden, MISCELLANEOUS PAPEKS. 247 Weimar, Gotha, and Eisenach, in the autumn of 1874, with critical discussions of the general principles and practice of kindergarten and other schemes of elementary education. London, 1876. 50. Roscoe, H. E. Original Research as a Means of Education. In Stewart's and Ward's Essays, 1874. 51. Ruggles, Henry. Germany seen without Spectacles. Bos- ton, 1883. Chaps, ii. and iii., Heidelberg. 52. Ruskin, J. Fors Clavigera. Letters to the Workingmen and Laborers of Great Britain. 8 vols. Sunnyside, 1870-1884. Schools, pp. 251-81. 53. Spencer, H. Social Statics. Chap. XXVI. National Edu- cation . 54. Tyndall, John. Fragments of Science. N.Y., 1872. V. An address to students. Cf . index. 55. Warren, W. F. Boston University Year-Book, 1873-86. Boston. See especially the Gateway to the Learned Profession. Year-Book, 1877. The Literature of Learning in England. 1878. Joint and Dis- joint Education in the Public Schools. 1879. 56. Whewell, Parrady, and Others. Lectures on Education. 57. Wiese, L. Padagogische Ideale und Proteste. pp. 139. Berlin, 1884. A practical discussion of over-pressure and half -culture. 58. Woolsey, T. D. Helpful Thoughts for Young Men. Bos- ton, 1874. 59. Virchow, R. Die Freiheit der Wissensehaft im modernen Staat. pp. 32. Berlin, 1877. 248 PEDAGOGICAL LITERATURE. 60. Words-worth, W. Of Education. In his Prose Works. Vol. I. 1875. 61. Reforms: their Difficulties and Possibilities (anon.). N.Y., 1884. Chap, x., some points in education. See also especially the Reports of Amherst, Columbia, Cornell, Michi- gan, Princeton, Yale Colleges, and articles by their respective Presidents. This section is entirely incomplete, and will be supplemented later. LIII. MISCELLANEOUS TOPICS. a. School Architecture and Furniture. 1. Alcott, W. A. On the Construction of School-Houses. A pioneer and prize essay in this country, published with a plan of a village school-house, in the proceedings of the American Insti- tute of Instruction, 1830. 2. Barnard, H. School Architecture; or, Contributions to the Improvement of School-Houses in the United States, pp. 464. New York, 1854, 1863. The preface (pp. 5-8) contains the American literature on school- houses, furniture, etc. The latter is a. revised edition, with many illustrations. 3. Buisson. Raport sur l'instruction primaire a l'exposition uni- verselle de Vienne en 1873. Paris, 1875. This valuable report includes sehoolhouses, furniture, etc. 4. Clark, T. M. Rural School Architecture, with Illustrations. pp. 106. Circulars of Information of the Bureau of Educa- tion. No. 4. Washington, 1880. MISCELLANEOUS TOPICS. 249 5. Dabb, A. N. Practical Designs for Country School-Houses. 6. Eveleth, S. P. School-House Architecture. New York, 1874. 7. Fitch, J. C. The School-Room and its Appliances, pp. 64-89, in his Lectures on Teaching. Cambridge, 1881. 8. Freese, J. R. Report on School-Houses and the Means of pro- moting Popular Education, pp. 13. Washington, 1868. Paris Universal Exposition, 1867. Furniture and apparatus included. 9. Johonnot, J. School-Houses, pp. 271. School Furniture. pp. 114. New York, 1871. Architectural Designs by S. E. Hewes. School Furniture, pp. 196-238. 10. Spiess, A. Zur praktischen Lbsung der Subsellien-frage. Braunschweig, 1885. b. Garden- Work in Schools. 1. Georgens, J. D. Der Volksschulgarten und das Volksschul- haus. pp. 190. Berlin, 1873. 2. Hough. Planting Trees in School Grounds, pp. 8. Depart- ment of the Interior Bureau of Education. Washington, 1885. 3. Jaeger, H. Katechismus der Ziergartnerei. 4. Aufl. Leipzig, 1877. 4. Obentrant, A. R. Die Schule im Dienste der Landeskultur. pp. 106. Wien, 1875. With agricultural illustrations. 5. Peaslee, J. B. Trees and Tree-Planting. Celebration of Arbor Day. pp. 64. Washington, 1885. Bureau of Education. 1884. Interesting. - , V 250 PEDAGOGICAL LITEJJATUBE. 6. Reaard, P. L'agriculture dans les ecoles. pp. 180. Paris, 1884. A practical course on vine-culture. 7. Rumpel. Ulustriertes Gartenbau Lexikon. Berlin, 1880. 8. Schwab, E. Der Schulgarten. pp. 68. Wien, 1876. With four plans. The best of many pamphlets on the subject by the author. c. Civil Service Education. 1. Comstock, J. M. The Civil Service in the United States, pp. 602. New York, 1885. Contains many examination papers. 2. Report of Civil Service Inquiry Commissioners, 1875. 3. Report on the Training of Candidates for the National Civil Service, 1876. 4. Civil Service Year-Book and Official Calendar. London, 1885. d. General Esthetics. 1. Anderson, J. D. ./Esthetic Element in Education. Jan., 1885. 2. Chesneau, B. The Education of the Artist, pp. 327. Lon- don, 1886. 3. Dwight, M. A. Art: its Importance as a Branch of Educa- tion. With other papers on the subject, pp. 14. 4. Henning, G. Die aesthetische Bildung in der Volksschule. pp. 72. Leipzig, 1874. 5. Malarce, A. La Mason de Notre-Dame des Arts. Paris, 1868. Advanced art education for women. MISCELLANEOUS TOPICS. 251 6. MacCall, Wm. The Education of Taste. A Series of Lec- tures. Paper. 12mo. London. 7. Root, N. W. Taylor. School Amusements : How to make the School Interesting, pp. 225. New York, 1857. 8. Schiller, P. Briefen iiber aesthetische Erzeihung der Men- schen. 1795. 9. Violet le Duo. Intervention de Pe'tat dans l'enseignement des Beaux-arts. pp. 62. Paris, 1867. See also the literature on Drawing. e. Miscellaneous Educational Establishments. 1. Anon. Le Musee Pe"dagogique, son origine, son organisation, son object, pp. 121. Paris, 1884. 2. Auchmuty, R. T. The New York Trade Schools. In Forty- seventh Annual Report of the Mass. Board of Education. Boston, 1884. 3. Armstroff , W. Die Fortbildungsschule, ihre Aufgabe, Organi- sation u. s. w. Duisberg, 1877. 4. Chautauqua Literary and Scientific Circle. Circulars. New York, and Plainfield, N.J, Cf . Vincent, in index. 5. Cooper Union for the Advancement of Science and Art. New York, 1884. Twenty-fifth Annual Report, 1884. 6. FrBhlich, G. Die Simultanschule. Ihr Wesen, ihre Aufgabe, ihre Bedeutung fur die Kultur und ihre Organisation nebst . ausfuhrlichen Lehrplane und detaillirter Schulordnung fiir rnehrklassige Simultanschulen. pp. 80. Vol. I. Padagogischen Studien von W. Rein. Wien und Leipzig, 1876. Good. 252 PEDAGOGICAL LITERATURE. 7. Goodwin, William W. Report of the Directors of the Ameri- can School of Classical Studies at Athens for the Year 1882- 83. " Washington, 1884. 8. Hampton Normal and Agricultural Institute. Catalogue and History. The latter 1886. 9. Hale, Edward Everett. Half-time in Schools. In No. Amer. Review, Nov., 1884. 10. Hulbert, H. W. English Rural Schools, pp. 26. Circulars of Information. No. 5. Washington, 1880. 11. Maier, J. G. Die landlichen Winter-abendschulen. pp. 171. Stuttgart, 1873. 12. Mayaux, V. Die Universitat d. Volkes. Die Fortbildungs- schule oder Kurse f . Erwachsene (coui - s d'adultes), vom geist., sittl., wirthschaftl. und socialen Gesichtspunkte betrachtet. Aus dem Franz, iibers. gr. 8. pp. 42. Strassburg, Schmidt. The original not accessible. 13. Otto, P. Der deutsche Biigerstand und die deutsche Biiger- schule. Eine culturhistorische Erbrterung. Leipzig, 1871. 14. Plauer, B. Die Fortbildungsschulen. pp. 61. Wien, 1874. A valuable historical sketch of these institutions in the several countries of Europe. 15. Rockwell, J. T. The Teaching and Literature of Shorthand, pp. 159. Circulars of Information of the Bureau of Educa- tion. No. 2. Washington, 1884. 16. Schurig, G. Die deutsche Biigerschule nach ihrem Wesen und Werden. Gotha, 1878. 17. Siegfried, J. De l'enseignement comercial. Rev. de l'En- seignement, 1883. MISCELLANEOUS TOPICS. 253 18. 'Warren, C. Answers to Inquiries about the U. S. Bureau of Education, its Work and History. Prepared under the Direc- tion of the Commissioner. Washington, 1883. Ninth and tenth census worked over conveniently. /. General Miscellany and Addenda. 1. Bolza, Frdr. Geschichte der F'alschung des Schulzeugnisses pp. 24. Kaiserslautern, 1883. 2. Doring, E. Die Erziehungssehule nach psycholog. Grund- s'atzen. pp. 142. Bernburg, Bacmeister. 3. Dulon, K. Aus Amerika, Ueber Schule. Heidelberg, 1866. 4. Kugler, Joseph. Die Vorkehrungen gegen e. Brandungliiek in d. Schule. Ein Beitrag z. Schul-Hygiene. pp. 16. Wien. 5. Kuntze, A. Der Lehrer am Sarge. 38 Leichenreden. 2. verb. Aufl. 8. pp. 187. Rostock. 6. Flath. Ueber Schule, Unterricht und Erziehung, bei den alten chineren noch chinerescher Quelle. Miinchen, 1868. 7. Schumann, K. Die padag. Tagespresse u. ihre Grossmeister z. Berlin, u. Spandau. pp. 48. Berlin, 1883. 8. Schule, die, im Lichte d. socialen Forderungen d. Gegenwart. pp. 52. Hamburg, 1882, Berendsohn. 9. Seemiiller, J. Die Sprachvorstellungen als Gegenstand d. dtschen. Unterr. pp. 32. Wien. 10. Zirngiebl. Studien ueber Institut der Gesellschaft Jesu. Leipzig, 1870. Especially the pedagogical activity of the order. 11. Watton, H. Education as Mind Architecture, in his Reliquae Waltonionse. London, 1658. 254 PEDAGOGICAL LITERATURE. LIV. THE EDUCATION OF THE BLIND. 1. Anagos, M. Education of the Blind; Historical Sketch of its. Origin, Rise, and Progress. Boston, 1882. 2. Anagos, M. Kindergarten for the Blind in Europe. 3. Barbier, C. De l'instruction des aveugles. Paris, 1830. 4. Blanchet, A. Les dcoles speciales pour les aveugles et les in- stituteurs primaires. Paris, 1859. 5. Blanchet, A. Traits pratique de l'e'ducation des aveugles. 6. Dalezalsk, A. Ansichten iiber die Erziehung, Ausbildung und Versorgung der Blinden. Pest, 1841. 7. Dickens, C. An Account of the Institution for the Blind at Boston. In Amer. Notes, Vol. I. London, 1842. 8. Diderot, D. Lettre sur les aveugles a l'usage de ceux qui voient. Paris, 1779. Excited the greatest enthusiasm and interest in Paris, and still often cited. 9. Dufau, P. A. Des aveugles, consideration sur leur £tat phy- sique, moral et intellectuel, etc. Paris, 1850. See especially his Les Avengles Nes, and his Souveneurs d'une Jeuue Fille Aveugle Ne'e. 10. Entlicher, F. Das blinde Kind. pp. 72. "Vienna, 1872. Of great psychological value. 11. Entlicher, P. Die Blinden-Anstalten Deutschlands und der Schweiz. pp. 61. Wien, 1876. Brief report on buildings and studies of each institution. THE EDUCATION OP THE BLIND. 255 12. Fuchs, O. Die Ursachen- und der Verhutung der Blindheit. pp. 293. Wiesbaden, 1885. 13. Gall, J. Historical Sketch of the Origin and Progress of Lit- erature for the Blind, pp. 388. Edinburgh, 1834. 14. Gall, J. The Education of the Blind. Edinburgh, 1837. 15. Gaudet, J. L'institut des jeunes aveugles de Paris. Paris, 1843. 16. Gaudet, J. De la premiere Education des enfants aveugles. Paris, 1858. 17. Gaudet, J. L'instituteur des aveugles. Journ. mensuel. Paris, 1855-1863. The writings of this author and of Dufau are especially recom- mended by Maurice de la Sizeraune, the well-known director of the Valentin Haiiy, and of the Louis Braille. 18. Guillie\ Essai sur l'instruction des aveugles. Paris, 1817. A noted hut narrow work by the successor of Hauy, in which his great service is entirely ignored. 19. Hall, G. S. Laura Bridgman. In his Aspects of German Culture. Boston, 1881. See the book on the same subject by Mrs. Lamson. Boston, 1881. 20. Hanks, L. Blindness and the Blind. London, 1872. 21. Hartman, A. De l'e'tat de l'aveugle-ne", compare a celui du sourd-muet. Bruxelles, 1817. 22. Hauy. Essay on the Education of the Blind. 1793-99. Tr. by Blacklock. Historically important. 23. Heboid, E. Das Blinde im elterlichen Hause und in der Volksschule. Berlin, 1862. 256 PEDAGOGICAL LITERATURE. 24. Hienzsch, J. Uber die Erziehung und den Unterricht der Blinden. Berlin, 1851. 25. Howe, S. G. Address of the Trustees of the New England Institution for the Education of the Blind. Boston, 1833. 26. Howe, S. G. Education of the Blind. New England Maga- zine, March, 1833. 27. Howe, S. G. Education of the Blind. North American Review, July, 1833. Boston. 28. Howe, S. G. Lectures on the Education of the Blind, deliv- ered before the American Institute of Instruction. Boston, 1837. 29. Howe, S. G. Education of the Blind, in the Annual Reports of the United States Commissioner of Education for the Years 1871 and 1872. Washington, 1871-1873. 30. Howe, S. G. Forty-three Annual Reports of the Perkins' Institution and Massachusetts School for the Blind, from 1833 to 1875. Boston. 31. Howe, S. G. Address delivered at the Ceremony of laying the Corner Stone of the New York State Institution for the Blind at Batavia. Boston, 1866. 32. Howe, S. G. Report of the Commissioners to the Legislature of Mass. Boston, 1848. 33. Howe, S. G. On the Causes of Idiocy. Edinburgh, 1848. 34. Howe, S. G. Causes and Prevention of Idiocy. Boston, 1848. 35. Howe, S. G. Twenty-eight Annual Reports of the Massa- chusetts School for Idiots and Feeble-Minded Youth, from 1848 to 1875. Boston. Many of Dr. Howe's writings are out of print, and especially the early reports on Laura Bridgman should be republished. THE EDUCATION OP THE BLIND. 257 36. Hunter, J. H. Education of the Blind in Two of the On- tario Institutions for the Blind, for the Years 1878 and 1879. Toronto, 1879 and 1880. 37. Kitto. The Lost Senses, pp. 379. New York, 1852. The well-known writer on biblical subjects, himself blind. 38. Klein, J. W. tfber die Eigenschaften und die Behandlung der Blinden. Prag, 1808. 39. Klein, J. W. Geschichte des Blindenunterrichtes unter den gewidmeten Anstalten, in Deutschiand. pp. 204. Wien, 1837. 40. Klein, J. W. Die Anstalten fiir Blinden in Wien. Wien, 1841. 41. Knis, J. G. Anleitung zur zweckmassigen Behandlung blin- der Kinder. Breslau, 1858. 42. Krause, A. Naehricht von der Blindenbewahr-, Erziehungs- und Besohaftigungsanstalt zu Halle an der Saale. Halle, 1841. 43. Lachmann, W. Uber die Nothwentigkeit einer zweekmas- sigen Einrichtung und Verwaltung von Blindenunterricht$ und Erziehungsinstituten, etc. Braunschweig, 1843. 44. Loewy, T. Common Sensibles. Leipzig, 1884. Contains convenient accounts of observations made on congeni- tally blind persons who were restored to sight by operations. 45. Moldenhawer, J. tlber Zweck und Aufgabe der Blindenan- stalten, mit einem Vorwort von Dr. Matthias. No date. 46. Moon, W. Sight for the Blind, pp. 180. London, 1879. Largely sketch of an institution. 47. Niboyt, Mme. Eugenie. Des aveugles et de leur education. Ouvrage couronne'. Paris, 1837. 258 PEDAGOGICAL LITERATURE. 48. Fablasek, M. Die Fiirsorge fur die Blinden von der Wiege bis zum Grabe. Wien, 1867. Good. \ 49. Palatianos, A. TixpAol ko.\ Kad\a^oi Iv 'EWavt (The Blind and the Deaf-Mutes in Greece). Corfu, 1882. 50. Prescott, W. H. " The Blind," in Biographical and Critical Essays. Boston, 1846. 51. Rodenbach, A. Lettre sur les aveugles, faisat suite a celle de Diderot, ou considerations sur leur e'tat moral, etc. Brux- ells, 1828. 52. Scherer, F. Die Zukunft der Blinden. Berlin, 1863. 53. S. T>. C. II cieco afflitto e. consolato. Italy, 1646. A Letter to Vincent Armanni. The first book to call attention to the miseries of the blind. 54. Struve, C. F. Kurzer Unterricht fur Eltern und Lehrer der Blinden. Leipzig, 1810. 55. Trynkhusen, G. Dissertatio de coecis sapientia et eruditione clavis mirisque ccecorum actionibus. Gerse, 1672. Of much historical value. 56. Watteville, Le Baron de. Rapport sur les sourds muets, les • aveugles et les etablissements consacres a leur education. Paris, 1860. 57. Zeuns, A. (Belisar.) Uber den Unterricht der Blinden. Berlin, 1808. Of historical interest. 58. Zeuns, A. Uber Blinde und Blinden anstalten. Berlin, 1817. THE EDUCATION OP DEAE-MUTES. 259 59. Meeker, W. Der Blindenfreund. Zeitschrift fiir Verbesse- rung der Looses der Blinden. Diiren, 1880-84. Those interested in this topic may like to refer also to the follow- ing: A. Geisler, Die Farbenblindheit ihres Prufungsmethoden u. ihre prak- tische Bedeutung. Leipzig, 1882. An admirable pamphlet. — B.J. Jeffreys, Color Blindness. — H. Cohn, Studien Ueber angeborene Farbenblindheit. Breslau, 1879. — H. Cohn, Die Hygiene des Auges in der Schulen. Wien, 1883. — Javal, a series of optico-pedagogical studies in the Revue Scien- tifique. — E. Bleuler and K. Lehmann, Zwangmassige Licht-Empfundungen. Leipzig, 1881. — Galton, Inquiries into Human Faculty. — Anleitung blin- den Kindern die nothige Bildung in den Schulen ihrer Wohnortes und Kreise ihrer Familien zu verschaf ten. Wien, 1845. Historically important. oXKo LV. THE EDUCATION OF DEAF-MUTES. 1. Achers, B. St. John. Vocal Speech for the Dumb. 2. American Annals of the Deaf and Dumb. Hartford Quar- terly Science, 1848. Now published in Washington, D.C. 3. Arnold, T. A Method of Teaching the Deaf and Dumb Speech, Lip-Reading and Language, with Illustrations and Exercises, pp. 156. London, 1881. 4. Beitrage z. Geschichte u. Statistik d. Taubstummen-Bildungs- wesens in Preussen. pp. 276. Berlin, Hertz. 5. Bell, Alex. Melville. Visible Speech : the Science of Univer- sal Alphabetics, or Self-interpreting Physiological Letters, for the Writing of All Languages in One Alphabet, illustrated by Tables, Diagrams, and Examples. Inaugural edition. Half- calf. 4to. pp. 158. London, 1867. 260 PEDAGOGICAL LITERATURE. 6. Briicke, E. Grundziige der Physiologie und Systematik der Sprachlaute fiir Linguisten und Taubstummenlehrer. pp. 172. Wien, 1876. 7. Carton, C. Le sourd-muet et l'aveugle. Journal mensuel. Tome I., Bruger, 1837 ; T. II., 1838; T. III., 1840. 8. Cuppers, W. H. Anweisung zur zweckm'assigen Vorbereitung taubstunimer Kinder fiir eine Taubstummen-Ansstalt. pp. 86. Trier, 1862. 9. Dalgarns, G. Didascalocophus. The Deaf and Dumb Man's Tutor. Oxford, 1680. Of much historical, but no other value. The first four chapters prove that a deaf-mute is capable of understanding and using the language of people around him, and the last four chapters treat of the means by which language can be taught to the deaf. 10. Degerando. De 1'education du sourd muets de naissance. 2 vols. pp. 592, 668. Paris, 1827. 11. Tay, B. A. Index to the American Annals of the Deaf and Dumb. Vols. I.-XX. 1847-1875. pp. 103. Washington, 1880. Classified both by authors and by topics. See also a catalogue of the Baker Library, Washington, D.C., as an appendix to the Eighteenth Annual Report of the Columbia Institution for the Deaf and Dumb. 1875. This large and valuable library is devoted entirely to this sub- ject. The titles fill twenty-four two-column pages. 12. Gordon, J. C. Practical Hints to Parents concerning Pre- liminary Training of Young Deaf Children. Washington, 1886. Paris. 13. Gude, W. Die Gesetze der Physiologie und Psychologie iiber Entstehung der Bewegungen und der Articulations-Unterricht der Taubstummen. pp. 80. Leipzig, 1880. 14. Hall, G. Stanley. Laura Bridgman. In his Aspects of German Culture, pp. 237-276. THE EDUCATION OP DEAF-MUTES. 261 15. Hill, M. Beleuchtung der in den Preussischen Gesetzen euthaltenen singul'aren Bestimmungen in Betreft taubstummer Personen. pp. 46. Leipzig, 1861. 16. Hill. Der Gegenw'artige Zustand des Taubstummen-Bild'ings- Wesen's in Deutschland. pp. 326. Weimar, 1866. Preceded by historical sketch. 17. Hill. Die neuesten Vorschl'age zur Forderung des Taubstum- men-Bildungs-Wesens. Weimar, 187 . pp. 148. 18. Hill, M. Elementar-Lese- und Sprachbuch fiir Taubstumme. pp. 122. Leipzig, 1867. 19. Hill, M. Lesefibel fiir Volksschulen und Taubstummen An- stalten. pp. 74. Leipzig, 1869. 20. Keep, J. R. The Sign Language, pp. 12. From the New Englander, April, 1871. 21. Lamson, Mary S. Life and Education of Laura Dewey Bridgman, the Deaf, Dumb, and Blind Girl. pp. 373. Bos- ton, 1878. The author was for three years the special teacher of Laura dur- ing her most interesting years. Fullest account of her education, with portrait. 22. Linnartz, W. Das Auge des Taubstummen. pp. 18. Aachen, 1886. 23. Oehlwein. Die naturlische Zeichensprache der Taubstum- men. 3 Aufl. pp. 44. Weimar. Interesting. 24. Potter, S. O. L. Speech and its Defects, pp. 117. Philadel- phia, 1882. 25. Rossler, E. Zwei Bilderbogen, ein Hiilfsmittel fiir die ersten Sprech- und Sprachiibungen mit Taubstummen, enthaltend iiber 300 bildliche Darstellungen von Gegenstanden aus den 262 PEDAGOGICAL LITERATURE. n'aehsten Anschaungsgebieten in einer dem allmahligen Fort- schritte in der Lautbildung entsprechenden Ordnung. Osna- briick, 1880. 26. Soholtle, U. K. Lehrbuch der Taubstumen Bildung, Ess- lingen. pp. 372. 1874. 27. Sexton, S. Causes of Deafness among School Children, pp. 47. Circulars of Information of the Bureau of Educa- tion. No. 5. Washington, 1881. LVI. CRIMINALS AND REFORMATORY INSTITUTIONS. 1. Barnard, H. Reformatory Education. Papers on Preventive, Correctional, and Reformatory Institutions and Agencies in Different Countries, pp. 361. Hartford. 2. Brace, C. L. Dangerous Classes of New York, and Twenty Years' Work among them. New York, 1872. 3. Brockway, Z. R. Needed Reform in Prison Management. In North American Review. New York, 1883. 4. Cameron, Jane, Memoirs of. By a Prison Matron. 2 vols. London, 1864. A book of great value and interest. 5. Carpenter, Mary. Juvenile Delinquents : their Condition and Treatment, pp. 388. London, 1853. 6. Carpenter, Mary. Reformatory Schools. London, 1851. CRIMINALS AND REFORMATORY INSTITUTIONS. 263 7. Carpenter, Mary. Reformatory Prison Discipline, as devel- oped by the Rt. Hon. Sir Walter Croften, in the Irish Convict Prisons, pp. 143. London, 1872. 8. Day, Samuel Phillips. Juvenile Crime : its Causes, Charac- ter, and Cure. pp. 455. London, 1858. 9. Dugdale, R. L. The Jukes : a Study in Crime, Pauperism, Disease, and Heredity. New York, 1877. Very valuable. 10. Farrar, J. A. Crimes and Punishments, including a New Translation of Beccaria's Dei Delitti e delle Dene. pp. 251. London, 1880. 11. Puld, L. Das riickfallige Verbrechesthum. Zeit- u. Streit- fragen. 1885. Heft, 220. 12. Gneist. Englisehe Verwaltungsrecht. Police System of Eng- land, including Prison Control, pp. 790, 824. 13. Harrison, J. B. Certain Dangerous Tendencies in American Life, and Other Papers. Boston, 1880. 14. Krause, A. Die Psychologie des Verbrechens. Ein Beitrag zur Erfahmngsseelenkunde. pp. 421. Tubingen, 1884. The result of fifty years public connection with criminal and reformatory institutions. Almost no reference to literature. 15. Liittich, O. Die Bedeutung der Kriminal-Statistik fur Erzie- hungswesen. pp. 16. Dresden, 1874. 16. Peiroe, B. K. A Half-Century with Juvenile Delinquents ; or, the New York House of Refuge and its Times. N.Y., 1869. 17. Reformatory and Preventative Measures. Papers from Bar- nard's Am. Journ. of Ed. Hartford, 1880. 264 PEDAGOGICAL LITERATURE. 18. Tauffer, E. Beitrage zur nuester Geschichte des Gef'angniss- wesens in der Europaischen Staaten. pp. 104. Stuttgart, 1885. A brief review of each country, for the years 1883-84. 19. Vaux, R. Short Talks on Crime-Cause and Convict Punish- ment. Philadelphia, 1882. From the standpoint of the Pennsylvania system, of which the author is a good representative. 20. 'Warner, C. D. A Study of Prison Management. North American Review. N.Y., 1885. Presents the Elmyra system. 21. Warner, C. O. Education as a Factor in Prison Reform. Harper's Magazine, February, 1886. 22. Wichern, J. H. The German Reform School, pp. 589-648. Vol. XXII. Am. Journ. of Ed. Hartford, 1871. 23. Wines, E. C. The State of Prisons and of Child-Saving Institutions in the Civilized World, pp. 719. Cambridge, 1880. THE TRAINING OF THE FEEBLE-MINDED. 265 LVII. THE TRAINING OF THE FEEBLE-MINDED AND OF IDIOTS. 1. Abbot, J. Handbook on Idiocy. London, 1857. 2. Anon. Edinburgh Review. Idiot Asylums. July, 1865. 3. Barthold, C. Der erste vorbereitende Unterricht fur Schwach- und Blodsinnige. pp. 25. Leipzig, 1881. 4. Belhomme. Essai sur l'idiotie. Paris, 1843. 5. Brookett, S. P. Idiots and the Efforts for their Improve- ment. Hartford, Conn., 1856. 6. Brady, C. The Training of Idiotic and Feeble-Minded Chil- dren. Dublin, 1864. 7. Blackie. Cretinism and Idiocy. Edinburgh, 1855. 8. Coldstream. Essay on Idiocy. Edinburgh, 1862. « 9. Denslhoff, J. Die gegenw'artige Lage der Cretinen, Blodfinni- gen und Idioten in den Christlichen Landern. Bonn, 1857. 10. Duncan, E. M. The Method of Drill, the Gymnastic Exer- cises, and the Manner of teaching Speaking used at Essex Hall, Colchester, for Idiots, Simpletons, and Feeble-Minded Children. London, 1861. 11. Duncan, P. M. ; Millard, W. A Manual for the Classification, Training, and Education of the Feeble-Minded, Imbecile, and Idiotic. London. No date. 266 PEDAGOGICAL LITERATURE. 12. Erchricht. On the Possibility of educating Idiot Children, etc. Copenhagen, 1854. 13. Esquirol. Observations pour servir a Phistoire de l'idiotie. In his Maladies mentales. Paris, 1828. The entire work is translated into English. 14. Esquirol et Seguin. Resume 1 de ce que nous avon fait pen- dent quatorze mois. Paris, 1839. Education of idiots. 15. Guggenbiihl, J. Die Heilung und Verhiintung der Cretinis- mus und ihre neueste Fortschritte. Bern, 1835. 16. Guggenbiihl, L. Cretinism and its Treatment. Bern, 1848. 17. Howe, S. G. Training Idiots, pp. 72. Boston, 1850. 18. Kerlin, J. N. The Mind unveiled. Philadelphia, 1858. 19. Kern, F. Essay on Idiotic Instruction. Gohlis, 1857. 20. Millard, W. The Idiot and his Helpers. Colchester, 1864. 21. Rauber, A. Homo sapiens ferus, oder die Zustande der Ver- wilderten und ihre Bedeutung fur Wissenschaft, Politik und Schule. Biologische Untersuchung. Leipzig, 1885. Good. 22. Scott, W. R. Remarks, Theoretical and Practical, on the Education of Idiots and Children of Weak Intellect. Lon- don, 1847. 23. Seguin, E. Idiocy, and its Treatment by the Physiological Method, pp. 457. N.Y., 1866. A standard work. Of great psychological and pedagogical acute- ness. 24. Sengelmann, H. Idiotophilus. Systematisches Lehrbuch der Idioten-Heilpflege. Norden, 1885. NEURASTHENIA AND THE INSANE. 267 LVIII. NEURASTHENIA AND THE INSANE. 1. Engelhorn, E. Die Pflege der Irren sonst und jetzt. pp. 1-32. S. xx. Samm. gemein wiss. Vortrage. Heft 462. Berlin, 1885. 2. Jacobi, Mary P. Some Considerations on the Moral and on the Non-Asylum Treatment of Insanity, pp. 77-96. Jour. Soc. Sci. Part II., 1881. New York. Good. Based largely upon Krafft-Ebing, but by no means a resume. 3. Jarvis, E. Relation of Education to Insanity, in Report of U. S. Commissioner of Education, 1871. A well-known Mass. statistician and specialist on this subject. 4. Koch, J. L. A. Psychiatriche Winke fur Laien. pp. 109. Stuttgart, 1880. 5. Kraft-Ebing, R. v. Grundziige der Criminalpsychologie auf Grunlage des Strafgesetzbuchs des deutschen Reichs. pp. 152. Eriangen, 1872. A handbook for physicians and priests. 6. Kraft-Ebbing, F. v. Uber gesunde und kranke Nerven. pp. 157. Tubingen, 1885. A valuable popular statement by an eminent psychiatrist, now being translated. 7. Wynter. The Border Lands of Insanity, pp. 287. London, 1877. Articles on training imbecile children, hallucinations and dreams. 268 PEDAGOGICAL LITERATUEE. LIX. EDUCATIONAL WORK AND INFLUENCES AMONG THE POOR. 1. Acland, A. H. L., and Jones, B. Workingmen Co-operators. London, 1884. 2. Anon. Handbook for Friendly Visitors among the Poor. Charity Organization Society of the City of New York. 1883. 3. Barnard, C. A Hundred Thousand Homes. Descriptive of the Small Houses of Philadelphia, and the System by which Poor People became their Owners. Scribner's Magazine, New York, February, 1876. 4. Bonar, J. Malthus and his Work. London and New York, 1885. 5. Bosanquet, C. B. P. Handy Book for Visitors of the Poor in London. London, 1874. 6. Campbell, Helen. The Problem of the Poor: a Record of Quiet Work in Unquiet Places. New York, 1882. 7. Carpenter, J. Bstlin. Life and Works of Mary Carpenter. London, 1879. 8. Chalmers, T. The Civic Economy of Large Towns. 9. Chalmers, T. On Pauperism, pp. 139-444. In Vol. XVI. of his Works. His works abound in comprehensive suggestion in regard to causes and cure of pauperism and vice. See especially vols. 14, 15, and 19-21. EDUCATIONAL •WOKE AMONG THE POOK. 269 10. Directory, A, of the Charitable and Beneficent Organizations of Boston, together with "Legal Suggestions," etc. Prepared for the Associated Charities, pp. 196. Boston, 1886. Very valuable; contains bibliography, to which this section is much indebted. 11. Dora, Sister. A Biography. London, 1880. The Life of Dorothy Wyndlow Pattison, Sister of Mark Pattison, and Member of the Sisterhood of the Good Samaritans, an Order of the Church of England. 12. Doyle, A. The Poor-Law System of Elberfeld. London, 1871. A good account of this famous system, which has set the pattern for so many other places. 13. Edwards, W. W. The Poor-Law Experiment at Elberfeld. Contemporary Review, July, 1878. 14. Emminghaus, A. Poor Relief in Different Parts of Europe. A Selection of Essays translated from the German. London, 1872. 15. Fields, Mrs. J. T. How to help the Poor. pp. 125. Boston, 1883. 16. Fawcett, H. Pauperism : its Causes and Remedies. Lon- don, 1871. 17. Fowle, T. W. The Poor Law (English Citizen Series). London and New York, 1881. 18. Gerando, J. Marie de. Le visiteur du pauvre. Paris, 1826. 19. Gurteen, S. H. A Handbook of Charity Organization. Buf- falo, 1882. 20. Guthrie, Thomas. Seed-Time and Harvest of Ragged Schools ; or, A Third Plea with New Editions of the First and Second Pleas, pp. 206. Edinburgh, 1860. 270 PEDAGOGICAL LITERATURE. 21. Hall, James G. Sought and Saved. A Prize Essay on Ragged Schools and Kindred Institutions, pp. 256. London, 1855. 22. Handbook for Friendly Visitors among the Poor. Compiled and arranged by the Charity Organization Society of the City of New York. pp. 88. G. P. Putnam's Sons, 27 and 29 West 23d St., 18^3. 23. Higinbotham, Josephine M. Una and her Paupers. Memo- rials of Agnes E. Jones. Introduction by Florence Nightin- gale. London, 1871. N.Y., 1872. 24. Hill, Florence. Children of the State. The Training of Juvenile Paupers, pp. 275. London, 1868. Describes actual English and Irish systems. 25. Hill, P. The Children of the State. The Training of Juve- nile Paupers. London, 1868. 26. Hill, Octavia. District Visiting. A Few Words to Volun- teer Visitors among the Poor. A More Excellent Way of Charity. A Word on Citizenship. Effectual Charity, pp. 34. Reprinted from " Our Common Land." pp. 34. Boston, 1880. 27. Hill, Octavia. Homes of the London Poor. London and New York, 1875. 28. Hill, Octavia. Our Common Land, and Other Essays. Lon- don, 1877. 29. Hopkins, Ellioe. Work in Brighton ; or, Woman's Mission to Women. London, 1879. 30. Hopkins, Ellioe. Life and Letters of James Hinton. Lon- don, 1878. 31. Hopkins, Ellice. The Industrial Training of Pauper and Neglected Girls. In Contemporary Review. July, 1882. EDUCATIONAL "WOKK AMONG THE POOE. 271 32. Hopkins Ellice. Work among Workingmen. London, 1879. 33. Hoyt, C. S. Extracts from a Report on Pauperism. Albany, 1877. 34. Jevons, W. 8. The State in Relation to Labor. (English Citizen Series.) London and New York, 1883. 35. Kellogg, D. O. Organization of Charity in Philadelphia. Penn Monthly, September, 1878. 36. Kenny, Courtney Stanhope. The Principles of Legislation ■with Regard to Property given for Charitable or Other Public Uses. pp. 274. London, 1880. Valuable educational matter. 37. Kingsley, Charles. By his wife. Letters and Memories of his Life. (Especially pp. 223-226, 292-296.) London, 1877. 38. Leighton, B. Letters and Other Writings of the Late Edward Denison, M.P. for Newark. London, 1872. 39. Leighton, B. Pauperization, Cause and Cure. Shrewsbury, 1871. 40. Lesley, Susan I. Suggestions to Ward Visitors. Philadel- phia, 1879. 41. Low, S. The Problem of Pauperism in Brooklyn. N.Y., 1879. 42. Lowell, Josephine S. Public Relief and Private Charity, pp. 111. New York and London, 1884. 43. Lowell, Josephine S. New York State Board of Charity. N.Y., 1884. 44. Malthus, T. R. Principles of Population, and its Effects on Human Happiness. London, 1878. 45. Moggridge, M. W. Method in Almsgiving. London, 1882. 272 PEDAGOGICAL LITERATURE. 46. Nicholls, G-. History of the English Poor Law. London, 1854. 47. P., E. C. Suggestions as to the Proper Guardianship of Girls taken from Industrial Schools. Boston, 1879. 48. Peek, P. Social Wreckage. London, 1883. 49. Pellew, H. E. Tenement-house System in New York. Facts and Statistics prepared by a Committee. N.Y., 1879. 50. Pitman, Emma R. Elizabeth Pry. Famous Women Series. Boston, 1884. 51. Poor-Law in Foreign Countries. Report of Local Government Board. London, 1875. 52. Senior, Mrs. N. Report on Workhouse Girls, in Report of Local Government Board, 1873-74. London. 53. Shaftesbury, Earl. pp. 338-361. In London Quarterly Re- view. London, 1886. A brief and convenient account of his educational and other work. 54. Schurz, C. The Education of Orphan Children. N.Y., 1883. 55. Siegfried. La Misere. Paris, 1877. 56. Sieveking. The Principles of Charitable Work as set forth in her Writings London, 1863. 57. Smedley, Menella B. Boarding-Out and Pauper Schools. Especially for Girls . pp.253, London, 1875. Chiefly reprinted from the Reports in Blue-Book, 1873-74. 58. Stephen, Caroline E. The Service of the Poor (Nursing, Sisterhoods, etc.). London and New York, 1871. 59. Summer, W. G. What the Social Classes owe to Each Other. New York, 1883. EDUCATIONAL WORK AMONG THE POOR. 273 60. Symington, A. J. ; Chalmers, T. The Man, his Times and his Work. A Biographical Sketch. 61. Taylor, S. Profit Sharing. London, 1885. 62. Trevelyan, C. Systematic Visitation of the Poor in their Own Homes, an Indispensable Basis of an Effective System of Charity. London, 1870. 63. Treatment of the Poor. Report of Commission. Boston, 1878. 64. "Walker, F. A. The Wages Question. A Treatise on Wages and the Wages Class. N.Y., 1876. See also Proceedings of the National Conferences of Charities and Correction. 1874 to date. See also State Charities Aid Association of New York. Annual Reports. Massachusetts State Board of Health, Lunacy, and Charity. Annual Reports. Publications of the Associated Charities of Boston. Reports of London Charity Organization Society, and of its District Committees. The Monthly Register, published by the Philadelphia Society for organizing Charitable Relief and repressing Mendicancy. Lend-a-H and. A monthly magazine. 3 Hamilton Place, Boston. Charity Organization Review, published monthly by the Charity Organization Society, London. First Report of the Royal Commission for inquiring into the Hous- ing of the Working Classes. (England and Wales.) London, 1885. 274 PEDAGOGICAL LITERATURE. LX. EDUCATIONAL PERIODICALS. a. In English. 1. Academy, The. A monthly journal of secondary education, under the auspices of the associated academic principles of the State of New York. Pub- lished by G. A. Bacon, Syracuse. Begun in 1886. 2. American Journal of Education. H. Barnard. 38 vols. Hartford, 1855-72. Probably the most valuable educational periodical ever published in any language, now constituting a vast encyclopaedia of informa- tion on many if not most topics connected with education, but grouped and indexed in a very confusing way. 3. Education. An International Magazine, Bi-monthly. W. A. Mo wry, Boston. Founded 1880. 4. The Journal of Education. A Monthly Record and Review. London, 1886. No. 199, February. See also the English University Reporters, published during term time. Several hundred colleges and high schools publish papers, and about three hundred educational journals are now published in this country alone, and at least half that number in Germany. b. In German. 1. Allgemeine deutsche Lehrerzeitung. 38 Jahrg. 1886. Zu- gleich Organ der Allg. deuts. Lehrerversammlungen und des deutschen Lehrerpensionsverbandes. 2. Jessen, A. C. Freie padagogische Blatter. Wochl. 20 Jahrg. Wien, 1886. EDUCATIONAL PERIODICALS. 275 3. Zeitung fur das hbhere Unterrichtswesen. Deutschlands. 14 Jahrg. Wochtl. Leipzig, 1885. 4. Neue deutsche Schulzeitung. Begriindet, 1871. Organ des " Vereins Staatsschule." Berlin, 1885. Weekly ; begun in 1871. 5. Deutsche Schulzeitung, Central-Organ fin- ganz Deutschland. 15 Jahrg. H. Schillmann. Berlin, 1885. Weekly. 6. Padagogische Zeitung heraus von Berliner Lehervenein. H. Schroder. 14 Jahrg. Berlin, 1885. A weekly paper ; 14th vol. 7. Jahrbuch des Vereins fiir wissenschaftliche Padagogik. Zil- ler, T. 14 Bd. Langensala. Leipzig, 1869-82. Formerly the most scientific of all. pedagogic serials, consisting of the best essays of the editor's pedagogical seminary down to his death. 8. Prick, O., und Richter, G. Lehrproben und Lehrgange aus der Praxis der Gymnasium und Realschulen. pp. 120. Halle a. S. Begun in 1885. Good. 9. Mnemosyne. Organ fiir Gedachtniskunst. Leipzig. C. T. Mauersberger. Published at irregular intervals since 1883. 10. Die Erziehung der Gegenwart. Begriindet von Marenholtz- Bulow. Kassel, 1885. Froebelian organ of a female educational society. 11. Padagogische Blatter fiir Lehrerbildung und Lehrerbildungs- anstalten von Kehr. Gotha, 1885. Fourteenth volume. 276 PEDAGOGICAL LITERATURE. 12. Padagogische Rundschau auf dem Gebiete des Unterrichts- wesens aller Lander. Kbrnep, F. Hildburghausen, 1885. An international organ for the practical and scientific education of teachers. Monthly. 5th vol. 13. Padagogisches Correspondenzblatt im Auftrage des Ziller- schen Seminar zu Leipzig. Berger, M., und Hoffmann, S. No. 11. Januar, 1882. Bi-monthly, 12 page sheets, begun in 1882. 14. Striimpell, L. Padagogische Abhandlungen. Leipzig. New Series began 1878. New series, begun 1879, about 100 pages each number, and numbers published at the rate of one or more per year. Each contains a few essays by students in the editor'3 pedagogical practicum at Leipzig. An earlier series contained but few numbers. 15. PMdagogisch.es Archiv. Centralorgan fur Erziehung und Un- terricht in Gymnasien, Realschulen und hoheren Biirger- schulen. Stettin. Since 1858. 16. Paedagogium. Monatsschrift fiir Erziehung und Unterricht. F. Dittes. 7th ed. Vol. IX. Jahrgang, 1886. One of the best for longer articles, edited by the former director of the pedagogium, or normal school, of Vienna. It contains anthro- pological, historical, and statistical matter, accounts of institutions and teacher's meetings, literature, etc. 17. Centralblatt fiir die gesammte Unterrichts-Verwaltung in Preussen. Berlin, 1885. Monthly. 18. Rheinische Blatter fiir Erziehung und Unterricht. Frank- furt a. M. Founded by A. Diesterweg in 1827, published bi-monthly, and now edited by Dr. Wichard Lange, and making five or six hundred pages per year. It contains original articles on educational questions of all kinds and grades, and each number contains a few careful impartial book criticisms. EDUCATIONAL PERIODICALS. 277 c. In French. 1. Ligue frar^aise de l'enseignement pour la propagande de l'in- struction dans les departement. Bulletin paraissant tous les deux mois, 1881. Paris. 2. Revue internationale de l'enseignement, publiee par la Socie'te' de l'Enseignement supeneur. Dreyfus-Brisae, M. E. Paris, 1881. Published the 15th of each month. Now in its 6th vol. (1886). The most valuable of French educational periodicals, each number containing circa 75 pages, and devoted mainly, but by no means ex- clusively, to higher and university education. 3. Revue pddagogique. Publication mensuelle. Paris, 1885. 4. Moniteur du jeune age. Petite revue mensuelle. 6" An. Paris, 1885. 5. Bulletin de la Societe pour l'instruetion flementaire, fonde'e en 1815. Journal d'e'ducation populaire. 70th vol. Paris, 1885. 6. Manuel general de l'instruetion primaire. Journ. hebdomadaire. An. Tome XXI. 5" sene. Paris, 1885. 7. L'instruetion publique. Kevue des sciences et arts. 14" An. Ited. A. Blot. Paris-, 1885. 8. Manuel general de l'instruetion primaire. Journal hebdo- madaire des iustituteurs et des institutrices. Tome XXII. Paris, 1886. INDEX. y INDEX TO AUTHOES. [The figures refer to pages.] Abbott, 73. Abbott, E., 9. Abbott, E. A., 124, 170, 177. Abbott, J., 72, 177, 178, 265. Achers, B., St. John, 259. Ackermann, E., 183. Ackermann, R., 42. Ackland, A. H. L., and Jones, B., 268. Adams, *40, 53. Adams, C. F., 116, 170, 204, 238. Adams, C. K., 140, 144. Adams, F., 11, 50. Adams, H., 35. Adams, Herbert B., 140, 144, 146, 148, 149. Adler, Felix, 97, 124, 131, 183. Albert, Prince, 45. Alcott, B., 32. Alcott, W. A., 248. Alden, J., 124, 197. Alexander, A., 36. Alexander, A. D., 38. Alexandria, 9. Alkuin, 21, 31. Allain, 61. Allen, J. H., 35. Allen, J. W., 32. Allen, W. F., 141, 144. Allinson, E. P., 145. Ambros, 123. Ambros, J., 100. Amer, N., 35. Ammermuller, 160. Amos, A., 170. Anagnos, M., 96, 254. Anderson, J. D., 250. Anderson, R., 86. Andrews, J. W., 36. Andrews, William, 183. Angerstein, E., 216. Anstey, H., 173. Appleton, Miss, 179. Arendt, R., 155. Arenz, W., 124. Arey, H. W., 34. Aristotle, 9, 19. "Armanni, Vincent, 258. Armstrorr, W., 251. Armstrong, 34. Arnaud, 29. Arndt, E. M., 179. Arnold, 246. Arnold, Dr. Thomas, 21, 125, 141, 259. Arnold, M., 54, 58, 61, 124, 125, 225, 238. Arnott, Neil, 179. Arnstadt, F. A., 28. Ascham, Roger, 11, 12, 31, 193, 239. Ashback, J. R. yon, 48. Asher, 150. Assman, W., 141. Auchmuty, R. T., 251. 282 INDEX. Auerbaoh, 52. Austin, J. T., 35. Autenrieth, G., 69. Avery, 30. Ayrton, 167. B. Babeau, A., 17. Bacon, 15, 82, 239. Bacon, A. M., 118. Bacon, G. A., 274. Bach, T., 216. Bache, A. D., 64. Backhaus, J. C. N., 230. Baer, A., 212. Baerenbach, F. v., 185. Bagg, L. H., 40. Bagge, S., 120. Baginsky, A., 212. Bailey, 83. Bailey, N., 23. Bain, 83, 84. Bain, A., 67, 72, 80, 81. Baines, E., and Curzon, 162. Baird, William R., 50, 173. Baker, 260. Baker, T., 42. Baldwin, C, 191. Baldwin, E. W., 40. Baldwin, J., 197, 236. Ball, 219. Ball, Sir Charles, 119. Ballauf, L., 77. Ballien, T., 12. Band, I., 222. Barbier, C, 254. ' Bard, A., 234. Bardeen, C. W., 227. Barnard, C, 268. Barnard, H., 28, 54, 58, 61, 64, 72, 93, 106, 153, 162, 169, 173, 227, 238, 239, 248, 262, 274. Barnard's Journal, 11, 15, 16, 23, 28, 50, 54, 61, 64, 66, 67, 186, 201, 241, 263, 274. Barnes, A. S., 131. Barnstein, A. P. v., 173. Barrow, J., 225. Barrows, W., 183. Bartels, F., 136. Barth, E., 93. Barthold, C, 265. Bartolomai, 85. Bartholomew, 131. Bartley, G. E. T., 162. Basedow, 12, 21. Bashford, J. L., 58. Basel, 61. Baudouin, J. M., 58. Bauer, Max, 162. Baumert, L., 120. Baumgart, Dr. Max, 210, 224. Bautain, 62. Bazin, 7. Beal, W. J., 157. Beard, Frank, 130. Beausere, 204. Beaussain, 62. Beaussire, 62, 199. Beccaria, 263. Beck, Charles, 26. Becker, B. H., 153. Becker, W. A., 8. Beckman, 45. Beer und Hochegger, 58. Beer, Peter, 6. B&sau, M. 1'Abbe", 72. Behnke, E., 118. Behrends, A. J. F., 125. Bekker, 199. Belfield, H. H., 167. Belhomme, 265. Belisar, 258. Beljame, G., 150. Bell, 12. Bell, A., 21, 177. Bell, Alexander Melville, 119, 259. INDEX. 283 Bell, C. H., 34. Bell, Sir Charles, 119. Bell, I. L., 162. Bell and Sons, 20, 21. Bencke, F. W., 174. Beneke, F. E., 22, 67, 78. Benn, A. W., 81. Benn, H. W., 80. Benoist, 64. Berder T., 22. Berendsohn, 253. Berger, B., 150. Berger, J., 22. Berger, M., und Hoffmann, S., 276. Bergoigne, A., 170. Berkeley, Bishop, 53, 82. Bernard, M. P., 17. Bernard, Montigue, 42. Bernheim, 207. Bernheim, H., 207. Bersot, 62. Bert, P., 62, 153. Berthelot, 210. Berthelt, 104. Bertholet, 67. Bertram, H., 58. Beyer, H., 30. Biber, 28. Biedermann, Freiderieh Karl, 141. Bierbaum, J., 150. Biot, E., 7. Birbeck, Geo., 164. Birch, T., 225. Bird, Charles, 58. Birmann, M., 65. Birrell, Augustine, 141, 142. Blackie, 265. Blackie, John Stuart, 72, 179, 199. Blacklock, 255. Blackstone, 228. Blaikie, 212, 219. Blair, S., 38. Blake, Sarah J., 41. Blakiston, J. A., 236. Blanchet, 204. Blanchet, A., 254. Blenkinsop, W. H., 207. Blculer, E., and Lehman, K., 259. Blicdner, A., 192. Block, 62. Block, M., 234, 235. Blondel, G., 209. Blook, M., 235. Blot, A., 277. Blow, Miss, 97. Blume, E., 142. Bluntschli, J. C, 231. Bluntschli, Johann Kasper, 199. Bock, E., 67. Bode, 27. Boden, 28. Bodenstadt, 52. Boese, T., 53. Bohm, J., 3, 110, 183. Bohme, A., 100, 110. Bohme, E., 177. Bohme, I., 98. Bolingbroke, 91. Bolza, Frdr., 253. Bonar, J., 268. Bondi, E., 125. Boodstein, O., 192. Bopp, Carl, 11. Bormann, A., 67. Bormann, K., 104, 125. ,B6rner, 22. Bosanquet, C. B. P., 268. Bouillier, 62. Bourgeois, E., 170. Boutmy, E., 149. Boutrowx, E., 204. Bowditch, H. P., 85. Bowen, E. E., 73. Bowen, F., 80, 81. Boyce, S. S., 179. Boyd, A. K. H., 239. Boynton, E. C, 40. Brace, C. L., 262. 284 INDEX. Brackett, Anna C., 70, 185. Bradenburg, Mark, 143. Brady, C, 265. Braeutigam, H., 110. Braille, Louis, 255. Braitmaier, H., 127. Brandt, M. G. W., 120. Branle, 65. Brastow, Lewis 0., 183. Braiinloch und Leonhardt, 219. Braunschweig, 5. Bray, C, 179. Bredl, M., 59, 62, 150. Brearley, S., 204. Breek, A. F., 37. Breiden, J., 106. Brendel, 123. Brendicke, 220. Brendicke, H., 216. Breslauer, 236. Bretschneider, 110. Brewster, 159. Breymann, H., 150, 170. Brice, J., 136. Bridgman, Laura, 255, 256, 260, 261 Brigham, A., 212. Bristed, 176. Bristed, C. A., 54. Brockett, S. P., 265. Brockway, Z. E., 262. Brook, Ten, 41. Brooks, Charles, 197. Brooks, E., 197. Brooks, Phillips, 32. Brooks, W. K., 185. Brougham, Lord, 56. Brown, R., 44. Browne, J. Crichton, 213. Browning, O., 3. Bruckbaek, G., 8. Briieke, E., 260. Bruger, 260. Brunetiere, P., 150. Bruns, K. E., 209. Bryant, Mrs. S., 85. Bryant, William Cullen, 120, 239. Buchanan, J. R., 179. Bucher, B., 163. Bucher. K., 163. Buchner, W., 185. Buck, 219. Buckland, A., 93. Buckley, J. M., 239. Budingsley, A., 49. Bufnoir, 149. Buisson, 248. Buisson, B., 190. Buisson, F., 50. Buisson, T., 50. Bullard, Asa, 125. Bulow, 88. Billow, Madame, 93, 94. Bumuller und Schusler, 115. Burgess, E. S., 157. Burgess, John W., 144. Burke, F., 227. Burney, 123. Bursage, H. S., 33. Bursians, 170. Burton, W., 192. Buschmann, C, 125. Bush, C. E., 136. Butler, 82, 193. Butler, Josephine E., 185. Butt, I., 65. Buttner, A., 100, 110, 115. Cabell, J. C, 39. Calhoun, A. W., 212. Calkins, N. A., 106. Cameron, H. C, 38. Cameron, Jane, 262. Campbell, Helen, 268. Campe, J. F. C, 142. Campe, J. H., 22, 30. Candler, W. A., 125. Candolle, 82. INDEX. 285 Capes, W. W., 8. Capponi, G., 239. Carlyle, 245. Carlyle, Thomas, 142. Carpenter, J. Estlin, 268. Carpenter, Mary, 262, 263, 268. Carpenter, W. B., 80, 81. Carstens, H. W., 59. Carter, Charles M., 135, 163. Carter, F., 130. Carter, Susan N., 131. •Carteret, Bisson de F. S., 54. Carton, C, 260. Caspari, F., 79. Ceste, Pierre, 27. Chadwick, B., 236. Chalmers, T., 224, 268, 273. Chaloner, G., 156. Champfleury, 85. Channing, Eva, 27. Chapin, A. L., 40. Charicles, 8. Charles, 234. Charles the First, 43. Charles the Great, 12. Charles, M., 110. Chase, E. B., 183. Cheen, G., 136. Che'reul, A., 62. Chesneau, 136. Chesneau, E., 250. Cholevius, L., 115. Christ, 6. Christie, Oliver M., 89. Christus, 4. Chun, G., 136. Cicero, 19, 83. Cilleuls, 149. Clap, T., 30. Clark, H., 52. Clark, H. A., 41. Clark, J. S., 168. Clark-, T. M., 248. Clarke, E. H., 72, 185, 220. Clarke, F. W., 155. Clarke, J. F., 125. Clarke, John, 192. Clarke, John S., 181. Clarke, Joseph Thatcher, 144. Cleveland and Packard, 33. Clouston, T. S., 185. Cobb, see Lyttleton, 222. Cobb, F. P., 125. Cobbe, Francis Power, 239. Cochin, A., 27. Coggswell, J. G., 38. Cohen, J. Solis, M.D., 118. Conn, H., 259. Colburn, Z., 111. Coldstream, 265. Coleridge, 129. Collar, W. C, 144. Collard, F., 48. Collignen, Max, 170. Collingwood, 21. Collins, Jas. K., 132. Colozza, G. A., 68. Combe, G., 22. Comenius, 12, 22, 30, 108. Comenius, A., 106. Comenius, John Amos, 22. Comfort, G. F-, 150. Compayre", G., 3, 18, 19. Comstock, J. M., 250. Comte, 130. Condorcet, 190. Congreve, B., 240. Conington, 240. Conrad, 209. Conrad, J., 59. Conradi, J., 185. Conz, G, 132. Cooper, C. H., 42. Copeland, Patrick, 53. Cornelia, 190. Corning, J. L., 212. Corniflcius, 19. Cotton, 27. 286 INDEX. Cotz, E., 231. Cournot, 62. Cousin, 82. Cousin, V., 59, 163. Crafts, W. F., 130. Craik, H., 227. Craig, A. R., 77. Cramer, F., 8, 12. " Craven," 216. Creasy, E. S., 43. Cremer, W., 185. Crevier, 48. Crew, Benjamin J., 94. Crocker, 136. % Crofton, Rt. Hon. Sir Walter, 263. Croiset, A., 199. Crosby, N., 34. Crusoe, Robinson, 103. Cullum, 40. Cunningham, F. H., 34. Cuppers, W. H., 260. Currie, 100. Currie, J., 94., 192. Curry, J. L. M., 227. Curtzon, G. M., 58. Curwin, John, 120. Curzon and Baines, see Baines, E., 162. Cuyper, C. de, 163. Cyrus, 21. Czermak, J. N., 157. Czerny, J., und Grabolle, G., 192. Czerny, Joseph, 192. D. Dabb, A. N., 249. Dalezalsk, A., 254. Dalgarno, 82. Dalgarns, G., 260 Dall, Caroline II., 186. Dammann, A., 186. Dangschat, Mich., 236. Dante, 15. Darwin und Hufeland, 186. Darwin, C, 86, 92. Darwin, E., 186. Daunenberg, 220. Davies, Charles, 111. Davis, E., 198. Day, Samuel Phillips, 263. D'Arvert, F., 206. De Candolle, A., 225. Deerow, W. E., 40. Degerando, 179, 192, 260. Degerando, J. M., 22. De Graff, 198. Deinhardt, H., 193. De la Calle, 85. Delalain, Mm., 62. Delaumosne, M. l'Abbe", 29, 118. Delbruck, 170. Delbruck, 151. Delbruck, J., 106. Delgarns, G., 260. Delitzsch, O., 136. Delsarte, 29, 97, 118. Demogeot, J., 54. De Morgan, 159. Denifle, H., 12, 16. Denison, Edward M. P., 271. Denslhofi, J., 265. Dentzel, 16. Denzel, 106. Denzel, B. G., 68. D'Ocagne, Mortimer, 63. D'Olivet, see Pellisson, 225. De Pressense', Mme., 174. Derembourg, 7. Descartes, 80, 81, 82. Deseilligny, A. P., 163. Detourlet, 63. De Vere, 39. Dexter, F. B., 41. Dibelius, F., 126. Dick, Thomas, 179. Dickins, C, 22, 254. Dickinson, Jonathan, 38. Dickmann, C, 126. INDEX. 287 Diderot, 258. Diderot, D., 254. Diekmann, C, 126. Dierche, C, 136. Diesterweg, 16, 68, 77, 146, 195. Diesterweg, A., 276. Diesterweg, F. A. W., 23, 67, 76, 115, 240. Diesterweg, G., 142. Dietlain, H. R., 109. Dietlein, R., 106. Dillaway, C. K., 39. Dilthey, 29. Diman, 207. Diman, J. L., 126, 199, 240. Dinter, 16. Dinter, G. F., 23. Dittes, F., 3, 48, 68, 77, 276. Dittmar, H., 79. Divoll, Ira, 242. Dobeln, 78. Dobschell, J. G, 183. Dohm, 183. Dolch, O., 174. Dollinger, J. J. J., 11. Dommer, 123. Domschke, C, 132. Donai, A., 94. Donaldson, J., 11, 61,236. Donat, 220. Doolittle, Justus, 240. Dor, V. E., 65. Dora, Sister, 269. Doring, E., 253. Dorpfeld, F. W., 98. Doty, D., 50. Douai, A., 94. Doyle, 269. Drane, A. T., 11. Drath, T., 120. Dreesen, G, 132. Droysen, J. G., 142. Dreyfus-Brisac, E., 45, 61, 64, 171, 236, 277. Droysen, J. G., 142. Dubarle, E., 49. Dubois, N. A., 63. Du Bois-Reymond, 159, 220. Du Bois-Reymond, E., 240. Du Boulay, 49. Duessing, 107. Duessing, G., 106. Dufau, 255. Dufau, P. A., 254. Duff, Grant, 240. Dugdale, R. L., 263. Dugoudray, G., see Le Roy, 211. Dugoudray, G., see Le Roy, A., 211. Dulon, K., 253. Dumas, L., 207. Dumernil, 61. Dumesuil, 193. Dumont, 64. Dumont, E., 186. Duncan, E. M., 265. Duncan, P. M. ; Millard "W., 265. Dundalker, 173. Dunton, L., 100. Dupanloup, 86, 186. Dupuy, P., 193. Durant, Ghislhni, 118. Durfee, C, 40. During, A., 18. Diirring, E., 156. Duroy, V., 63. Duruy, M., 234. Duschak, M., 6. Dwight, 206. Dwight, J., 199. Dwight, M. A., 250. Dwight, Theo., Jr., 177. Dyer, G., 41. E. Eaton, J., 65, 228. Ebbinghaus, H., 80, 81. Eberhardt, K., 142, 143. Ebeling, Ch., 72. 288 INDEX. Eckhardt, T., 94. Eckler, G., see Eular, C, 217, 223. Edersheim, A., 6. Edgeworth, Maria, 23, 163. Edgeworth, K. L., 23. Edwards, E., 225. Edwards, W. W., 269. Egger, E, 171. Egger, M., 86. Eggleston, G. C, 191. Ehraann, E., 23. Eiseler, F., 183. Eiselen, 218. Eiselen, E., 218. Eisenlohr, 29. Ekkehard, 46. Elberfeld, 8. Eldridge, 153. Eliot, Charles William (Pres.), 204, 205, 240. Eliot, S. A., 35. Elizabeth, 11. Elliot, A. M., 151, 152, 153. Elliot, Walter, 183. Ellis, A. J., 119. Ellis, G. E., 35. Ellis, Mrs., 179, 180. Ellis and White, 21. Ely, Richard T., 143. Emerson, 142. Emerson, Ralph Waldo, 199, 240. Emerton, Ephraim, 143. Emil, 28, 30. Emminghaus, A., 269. Engelhorn, E., 267. Engelien, A., 100, 115. Entlicher, F., 254. Erasmus, 23. ' Erasmus, Desiderius, 23. Erchricht, 266. Erdmann, O. L., 155. Erismann, 212. Erkelenz, 186. Erler, W., 59. Espinas, A., 205. Esquirol et Seguin, 266. Essen, 30. Estoublon, R., 209. Esk, 220. Etruskern, 9. Euler, C, and Eckler, G., 217, 223. Euler, G, and Kluge, H.O., 217,220. Euler, K., 216. Evans, C. H., 51. Eve, 73. Eve, H. W., 210. Eveleth, S. E., 249. Everett, 176. Everett, W., 54. Ewald, 7. Fairchild, J. H., 37. Falk, F., 212. Faraday, 153, 159. Farraday, 247. Farlow, W. G., 158. Farmer, J., 32, 35. Farrand, E. M., 37. Farrar, 126. Farrar, F. W., 73, 241. Farrar, J. A., 263. Farrar, J. M. D., 118. Farrer, F. W., 72. Faust, 86. Faweet, H., 269. Fay, E., 32. Fay, E. A., 260. Fearon, D. R., 236. Fechner, 83. Fechner, H., 101, 171. Feigier, F., 180. Felbiger, 16. Fellenberg, 73. Fellner, A., 94. Felkl, J., 136. Fenelon, 23, 186. Fenton, 7. INDEX. 289 Ferbers, J. H., und Neinhaus, H., 109. Ferbers, K., 190. Fernuil, 63, 64. Ferri, L., 86. Ferry, M., 62. Fetis, 123. Fetzer, 217. Feuchtersleben, E. F. v., 212. Fialkowski, N., Ill, 132. Fichte, 3, 17, 82, 200, 202. Fichte, I. G., 23. Fichte, J. E., 77. Fichte, J. H., 78. Fields, Mrs. J. T., 269. Fischer, E., 115. Fischer, K, 213. Fisher, John Alonzo, 144. Fisher, K., 116. Fitch, 57. Fitch, J. C, 249. Fitch, J. G., 68, 224. Flattisch, 23. Flattisch, I. F., 23. Fletcher, Matilda, 177. Fleury, 190. Flinger, F., 132. Foelsing, 94. Fogowitz, J., 210. Forbes, E., 43. Forster, 101. Forsyth, 209. Foss, 209. Foss, Rudolph, 143. Foster, W. E., 116. Foster, William E., 144. Fothergill, 213. Fothergill, J. M., 213. Fowle, T. W., 269. Fowler, Frank, 132. Fowler, T., 26. Francis, G. W., 155. Francke, 23, 30. Francke, A. II., 23, 30. Frank, O., 120. Frankland, Ed., 156. Franz, Gay-Lussac, 155. Fraser, 224. Fraser, Rev. William, 196. Frazer, 53. Fredericq, P., 55. Fre"dericq, Professor, 149. Freeman, E. A., 140, 141, 143. Freese, J. R., 249. Freihold, 86. Freund, W., 171. Freytag, Gustav, 241. Friek, O., and Richter, G., 275. Fricke, F. W., 68. Friedlaender, L., 10. Friedemann, F. T., 30. Frisch, F., 73. Frobel, F., 17, 24, 88, 89, 94, 95, 96, 97, 104, 108, 239, 246, 275. Frobisher, J. E., 118. Frohlieh, G., 98, 184, 193, 231, 251. Frolich, G., 77. FrSIich, G., 184, 193. Frothingham, O. B., 126. Froude, 245. Froude, J. A., 241. Fry, Elizabeth, 272. Fry, Herbert, 55. Fuchs, O., 255. Fuhr, J. H., und Ortmann, J. H., 107. Fuld, L., 263. Fuller, T., 42. Furnival, Fr. J., 55. Furnivall, F. J., 11. Fiirst, F., 86. G. Gaertner, R., 223. Galey, J. F., 36. Gall, J., 255. Galton, 82, 85. Galton, F., 80, 81, 225, 259. 290 INDEX. Gall, James, 126. Galli, S., 46. Gallus, 8. Gannett, E. S., 35. Gannett, W. C, 126. Garrett, P. C, 168. Gartner, J., 193. Gattermann, EL, 126. Gaudet, J., 255. Gautier, E. T. L., 241. Gay-Lussac, 155. Gebhard, 151. Geffroy, 143. Geiger, 7. Geiger, A., 85. Geiger, L., 86, 87. Geike, P., 157, 159. Geisler, A., 209. Geistbeck, M., 136. Geistes, 217. Gelbe, T., 163. Gelmina, Andr., 87. Genauek, C, 163. Genlis, Madame, 180. Genzmer, A., 87. Georgens, 174. Georgens, J. D., 249. Ge"rando, J. Marie de, 269. Gerard, L. J. V., 151. Gerding, T., 155, 156. Gerhardt, C. J., 111. Gericke, A., 151. Gernesson, M. L., 132. Gerson, John, 31. Gervinus, G. E., 143. Giebe, 231, 232. Giersing, Er., 180. Giesing, C. J., 111. Gill, 180. Gill, J., 11, 101. Gill, John, 193. Gillies, John, LL.D., 19. Gilman, D. C. (Pres.), 241. Girard, Pere, 24. Glaser, 201. Gleiss, P. O., 180. Glover, Miss, 120. Gneist, 126, 207, 231, 263. Gneist, K., 231. Goddard, Geo., 164. Goerth, A., 193. Goldammer, PI., 95. Goldasti, 46. Goldwin, Smith, 44. G611, H., 8. Goltz, B., 87. Goltzseh, E. T., 100. Goodwin, W. W., 20, 171, 252. ' Gopfert, E., 111. Gordon, J. C, 260. Goring, H., 21. Gotze, 87. Gotzinger, 117. Gouin, E., 151. Goulburn, E. M., 174. Gould, S. B., 61. Gow, A. M., 180. Grabolle, G., see Czerny und Gra- bolle, 192. Gracchi, 147. Graetz, 7. Grafe, H., 13, 24. Graham, S., 213. Grant, A., 43. Grant, Alexander, Sir, 19. Grant, Horace, 11, 107. Granville, J. M,, 87. Grasberger, L., 8, 9. Graser, 16. Graser, J. B., 24, 100. Grattenauer, W., 231. Gray, J. H., 7. Greard, 64, 164, 236. Gre-ard, M., 63, 234. Grell, T., 121. Green, A., 38. Green, S. S., 116. Greenwood, 87. INDEX. 291 Greenwood, J. G., 164. Greenwood, T., 116. Gregory, J. M., 126. Greifswald, 46. Grell, F., 121. Grey, M. G., and E. Shirreff, 187. Grimm, 103. Grob, 65. Grober, G., 151. Grohmann, E., 111. Grohmann, J. C. A., 48, 87. Groombridge, 210. Groser, W. H., 126. Grote, 21. Groth, P., 157. Grove, 123. Grube, A. W., 73, 111, 174, 180. Griiger, J., 156. Griillich, A., 101. Griillich, 0. A., 143. Griin, D., 136. Grunon, H., 164. Guckeison, A., 153. Gude, W., 260. Guggenbiihl, J., 266. Guggenbiihl, L., 266. Guigot, Mile., 190. Guille', 255. Guild, R. A., 33. Guizot, F. P. G., 63. Gunning, H., 42. Gunning, S. H., 269. Gurteen, S. H., 269. Gustafson, A., 213. Giitersloh, 5, 17, 69, 78. Guts Muths, J., 180, 217. Guthrie, Thomas, 269. Guttmann, O., 217. H. Haeckel, E., 159, 242. Hager, J., 7. Hageman, J. F., 38. Hahn, Ludwig, 63. Hailmann, "W. N., 4, 95, 183. Hale, Edward Everett, 252. Hales, J. W., 73. Hall, B. H., 174. Hall, E. II., 127. Hall, G. Stanley, 27, 59, 77, 78, 87, 116, 127, 143, 180, 213, 255, 260. Hall, James G., 270. Hall, S. P., 198. Ham, Charles, 164. Hamerton, Philip Gilbert, 132, 242. Hamilton, 65, 82. Hamilton, E., 24, 187. Hamilton, Gail, 74. Hamilton, J., 24. Hamilton, Sir "William, 82. Hamilton, W. K., 159. Hammond, C. W., 51. Haneberg, D., 10. Hanks, L., 255. Harper, O. P., 130. Harris, Susan E., 182. Harris, "W. T., 50, 242. Harrison, G. L., 244. Harrison, J. B., 263. Hart, 176. Hart, Dr. A. B., 143. Hart, J. M., 33, 59. Hart, J. S., 127. Hartman, A., 255. Hartmann, 80, 81. Hartmann, E. von, 244. Hartmann, J. N., 98. Hartwell, E. M., 158, 213, 217. Hase, H., 127. Hasemann, P., 213. Hass, 79. Hasse, Dr. P., 213. Haupt, J. L., 174. Haiiy, 255. Haiiy, Valentin, 255. Hausrath, A., 127. Hautz, 46. Hawkins, L. M., 184. 292 INDEX. Hazeltine, 58. Heboid, E., 255. Heeger, 220. Heft, 151. Hefte, 31. Hegarty, Jas. L., 65. Hegel, 5, 24, 70, 82, 95. Heigebaur, J. F., 59. Heilbron, 151. Heindl, I. B., 4. Heine, E., 29. Heinicke, S., 24. Heiriroth, J. C. A., 180. Helm, J., 121. Helmholtz, 61, 83, 159, 208, 244. Helmert, 125. Helps, Arthur, 244. Hemminger, 151. Henfrey, 158. HenneArn, Rhym, O., 6. Hennes, A., 121. Hennell, Sara, 187. Hennig, G. A., 25. Henning, G., 250. Heppe, 27. Heppe, H., 13. Herbart, 3, 17, 25, 70, 71, 77, 78, 79, 83, 103, 194. Herbart, J. F., 25, 30, 31, 76. Herbart, John Friedrich, 25. Herbst, F. L. W., 145. Herder, 25, 77. Herder, J. S., 206. Hergang, K. G., 1. Hermann, 10, 28. Herodotus, 142. Herold, J., 4. Hertel, 88, 213. Herzog und Schiller, K., 88. Herzog, D. G., 116. Hesse,-109. Hewes, S. E., 249. Heym, K., 153. Heywood, J., 200. Hiecke, R. H., 116. Hienzsch, J., 256. Higginson, T. "W., 35. Higginson, Thomas Wentworth, 144, 244. Higinbotham, Josephine M., 270. Hildebrand, Karl, 244. Hill, 238, 261. Hill, A., 164. Hill, Florence, 270. Hill, M., 261. Hill, Octavia, 270. Hill, T., 205. Hillardt, F. K., 109. Hime, M. C, 180, 181. Hinton, James, 270. Hinschius, Paul, 209. Hippeau, 55, 65. Hippeau, C, 235. Hiren, Bajoue, 219. Hirgel, C, 169. Hirt, 213. Hirth, G., 217. Hiscke, R. H., 116. Hitchcock, 220. Hitchcock, Edward, 32, 218. Hobbes, 82. Hochegger, see Beer, 58. Hodgkin, Howard, 145. Hoffman, F., 82. Hoffmann, 47. Hoffmann, F. v., 200. Hoffmann, M., 187. Hoffmann, Professor, 204. Hoffmann, S., see Berger, M., 276. Hoffmann, A. G., 171. Hohfeld, 95. Holbrook, 198. Holbrook, Alfred, 184. Holbrook, M. L., 213. Holden, E. S., 88. Hollenberg, 61, 64, 205. Holmes, Gordon, 118. Holmes, O. W., 36, 82. INDEX. 293 Holzendorf, 209, 232. Home, H., 181. Hooffmann, U. J., 77. Hooper, W., 112. Hope, A. R., 88. Hopf, G. W., 115. Hopkins, Ellice, 270, 271. Hopkins, Johns, 87. Horace, 124. Hortensius, 209. Horwicz, 78. Hough, 249. Houghton, L., 73. Howard, George E., 145. Howe, S. G., 256, 266. Howitt, 61. Hoyt, C. S., 271. Hoyt, J. W., 200. Hubbard, C. B., 95. Huber, 44. Huber, V. A., 11. Hufeland, see Darwin and Hufe- land, 186. Hiiffer, P., 121. Hughes, F., 33. Hughes, Thomas, 175, 244. Hulbert, H. W., 252. Hullah, John, 118, 121. Hulley, see Ravenstein, 222. Hulme, F. Edward, 132. Humboldt, Alexander von, 137. Hume, 82. Hun, H., 208. Hunt, Professor, 204. Hunt, Lucy B., 218. Hunter, J. H, 257. Hurlbut, J. L., 127. Hutzelmann, C, 164. Hurst, J. E., 59. Huxley, T. H., 137, 154, 158, 159, 164, 200, 208, 236, 244, 255. Hymans, 67. Ianke, A., 187. Illing, L., 95. Imerer, 9. Imme, T., 78. Ingram, J., 44. Ireland, W. W., 82. Isaac, H., 160. Isaiah, 124. Isocrates, 19. Israel, 7, 79, 124, 129. Israel, A., 194. Israel, G. A., 98. Jacobi, E. A., 188. Jacobi, P., 101, 145. Jacobi, Mary P., 267. Jacobis, 12. Jacobs, 20. Jacotot, 26, 103, 246. Jacotot, J., 25, 101. Jager, O. H., 8. Jaeger, H, 249. Jaeger, O. H., 218. Jahn, 97, 217, 218. Jahn, E. L., 26, 218. Jahn'schen, 169. Jakel, 104. James, E. H., 170. James, E. J., 205. James, G. P. R., 60. James I., King, 77. Janicke, E., 112. Janowsky, 152. Jarvis, E., 168, 267. Jarvis, Edward, 214. Jarvis, J., 24. Javal, 105, 214, 259. Jefferson, 39. Jeffries, B. J., 214, 259. Jeltsch, M., 121. Jende, P., 164. Jenkins, H. M., 164. 294 INDEX. Jenny, 220. Jessen, A. C, 74, 274. Jessen, I. C, 66. Jesu, 17, 253. Jesus, 126. Jevons, W. S., 271. Jewell, P. S., 184. Jilinek, A., 133. Jodl, P., 145. Johnson, 7, 164. Johnson, J., 88. Johnson, J. L., 39. Johnson, Oliver, 182. Johnson, Professor, 204. Johnson, Rossiter, 200. Johnson, W., 73. Johnston, David, 63. Johnston, William P., 200, Johonnot, J., 249. Johonnot, James, 198. Jolly, 55, 63, 200. Jolly, Ludwig, 60. Jolly, W., 22, 55. Joly, H., 82. Jones, Agnes E., 270. Jones, B., 225, 268. Jost, 7. Jost, Ludwig, 181. Jourdain, M. C, 64. Jowett, B. M. A., 19, 20. Joyce, P. W., 194. Juillet, 234. Jukes, 263. Julian, Camille, 145. Just, K., 194. Just, K. S., 13. Jutting, "W., 101. Jutting, W. TJ., 74. Juvenal, 124. K. Kaemmel, H. J., 12, 13. Kaiser, E., 74. Kampschilte, 45. Kant, 3, 17, 26, 80, 82. Kant, I., 30. Kaplan, H., 109. Kapp, 9, 20. Kappf, S. C, 181. Karpeles, 7. Katich, 12. Kaye, A., 12. Kean, J., 237. Keber, A., 88. Keber, Dr. A., 74. Keep, J. R., 261. Keferstein, 145. Kehr, 112, 113, 121, 136, 275. Kehr, C, 13, 74, 100, 101, 102, 107, 116, 164, 216. Kehr, Dr. Karl, 60. Keil, C. P., 127. Keil, R. und R., 175. Kelley, P., 228. Kellner, L., 30, 69, 74, 101. Kellogg, D. O., 271. Keltie, J. S., 137. Kennedy, H. A., 177. Kennedy, John, 177, 184. Kenney, C. S., 228. Kenny, C, 224. Kenny, Courtney Stanhope, 271. Kerlin, J. N., 266. Kern, P., 266. Kern, H., 69. Kiddle, H., 2, 51. Kiddle, H., and Schen, A. Y., 2, 229. Kieke, 61. Kiesewetter, 123. Kilian, 102. King, Charles F., 139. King, M., 35. Kingsley, C, 214. Kingsley, Charles, 9, 271. Kingsley, J. L., 40. Kink, R., 47. Kirby, E. N., 118. Kirchner, F., 127. INDEX. 295 Kirchoff, A., 171. Kirkpatrick, 44. Kirsch, 232. Kittel, E., 194. Kitto, 257. Kjellberg, 6., 214. Klaiber, J., 78. Klauwell, A., 102. Klein, J. W., 257. Klein, K., 6. Klencke, 187. Kleopper, Dr. K., 69. Kloepper, 4. Kloss, M., 218. Kluge, H. O., see Euler, C, 217, 220. Kliipfel, K., 47. Knight, 83. Knight, G. W:, 228. Knight, W., 82. Knis, J. G., 257. Knobloch, Ida, 187. Koch, E. E., 121, 127. Koch, J. L. A., 267. Koch, J. F. W.,' 13. Koehler, A., 95. Koener, Fr., 14. Koenig, H. Z., 187! Koeppel, 221. Koeper-Hauselle Marie, 190. Kolbe, J., 161. Kohler, F., 95. Kolhen, 216. Koln, 46. Kope, R., 45. Kopp, H., 156. Kordgien, H., 194. Kornep, F., 276. KSrting, G., 151. Kostlein, H. A., 121. Kothe, B., 121. Krabbe, 47. Kraft-Ebbing, F. R. v., 214, 267. Kramer, 23. Kramer, 160. Kraus-Bolte, 24. Kraus-Boelte, John, 93. Kraiis-Boelte, Maria, 93. Krause, 28, 95, 205. Krause, A., 257, 263. Krause, C. J. H., 9. Krause, F. W. D., 164. Kreige, Madam, 24. Kreyenberg, G., 98, 187. Kriebitzsch, T., 102. Kriege, M. H., 88. Krieger, 25. Krieger, F., 145. Kriegs, M. H., 94. Krier, 79. Kriess, G. F., 160. Kroner, 88. Kriiek, M., 160. Krume, 61. Krumme, 236. Krusi, 133. Kubler, Maria C, 96. Krusi, 28. Kriisi, Hermann, 28. Kuenen, 7. Kugler, Joseph, 253. Kuhff, Ph., 151. Kuhn, K., 151. Kiimmel, 221. Kuntze, A., 253. Kunze, O., 99. Kurth, Professor, 146. Kussmaul, A., 88. Kiister, H., 121. K * * * y C. v., 239. L. Laacke, K. C. F., 232. Laas, E., 29, 116, 160. La Blanch, Vidal, 194. Laborde, M., 39. Lachenmeyer, 166. 296 INDEX. Lachmann, W., 257. Lacroix, 26. Ladd, Professor, 204. Ladebeck, 221. Ladreyt, M. C, 51. Lafaye, G., 200. La Fuente, V., 65. La Garde, 130. Lagarde, Paul de, 200, 206. Lage, B. von der, 187. Lamson, Mary S., 261. Lamson, Mrs., 255. Lancaster, 12. Lancaster, Joseph, 26. Landon, J., 237. Lang, 51, 221. Lang, John D., 127. Lange, K., 78. Lange, O., 4, 116. Lange, W., 4. Lange, W. von, 24, 95. Lange, Dr. Wichard, 276. Lannhardt, 165. Lasker, Edward, 245. Laspeyres, E., 200. -Latham, H., 211. Lattmann, J., 160. Lauer, M., 66. Laugenberg, E., 23. Laughlin, 146. Launoy, 49. Laurie, 102. Laurie, S. S., 22, 194. Laveleye, 64, 235. Laverenz, C, 61. Lavisse, 149. Lawrence, Amos, 168, 204. Lazarus, 82. Lazarus, M., 146. Lazarus, W., 88. Le Comte, 190. Le Comte, Stevens, 190. Le Port, L., 208. Leger, 64. Legge, S., 7. Legorju, J., 165. , Le Goure, 119. Lehraann, K., see Bleuler, E., 259. Leiber, F., 34. Leibnitz, 82. Leide, C, 66. Leigh, 242. Leighton, B., 271. Leisner, O., 137. Leitch, 12. Leke, W. X., 42. Leland, C. G., 168. Leland, Charles G., 168. Le Mang, G., 133. Leonard and Gertrude, 27, 30. Leonhardt, see Braunloch, 219. LeRoy, A., and Dugoudray, G., 211. Lersch, L., 171. Lesley, Susan I., 271. Lessing, G. E., 26, 181. Lethbridge, K., 66. Leutbacher, T., 22. Levana, 28. Lewes, G. H., 83. Lewis, Dio, 221. Leyde, C, 66. Libansky, 96. Lieber, 223. Lieber, P., 34, 37, 128. Lieber, Francis, 223. Lilberg-Bruhart, Mine., 180. Lincoln, 214. Lincoln, D. F., 221. Lindau, 20. Lindner, G. A., 2, 112. Ling, P. H., 218. Linnartz, W., 261. Lion, 221. Lion, J. C, 218, 221. Lion, Rud., 222. Lion, Th., 22. Lippe, 79. INDEX. 297 Liversidge, A., 65. Livet, M. C. L., see Pellisson, 225. Lbbell, 146. Lobische, i. E., 89. Locke, 12, 14, 28, 108, 193, 239. Locke, J., 26, 28. Locke, John, 30. Loew, E., 158. Loewy, T., 257. Lohr, 79. Lois, 23'4. Lord, John, 191. Lorentz, F., 21. Lorenz, 0., 75. Lorenz, Ottaker, 146. Loschke, K. G., 14. Losser, J., 112. Lossing, B. J., 39. Lotze, 78, 83. Lotze, H., 83. Louvain, 48. Low, S., 271. Lowe, 224. Lowe, E., 154. Lowell, Josephine S., 271. Lubbuck, Sir John, 244. Luben, A., 158. Lucian, 20. Liidde, J. S., 137. Ludlow, 34. Ludlow, H. W., 34. Ludwig, J. L., 14. Lunn, Charles, 119. Luther, 4. Luther, Martin, 26. Liittich, O., 263. Luz, G., 237. Lyon, Mary, 191. Lyschinska, Mary, 97. Lyte, H. C. M., 43. Lyttelton and Cobbj 222. M. Maa8, B., 78. Macaulay, 142. MacArthur, 165. MacCall, William, 251. McCarthy, Justin, 201. McChesney, E., 183. McCook, H. C, 130. MacGregor, Professor, 204. Mace, Jean, 111. Maclaren, 222. McLaren, 165. McLaren, Walter S. B., 165. Maclean, J., 38. Magnus, P., 165, 168. Mahaffy, J. P., 9, 206. Mahr, P., 75. Maier, 156. Maier, J. G., 252. Maintenon, Mme. de, 188. Mair, F., 121. Maitland, 141. Malarce, A., 250. Maiden, Henry, 201. Malleson, Mrs. F., 102. Mallory, 119. Malthus, 268. Malthus, T. B., 271. Mann, F., 30. Mann, Horace, 61, 64, 245. Mann, Mary, 177. Mann, Mrs. Horace, 94, 245. Manitius, 128. Manning, 209. Manning, Jas., 33. Mansberger, C. T., 112. Marburg, 4. Marcel, C, 102, 152. March, F. A., 102, 152. Marcus, J., 6. Marenholtz, 165. Marenholtz-Buelow, 95, 275. Marguerin et Mothere", 55. Marion, H., 194. 298 INDEX. Markel, G., 78. Marsh, Professor, 124. Marshall, E. C, 37. Martin, "W. A. P., 7. Martineau, Harriet, 177. Marwedel, E., 97. Mascher, H. H., 14. Mason, A. C, 198. Massenbach, 181. Masson, 175. Mather, C, 35. Mather, W., 165. Matthias, Dr., 257. Matzell, 169. Matzen, 49. Mauer, 232. Mauersberger, C. T., 275. Maurice, E. D., 165. Maurenbrecher, 146. Maurus Rabanus, 31. Maury, L.-F. A., 225. Maximilians, I., 48. Maxwell, 159. Mayaux, V., 252. Maybaum, S., 6. Mayerhoff, 61. Mayor, J. B., 83. Meeker, W., 259. Mehl, H., 128. Meier, E., 232. Meiners, 12. Meiners, C, 14, 175. Melancthon, Philip, 27. Mell, P. H., 201. Mellin, 12. Menard, L., 181. Mendenhal, Professor, 157. Menge, R., 133. Mereurialis, 218. Meredith, R. R., 128. Merling, J., 122. Mertens, T., 184. Mesnil, 237. Metzner, A., 109. Meyer, 202. Meyer, B., 78, 89. Meyer, Bertha, 96, 177. Meyer, J., 99. Meyer, J. B., 14. Meyer, Lothar, 244. Mikusch, G., 137. Mill, 245. Mill, J. S., 83, 224, 228. Millard, W., 266. Millard, W., see Duncan, P. M., 265. Mills, Caleb, 201. Milne, James M., 194. Milton, 193, 239. Milton, J., 27. Mitchell, D. G., 245. Miquil, F. W., 146. Moffat, 198. Moggridge, M. W., 271. Mohl, C, 194. Mohl, R. v., 175, 232. Mohl, Robert von, 60. Moldenhawer, J., 257. Molesworth', W. N., 181. Moltke, 22. Monica, 188. Monnier, 154. Montaigne, 12, 28, 30, 194. Montaigne, Michel de, 27, 28. Montgomery, T. H., 38. Montigue, B., 44. Montucci, H., 54. Moody, F. W., 133. Moon, W., 257. Moor, N. E., 33. More, Hannah, 188. Morgan, I. G., 218. Morgenstern, Lina, 96. Morley, John, 224. Morreau, E., 211. Morris, 58, 214. Morris, George S., 83, 144, 205. '" Morris, M., 43. " Morrison, J. Cotter, 146. INDEX. 299 Motschmann, J. C, 45. Moulton, R. G., and Stuart, J., 201 Mowry, W. A., 274. Mozley, T., 44. Muehlberg, F., 154. Mueller, F. M., 172. Mueller, F. Max, 175. Muff, 172. Miiller, A. C, 45. Muller, G. E., 83. Muller, J., 117, 225. Muller, L., 172. Mullinger, J. B., 12, 43. Munchen, 47. Munch, M. C, 2. Munro, J. E. C, 209. Munroe, Professor, 118. Murray, David, 211. Murray, E. C, 66. Murray, E. C, Grenville, 66. Musiol, R., 122. Muster, E., 146. Muteau, 18. Muther, 14, 201. Mutzell, 169. Mutzner, A., 109. N. Nadal, E. S., 245. Naegelsbach, C. E., 69. Nagel, 160. Naglesbaeh, 169. Napoleon, Emperor, 77. Naville, 27. Necker, Madame, 27. Necker de Saussure, Madame, 89, 188, 189. Necker, von Saus9ure, 188. Neef, Joseph, 194. Neideregger, 128. Neinhaus, H., see Eerbers, J. H., 109. Nerrlich, C. G, 122. Netoliczka, E.,156. Nettleship, R. S., 9. Newoomb, S., 157. Newman, Dr. John Henry, 201. Newman, F. W., 11. Newman, J. H., 12. Newton, 159. Newton, Heber, 96. Newton and Patton, 182. Niboyt, Mme. Euge'nie, 257.- Nicholls, G, 272. Niedergesass, R., 4, 23, 69. Niell, E. D., 53. Niemeyer, 16, 21, 69. Nightingale, A. F., 51. Nightingale, Florence, 270. Nissen, J., 128. Nitzsch, 75. Noah, J. J., 6. Noack, F., 146. Noeldeke, W., 190. Nohascheck, H., 147. Nohl, 123. Nohl, C, 245. Nohl, Clemens, 146. Noire", 119. Noire", L., 75. Noldeke, 190. Nonus, S. A., 64. Northend, 177. Northrup, B. G, 60, 115, 168. O. Obentrant, A. R., 232, 249. Oberlander, 137. O'Bryne, 237. Ochwadt, 222. Oeconomicus, 21. Oehler, C, 78. Oehlwein, K., 102. Oehlwein, 261. Ohrlmann, C, 114. Ordway, J. M., 168. Orleans, M.d', 180. Orton, J., 188. 300 INDEX. Ortmann, J. H., und Fuhr, J. H., 107. Oscar-Jager, E. E., 145. Osgood, Samuel, 175. Ostendorf, 160. Oswald, Felix L., 214. Otto, F., 117, 252. Owen, H., 228. Owen, Robert Dale, 73. Owen, W. B., 36. P. Pablasek, M., 258. Packard, 10. Packard, see Cleveland, 33. Packard, F. A., 130. Page, D. P., 75. Paget, 158. Paine, W. H., 3. Palatianos, A., 258. Palfrey, J. G., 35. Palmer, C, 69. Palmer, G. H., 204. Palmer, J., 35. Parker, 112. Parker, C. S., 73. Parker, F. W., 102, 246. Parks, Uriah, 112. Paros, J., 4. Parrish, E., 39. Parve", D. J. S., 66. Pascoe, C. E., 55, 175, 188. Passow, 14. Pattison, Dorothy Wyndlow, 269. Pattison, Mark, 269. Patton, see Newton and Patton, 182. Paul, H., 89, 152. Paul, Saint, 127. Paulsen, F., 14, 15, 169. Pauly, Julius, 208. Pawel, 222. Payne, 60. Payne, Joseph, 25, 75, 159, 246. Payne, William H., 237. Peabody, E. P., 22, 24, 96. Pearson, D. R., 237. Peaslee, J. B., 182, 249. P. E. C, 272. Peck, Charles F., 181. Peckham, G. W., 89. Peek, F., 272. Pefleiderer, E., 201. Peirce, B. K., 263. Pelet, P., 206. Pellew, H. E., 272. Pellisson, et D'Olivet, Livet, M. C- L., 225. Perez, 61, 90, 91. Perry, 61. Perez, B., 25, 89. Perry, W. C, 61. Perry, Walter S., 133. Peschel, O., 137. Pestalozzi, 4, 12, 15, 27, 28, 30, 77, 103, 108, 195, 242, 246. Peter, C, 147. Peters, F. H., M. A., 19. Petcrmann, 104. Petersilie, A., 60. Pfalz, Franz, 152. Pfeiffer, F. W., 15. Pfisterer, G. F., 78. Pflfiger, E., 158. Pfuel, General von, 223 Philbrick, J. D., 51. Philobiblius, 4. Philostratus, 20. Phelps, W. F., 198. Pichler, 219. Pichler, A., 222. Pickel, A., see Rein, W., 103. Pickett, A., and J. W., 198. Piderit, Dr. Albert, 69. Piderit, F. K. T., 47. Pierce, Benjamin, 35. Pilger, Dr. Robert, 175. Pillans, Professor, 199. Pillsbury, W. L., 229. INDEX. 301 Pillz, Carl von, 190. Pincott, Frederic, 66. Pio, Professor, 66. Pischon, C. N., 10. Pitman, Emma R., 272. Plath, 253. Plato, 5, 9, 10, 20. Platon, 9, 20. Platz, C, 29. Plauer, B., 252. Ploss, H., 90, 188. Plutarch, 20. Pocci, P. G., 176. Poestion, I. C, 188. Poggendorff, J. C, 157. Pollock, F., 90. Porter, J. A., 41. Porter, N., 51. Portugall, Madam de, 97. Potter, S. O. L., 261. Powell, J. W., 225. Poynter, E. J., R. A., 134. Prang, 133. Prange, W., 137. Prantl, C, 47. Prescott, W. H., 258. Presting, 181. Preyer, M., 60. Preyer, W., 90. Priestley, 149. Prince, J. T., 183. Probst, J., 46. Pujos, M., 265. Pulling, F. S., 137. Puritz, 218. Pusehmann, F. A., 137. Pusey, E. B., 201. Putsch, A., 166. Quain, R., 75. Quick, Rev. R. H., 12, 246. Quincy, Josiah, 35. Quintilian, 20. Quitzow, W. A., 112. R. Rabanus, 31. Rabelais, Francois, 28. Radstock, P., 78. Radestock, 82. Radtke, 28. Radtke, G., 232. Rafinesque, C. S„ 202. Randall, S. S., 52. Ranke, Leopold von, 147. Rappold, J., 70, 169. Ratich, W., 28. Ratke, W., 28. Rau, H., 90. Raub, A. N., 184. Rauber, A., 266. Raumer, 12, 233. Raumer, K. v., 15. Ravenstein, 218, 221. Ravenstein and Hulley, 222. Ray, I., 214. Raymond, D., 2. Raymond, J. H., 39. Reade, A. A., 215. Recklinghausen, 208. Redford, R. A., 128. Redivivus, C, 169. Reglement, F., 195. Reichardt, 192, Reichelt, G., 122. Rein, W., 103, 134, 135, 138, 142, 151, 163, 194, 195, 196, 233, 251. Rein, W. von, 13, 14, 25, 77, 98, 151, 163, 183, 184, 185, 192,193,195,196. Reinhardt, W., 190. Reinharostottner, Von, 152. Renan, E., 181. Renard, P., 250. Rentsch, 125. Renk, F., 215. Resbecq, Fr. de, 18. 302 INDEX. Reuper, J., 188. Reuscher, H., 128. Reville, 7. Reymond, E. Du Bois, 154, 158, 159, 220. Riant, A., 215. Ribot, T., 83. Richards, W. F., 195. Richards, Z., 99. Richardson, C. F., 41, 52. Riehomme, C, 48. Richter, 128. Richter, A., 79. Richter, Albert, 103. Richter, E., 138. Richter, G., see Frick, O., 275. Richter, J. P. F., 28. Richter, J. W. O., 138. Richter, K., 96, 107, 195. Richter, Von K., 22, 23, 30. Richthofen, F. F. von, 138. Riecke, G. A., 91. Riegger, 45. Rieraann, H., 122. Riemer, 96. Rietschel, Hm, 215. Rigg, J. H., 57. Rigutini, G., 91. Ritter, 139. Ritter, Carl, 137. Robertson, F. W., 26, 181. Robinson, O. H., see Winsor, J., 117. Robinson, R., 195. Rochow, Von, 17. Rockstro, 123. Rockwell, J. T., 252. Rodenbach, A., 258. Roesler, H., 233. Rogers, Edward, 182. Rogers, J. E., 202. Rogers, J. E. T., 44. Rolleston, G., 158, 161, 211. Rollin, 28. Rommel, 138. Rondelet, 188. Ronne, L. v., 16, 229, 233. Ronneger, 182. Root, N. W. Taylor, 195, 251. Roscoe, H. E., 154, 166, 247. Rosen, K., 182.' Rosenthal, J., 202. Rosenkranz, K., 70. Rosmini-Serbati, A., 75. Ross, Mary Ann, 107. Rossel, E., 166. Rossler, E., 261. Roth, 169. Roth, K. L., 70. Rothenbucher, A., 188. Rothstein, 222. Rothstein, H., 218. Rotter, R., 195. Rouchet, G., 158. Roulliet, A., 149. Rousseau, 12, 28. Rousseau, J. J., 30. Rousselot, P., 189. Rowland, H. A., 154. Rudolf, L., 117. Rudolphi, Caroline, 189. Riigg, H. R., 103. Ruggles, Henry, 247. Rumpel, 250. Runkle, J. D., 168. Rush, Benjamin, 79. Ruskin, 135. Ruskin, J., 247. Ruskin, John, 21. Russel, A. T., 52. Russel, J., 198. Russel, W., 198. Russell, I., 238. Russell, J., 237. Russell, J. S., 166. Russell, M., 202. INDEX. 308 Sachs, 7. Safford, T. H., 114. Sailer, J. M., 29. Salisbury, A., 195. Salmon, 53. Salter, 181. Saluzzo, 235. Salzburg, Von G. H., 61. Salzmann, 30, 128. Salzmann, C. G., 29, 31. Sander, F., 2. Sandland, J. P., 119. Sargant, W. L., 229. Sargent, 219. Sargent, Dr. D. A., 219. Sarrazin, 61. Sarte, Francois del, see Delsarte, 29, 97,,118. Sauveur, L., 172. Savigny, F. C. von, 16. Savigny, 12. Sayce, A. H., 152. Schaeffer, 152. Schaehle, F. G., 112. Sehaff, Philip, 60. t Schafer, 23. Schafer, F., 103. Schaible, C. H., 215. Scheber, 223. Sebeider, G. E., 134. Scheidler, K. H., 202. Scheie, 39. Scheller, E., see Rein, W., 103. Schelling, F. W. J., 205. Schera, see Kiddl, 229. Schem, A. J., 51. Schem, A. Y., 2. Scherer, F., 258. Scherer, G., 113. Scherflg, F. E., 79. Scherreff, 24. Sehettler, 223. Scheve, Gustav, 75. Schiller, F., 251. Schiller, H., 196. Schiller, J., 26. Schiller, K., 88. Schillmann, H., 276. Schillmann, Von R., 231. Schindler, L., 103. SchirefE, Emily, 94. Schirreff, E., 189. Schlect, R., 122. Schleiermacher, 29, 202. Schleiermacher, Dr. T., 29. Schleiermacher, F., 207. Sehlotel, W., 226. Schlotterbeck, B., 138. Schlottmann, 57, 202. Schmeding, F., 172. Schmerz, L., 91. Schmid, 156. Schmid, J. A., 16. Schmid, K. A., 5, 9. Schmid-Schwarzenberg, F., 76. Schmidt, 10, 24. Schmidt, K., 4. Schmidt, K. A., 2, 5, 9, 10, 24. Schmidt, L., 10. Schmidt, P., 27. Schmidt, P. V, 107. Schmidt, W., 113. Schmitz, S., 57. Schmoller, 202. Schmoller, G., 233. Schmollers, 57. Schneider, 196, 229, 233. Schneider, Dr. R., 28. Schneider, O., 138. Schnell, F., 79, 237. Schnell, K. F., 184. Schnitz, S., 57. Schoene, Gust., 117. Scholem, A., 219. Scholtle, U. K., 262. Schonberg, D. G., 166. Schonborn, T., 202. 304 INDEX. Schopenhauer, 80, 81. Schopf, A., 138. Schornstein, R., 99., 189. Schott, G. E., 1. Schrader, 70, 169. Schrader, Frau H. B., 97. Schrader, "W., 70. Schram, W. C, 26. Schreiber, C, 138. Schroder, 64, 91. Schroder, H., 122, 275. Schroter, 97, 181, 223. Schubert, 202. Schubert, K., 113. Sehueler und Bumiiller, see Bumiiller, 115. Schuldte, von, 209. Schultz, F., 178. Schultz, Fr., 31. Schultz, Schultzendorf, 161. Schultze, E., 91. Schulz, 104. Schumann, I. C. G., 5, 28, 31. Schumann, J., 24. Schumann, J. C, 60. Schumann, J. C. G., 13, 129, 196. Schumann, K., 253. Schurict, Hermann, 52. Schurig, G., 113, 252. Schurz, C, 272. Schutz, und Heilmuttel, 222. Schiitze, E. T., 113. Schiitze, E. M., 76. Schutze, H., 31. Schwab, E., 250. Schwalbe, Dr., Prof., 154. Schwartz, 16, 70, 169. Schwartz, F. H., 29. Schwegler, 219. Scott, Dr. Henry E., 144. Scott, Sir Walter, 142. Scott, W. R., 266. Scudder, H. E., 35. S. D. C, 258. Seailles, 161. Seallers, 205. Sears, Barnas, 172. Sedgwick, 202. See, C, 189. Seeley, 141. Seeley, J., 73. Seeley, J. R., 140, 144, 147. Seemuller, J., 117, 253. Segmund, S. A., 12. Seguin, see Esquirol, 266. Seguin, E., 196, 266. Seignobos, Charles, 147. Seiler, E., 119. Sellar, 229. Seltzam, K., 103. Semmig, H., 91. Senglemann, H., 266. Senior, Mrs. N., 272. Sering, F. W., 122. Sexton, S., 262. Seyffarth, L. W., 27. Shaftesbury, Earl, 272. Shaler, N. S., 154. Shaw, Mrs. Agassiz, 97. Shaw, F. A., 118. Shedd, W G. T., 117. Shelden, 107. Sheridan, Thomas, 104. Shields, C. W., 205. Shirley, J. M., 34. Shirreff, E., 189. Shirreff, E., see Grey and Shirreff, 187. Shirreff, Emily, 94, 97. Shrewsbury, 271. Shutze, H., 31. Sibley, J. L., 35. Sicard, A., 18.- Sicard, J., 6. Sidgwick, 73. Sidgwick, A., 79. Sidgwick, H., 73. Sidler, W., 157. INDEX. 805 Siebeck, 154. Siegeenbeek, M., 49. Siegfried, 272. Siegfried, J., 252. Siemens, C. W., 166. Sieveking, 272. Sigismund, B., 91. Siljestrom, P. A., 52. Simon, J., 6. Simon, Jules, 64. Simons, Thomas, 182. Simonet, L. C, 235. Sizeraune, Maurice de la, 255. Sjoberg, 190. Skrodzki, W., 104. Sladeczk, A., 5. Slagg, J., 168. Smart, j. H., 196. Smedley, Menella B., 272. Smiles, S., 182. Smith, Adam, 224. Smith, B. P., 34. Smith, D., 87. Smith, Goldwin, 44, 148, 149. Smith, H. W., 38. Smith, J., 36, Smith, L. A., 229. Smith, Rev. William, 38. Smith, W., 149. Smith, Walter, 134. Smith, William, 37. Smith, W. K., 7. Socrates, 21. Soder, H.„ 107. Sokolovski, 152. Soldan, Louis, 111. Soley, J. B., 37. Sonnenschein, 229. Sorel, A., 149. Soulice, M. L., 18. Spalding, J. L., 203. Spalding, J. R., 39. Sparkes, J. C. L., 134. Specht, E. A., 16. Spencer, A., 33. Spenoer, H., 12, 76, 83, 84, 247. Spencer, Herbert, 239. Sperber, E., 31. Spiers, B., 6. Spiess, 217, 218, 223. Spiess, A., 249. Spinoza, 82. Sprat, T., 226. Sprenzel, K., 208. Spurzheiin, 29. St , 203. Staden, J. v.,>134. Stande, R., 196. Stanley, 7, 64. Stanley, A. P., 21. Stapfer, 64. Stapfer, P., 152. Starrett, H. E., 191. Staude, R., 196. Staunton, H., 44. Stebbins, G., 118. Steckel, P., 219. Stedman, A. M. M., 44. Stedman, Algernon M. M., 176. Steeg, Jules, 28. Steel, Robert, 129. Steele, J. Dbrman, 155. Steffins, 203. Steffins, Heinrich, 176. Steig, Jules, 28. Steiger, 97. Stein, 233. Stein, L., 233. Stein, Lorenz, 9, 233. Steinhauser, C, 129. Steinitzer, M., 123. Steintaf, 215. Steinthal, H., 84. Stephani, 16. Stephani, H., 104. Stephen, Caroline E., 272. Stetson, Charles B., 167. Stettin, 276. 306 INDEX. Stevens, Le Comte, 190. Stevens, W. L., 191. Stewart, 247. Stickney, 104. Stiehl, F., 148. Stiehr, 25. Stille, 37. Stobbe, U., 167. Stockwell, T. B., 52. Storl, 28. Stosner, 24. Stossner, E., 138. Stow, D., 29, 182. Stow, David, 196. Stowe, 12. Stowe, Calvin, 64, 198. Stowe, Calvin E., 67. Stows, C. E., 66. Stoy, 25. Stoy, H., 113. Stoy, K. V., 1, 138, 184, 197. Stoy, Karl Volkmar, 192. Straek, D. M., 161. Strack, M., 161. Straek, K., 16, 189. Strassburger, B., 6. Strauch, E., 221. Strubel, 46. Strumpell, 17, 25. Strumpell, L., 276. Strure, A., 178. Struve, C. F., 258. Stuart, J., see Moulton, B. 201. Stubbs, A., 113. Stubenvoll, G., 113. Stuhlmann, A., 134 Stumpf, K., 157. Sturgis, F. R., 208. Sturm, Johannes, 29. Stutzer, E., 148. Sullivan, W. K., 167. Sully, J., 84, 91. Sulzbaek, 7, 29. G., Summer, W. G., 272. Sumner, C, 36. Sussmann, G., 99. Swett, J., 53. Swett, John, 198. Sybel, 14. Sybel, H., 148, 190. Symington, A. J.; Chalmers, T., 273. Symond, J. L., 12. T. Tacitus, 20. Taine, 44, 91, 92. Taine, H., 84. Talbot, Mrs. E., 92. Tate, T., 76, 79. Tauffer, E., 264. Taylor, 7, 84. Taylor, C. F., 215. Taylor, H. G., 58. Taylor, J. O., 76. Taylor, J. Orville, 198. Taylor, S., 273. Taylor, S. H., 172. Taylor, W. B. S., 43. Teichmann, A., 61. Ten Brook, Andrew, 37, 52. Tennent, William, 36. Tenney, E. P., 53, 129. Testas, M. F., 182. Thales, 83. Thamin, R., 197. Tharau, H., 129. Thaulow, Dr. Gustav, 24, 70. Thayer, 238. Theil, 61, 67. Theile, 46, 124. Theiner, A., 17, 207. Theodore and Adelaide, 77. Theophron, 22, 30. The"ry, A. F., 18. Theil, 5, 61, 68. Thiel, 234. INDEX. 307 Thiele, A., 210. Thiersch, H. J., 178. Thoma, 215. Thomas, 39, 104, 223. Thomas, Theodore, 122. Thompson, C. O., 166, 167, 168. Thompson, D. W., 76. Thompson, T., 226. Thorpe, F. N., 148. Thulie', H., 189. Thumen, 223. Thurot, C, 49. , ThrandOrf, 135. Thring, E., 76. Thwing, C. H., 53. Tiberghien, G., 205. Ticknor, A. E., 38. Tiedemann, 91. Tillich, 110. Timbs, J., 176. Todd, J., 182. Todd, John, 130. Todhunter, I., 205. Tomberger, F., 234. Tomek, W. W., 47. Tomlins, W. L., 122. Tooke, William, F.R.S., 20. Towle, G. M., 41. Toy, C. H., 129. Trainer, 148.- Trampler, R., 139. Trauer, L., 117. Trelease, 158. Trendelenberg, 78. Trenze, J., 107. Treschel, 182. Treuge, J., 107. Trevelyan, C, 273. Trumbull, C, 129. Trunk, H., 139. Truppe, 220. Trynkhusen, G., 258. Tuck, R., 130. Tulloch, J., 129. Turgot, 224. Twining, 167. Tyler, M. C, 37. Tyler, W. S., 32. Tylor, E. B., 84. Tyndall, 156, 159. Tyndall, John, 247. Uberweg, 83. Uhlig, G., 99. Ulrica, 78. Una, 270. Urban, J., 135. Ussing, J. L., 9. V. Vail, S. M„ 207. Vambery, H., 10. Van Amringe, J. Howard, 33. Vanderkindere, L., 49. Vaux, R., 264. Verlaz, 221, 222. Vernaleken, T., 76. Verner, M-, 207. Vessiot, A., 182. Veth, P. J., 10. Vico, 82. Victoria, Queen, 179. Vierordt, 92. Villicus, F., 113. Vincent, 251. Vincent, J. H., 130. Violet le Due, 251. Virchow, Rudolph, 159, 242, 247. Vischer, Fr., 219. Viseher, W., 49. Vives, J. L., 29, 31, 190. Vogel, A., 1, 5, 27. Vogt, Carl, 203. Vogt, T., 197. 308 INDEX. Vogt, Theodore, 26. Vormbaura, 234. W. Wackernagel, P., 123. Wa'de, A.L., 99. Wagner, A., 234. Wagner, Ernst, 208. Wagner, H. E., 104. Wagner, J. J., 76. Waitz, T., 70. Waldeyer, 1C9. Walford, E., 19. Walker, C. M., 37. Walker E. A., 27, 273. Wall, A., 203. Walsemann, 79. Walser, E., 161. Walter, 24. Walter, L., 97. Wane, 223. Wangemann, L., 130. Ward, 84, 247. Ward, A. W., 60. Wardle, T., 167. Warneck, G., 130. Warner, C. D., 264. Warner, C. 0., 264. Warren, C, 203, 253. Warren, S., 210. Warren, S. E., 167. Warren, W. E., 247. Watson, J. S., 19, 20, 21. Watteville, Le Baron de, 258. Watton, H., 253. Watts, A., 159. Watts, J., 29. Wayland, E., 33, 53. Wayland, Eranois, 203. Wead, C. K., 157. Weber, A., 17, 104. Weber, Dr. Georg, 148. Weber, K., 27. Weber, T., 92. Wedderbnrn, 21. Wegele, E. K., 48. Wegiels, E., 79. Weieker, G., 17. Weigl, M., 176. Weise, L., 61. Weishaupt, H., 135. Weiss, K., 117. Weiss, Karl, 190. Welch, 107. Weld, C. E., 226. Wellmer, M., 190. Wells, S. H., 29. Wells, W. W., 198. Wendt, E. M., 97. Wentz, G., 139. Wenzelburger, T., 230. Werner, E. S., 119. Werth, 126. West, Professor, 51, 205. Westcott, B. T., 130. Westerieder, L., 226. Weston 1 , S. B., 131. Wheeler, W. H., 105. Wheelock, E., 34. Wheelock, J., 34. Whewell, 247. Whewell, W., 42, 57, 203. Whewell, William, 155. White, 135. White, A. D., 33, 53, 144, 148, 168, 205, 206. White, E. E., 168. Whitford, W. C, 53. Wichern, J. H., 264. Wickersham, 77. Wickersham, J. P., 198, 230, Widman, B., 123. Wiebe, E., 97. Wiedemann, E., 130. Wien, 6. Wien, Dr. Gus., 22. Wiese, 20, 57. Wiese, L., 61, 79, 234, 247. INDEX. 309 Wihan, E., 135. Wilcox, S. M., 230. Wildefspin, 12, 30. Wilke, C, und Bormannk, 105. Wilkins, A. S., 9. Willard, Emma, 190, 191. "Wille, 108. Williams, A., 152. Williams, G. H., 157. Williams, S. W., 7. Williard, 36. Williard, Samuel, 53. Willich, 178. Willm, 77. Willmann, 61, 197. Willmann, Dr. Otto, 148. Willmann, 0., 5, 197. Willson, J. M., 108. Wilmann, 25. Wilson, J. M., 73, 155, 182. Wilson, W. D., 203. Wiltse, Sara E., 97. Winckelmann und Sonne, 105. Wines, C. E., 7. Wines, E. C, 264. Winsor, J., and Robinson, O. H., 117. Winsor, Justin, 36. Winship, A. E., 130. Wittstein, J., 114. Wittstock, A., 1, 197. Woehl, 274. Wochtl, 275. Wolfberg, Siegfried, 215. Wolsey, T. D., 40. Wood, 44. Wood, A. A., 42. Wood, E. W., 211. Woodward, 168. Woodward, C. M., 168. Woolsey, T. D., 40, 247. Wooton, E., 211. Wordsworth, 176. Wordsworth, C, 12. Wordsworth, W., 248. Worle, I. A. C, 3. Wortmann, 219. Wotton, 239. Wrage, C, 108. Wright, Carroll D., 237. Wright, John Henry, 148. Wright, William, 95. Wunderlich, 135. Wundt, 78, 83. Wurtz, A., 61. Wustenfeld, P., 10, 226. Wyohgram, J., 190. Wynter, 267. Wyss, F., 77. X. Xenophon, 21. Y. Youman, 158, 172. Youman, Miss, 246. Youmans, E. L., 84. Youmans, Eliza, 159. Zacharias, Otto, 155. Zarnecke, F., 206. Zarncke, 46. Zelenke, O., 135. Zeller, 80, 81. Zeller, E., 85, 152, 204. Zerrenner, 184. Zeschwitz, Gerhard von, 71. Zeuns, A., 258. Zeuz, 223. Ziller, 25, 77, 85, 87, 102, 103, 145, 149. Ziller, T., 71, 79, 184, 275. Zillessen, Er., 237. Zillig, 149. Zirngiebel, 253. Zirngiebl, E., 17. Zoubek, Fr., 22. Zschoppau, 80. Zunz, 7. Education. " Thou that teachest another, teachest thou not thyself? " "POR American Schools and American Scholarship there is no more healthful sign than the newly-awakened interest of teach- ers in all that pertains to successful work and personal culture. At the outset of this great and wide-spread movement in favor of better methods and worthier results, it was but natural that the practical side of education should be treated out of all proportion, while its theoreti- cal and historical aspects should be somewhat overlooked. But if education is to become a science and teaching to be practised as an art, one means to this end is to gather and examine what has been done by those who have been engaged therein, and whose position and success have given them a right to be heard. Another and not less potent means is, to gain a clear comprehension of the psychological basis of the teacher's work, and a familiar acquaintance with the methods which rest upon correct psychological principles. As con- tributions of inestimable value to the history, the philosophy, and the practice of education, we take pleasure in calling the attention of teachers to our books on Education, mentioned in the following pages. It is our purpose to add from time to time such books as have con- tributed or may contribute so much toward the solution of educational problems as to make them indispensable to every true teacher's library. The following good words, and also the opinions quoted under the several volumes, are an earnest of the appre- ciation in which the enterprise is held : — Dr. Win. T. Harris, Concord, Mass. : I do not think that you have ever printed a book on education that is not worthy to go on any teacher's reading-list, and the best list. (March 26, 1886.) J. W."*6tearns, Prof, of the Science and Art of Teaching, Univ. of Wis. : Allow me to say that the list of books which you are publishing for the use of teachers seems to me of exceptional ex- cellence. I have watched the growth of the list with increasing pleasure, and I feel that you have done a service" of great value to teachers. (May 26, 1886.) Nicholas Murray Butler, Acting Prof of Phil., Ethics, and Psychology, Columbia College, N.Y.: I am greatly interested in your series of pedagogical 110 EDUCATION. publications, and am only too glad to aid the cause of scientific education by in- creasing their circulation by every means in my power. S. A. Ellis, Superintendent of Schools, Rochester, N. Y. : 1 most heartily com- mend the enterprise you have entered upon. These books may well be re- garded as indispensable to the outfit of every earnest teacher who would win success in the profession. In bringing them within the reach of every teacher of the land, you are doing a service that will entitle you to the gratitude of all who are interested in the work of educa- tion. Personally I wish you all the suc- cess you deserve. (Oct, 23, 1885.) W. F. Phelps, Secretary St. Paul Chamber of Commerce, Minn. : No greater service could well be performed for the schools and the educators of this country than issuing these valuable and timely publications. They will leave the great body of teachers without an excuse for professional ignorance, and, with the facilities now offered through the read- ing circles and institutes, there will be no good reason why these books should not reach the great mass of the three hundred thousand teachers in the United States. (June 25, 1886.) J. J. Mills, Earlham College, Rich- mond, Ind. : I have looked over the dif- ferent volumes with much interest. You deserve great praise for your enterprise in putting the best pedagogical literature before the teachers of the country. I have your Leonard and Gertrude, and Emile, and prize them highly. (Jan. 4, 1886.) W. M. West, Supt. of Schools, Fari- bault, Minn. : You may count upon the will of our reading-circle board to rec- ognize your publications, and personally I am in favor of substituting at once Sheldon's Studies in General History and Compayrf's History of Education for corresponding books on our list. (June 28, 1886.) A. W. Mell, Bowling Green, Ry.: Your firm is far in advance of any other in the publication of teachers' libraries, and deserves hearty recognition,. (June 28, 1886.) Schoolmaster, London : The Amer- ican house of D. C. Heath & Co. is doing good service to teachers by the publication of their series of educational classics. We commend the Emile to every one interested in the education of the young. Critic, New York: Messrs. D. C. Heath & Co. are the publishers of a new and important series of works for teach- ers. In contributing further means for the enlightenment of our teaching world, the editors and translators "engaged in this series are doing a work which can- not fail of recognition and utility. A History of Pedagogy. Translated from Gabriel Compayr£'s Histoire de la Pedagogic, by W. H. Payne, Professor of the Science and the Art of Teaching in the University of Michigan, who adds an Introduction, Notes, References, and an Index. S/i b y V/2. inches. Cloth, xxvi + 592 pages. Price by mail, jSi. 75; In- troduction price, $1.60. HP HIS book is confidently recommended to teachers and to students of Pedagogy, because, — 1 . It is comprehensive without, being tedious. It covers the whole EDUCATION. Ill historic period, exhibits the progress made from age to age in the theory and art of education, and makes known the manner in which the greater nations and thinkers have understood the educational prob- lem. By this treatment of the subject, the teacher may become " the spectator of all time and all existence," in whatever pertains to his vocation. There is no other book which is so well adapted to broaden and liberalize the teaching profession. 2. It is clear and interesting. M. Compayre" has not only the genius of selection, but also of clear and interesting presentation. The whole treatise is a series of clearly cut pictures, each having its own individu- ality, and impressing its own special lesson. For the most part, the successive sketches are typical ; duplicates are purposely and wisely omitted. Only the highest literary art can combine comprehensiveness and clearness ; but these effects are realized in this History of Pedagogy. 3. It is critical and instructive. Historical facts, in order to be instructive and helpful, must be interpreted ; and such interpretation must come through critical insight. M. Compayre' has this endowment in a pre-eminent degree. In him the reader finds a safe as well as a suggestive and entertaining guide. In this case history is truly " Phi- losophy teaching by example." WHAT LEADING EDUCATORS THINK OF IT. Gabriel Compayre^ Chamtre des Deputes, Paris ; Votre traduction me paratt excellente, et je vous remercie des soins que vous y avez mis. J'ai grand plaisir a me relire dans votre langue, d'autant que vous n'avez rien neglige pour l'impression matferielle. Combien vos editions Amencaines sont superieures aux nfltres ! (10 Avril, 1386.) Dr. W. T. Harris, Concord, Mass. : Professor Payne has done a real service to education in translating M. Compayre's History of Pedagogy. The work has great merits. Indeed, it is indispensable among histories of education, for the rea- son that it shows us the subject from the standpoint of a Frenchman of broad and sound culture. The history of education has not been hitherto well represented in English educational literature, and yet it is the most important branch for the teacher. I congratulate you, therefore, upon the accession of Professor Payne's work to your list. (April 2, 1886.) G. Stanley Hall, Prof, of Pedagogy and Psychology, Johns Hopkins Univ. : It is the best and most comprehensive universal history of education in English. The translator has added valuable notes. Mrs. Horace Mann, Boston : I con- sider anything of his not only authentic but invaluable, because of his candid mind and thorough interest in the sub- ject, which enables him to give exhaus- tive treatises upon all points. Miss Elizabeth P. Peabody, Bos- ton, Mass. : If Compayre's History of Pedagogy had nothing else in it but 112 EDUCATION. what he says of Pere Girard's work and books (between pages 465 and 475), espe- cially with respect to teaching children their mother tongue, it would be worth publishing. I trust all the newspapers and magazines that write of Indian education will copy these ten pages, and all the instructors of Indians will ponder them, and those who write elementary books for the education of Indians as Indian commissioner Oberlitz recommends, will follow Pere Girard's suggestions. If Compayre has not been so happy in his estimate of Frcebel, it is due, I think, to Frcebel's inferior power of expressing his ideas in his books for practice. Frcebel is identical with Pere Girard in his methods, and in his all predominating moral aims, and was by no means a mere Deist, but eminently a Christian. {April 21, 1886.) B. B. Higbee, State Supt. of Public Instruction, harrisburg, Penn. : I have for some time regarded it as a very valu- able work, and am glad to see it in Eng- lish. I hope it may be introduced into all the normal schools of this State, and give a dignified impetus to studies of such character, so much needed and so valu- able. {April 24, 1886.) M. A. Newell, State Supt. of Educa- tion, Baltimore, Aid. : It is a very valu- able addition to our pedagogic literature ; it is as brief as the breadth of the subject would allow, and is comprehensive and philosophical. The notes and index added by Professor Payne very much increase the value of the work, both to students and to anxious inquirers of the busy sort. {May 12, 1886.) D. L. Kiehle, State Supt. of Public Instruction, St. Paul, Minn. : I can cor- dially recommend it as an essential to every teacher's library. It is both com- prehensive and definite. It is conse- quently interesting and instructive. 1 am certain it will be recognized as a val- uable contribution to our small but select supply of educational literature. {April 26, 1886.) J. W. Stearns, Prof, of the Science and Art of Teaching, Univ. of Wis. : I have read it with great satisfaction and pleasure, and regard it as a valuable addition to the limited number of useful books on education now accessible to American teachers. Its treatment of the subject is broad and catholic, its criti- cisms discerning, and it has attained unity and continuity in the presentation of very complex and heterogeneous materials. It will, I believe, serve to increase interest in the history of educa- tional thought and experience, — an end greatly to be desired. {May 3, 1886.) S. N. Fellows, Prof, of Didactics, State Univ. of Iowa : It is comprehen- sive in scope, clear in thought and style, and is both critical and accurate. I am sure that the historical phase of educa- tional study will receive a new impetus from this book. It should find a place in every earnest teacher's library. (April 26, 1886.) Nicholas Murray Butler, Acting Prof, of Philosophy, Columbia Coll., New York: I have examined it with great interest. The book was familiar to me in the original, and I am very glad to see it brought within the reach of the English-speaking public. In response to the great interest which has sprung up in educational matters in the last few years, the practical side of education has been treated of out of all proportion, while the theoretical and his- torical aspects of pedagogics have been somewhat overlooked. Compayre'sbook remedies at least one of these omissions. If our teachers are to be efficient and economical of time and force, they must be trained for their profession, and an essential part of that training consists in knowing what educators of previous cen- EDUCATION. 113 tnries and generations have said and done. This implies an acquaintance with the history of pedagogy. Com- payre's modest little book subserves this end, and should be in the hands of every teacher, every normal -school student, and on the list of every " reading circle." It is especially valuable for its full treat- ment of the rationalistic movement led in France by Rabelais and Montaigne, for its analysis of Rousseau's " Emile " and its notice of the philosophy of education evolved by the French Revolution. The chapter on " Women as Educators " is, so far as I can recall, a novelty in just such a book as this, and moreover is a suggestive and valuable one. I predict for the book the greatest success, for it deserves it, and comes at a most oppor- tune time. I have shown my appreci- ation of Compayre's History of Peda- gogy practically, by putting it on the list of books recommended as an intro- ductory course of reading in pedagogics. {April 22, 1886.) H. K. Edson, Prof, of Didactics, Iowa Coll. : I wish to express my high appre- ciation of the work, and my obligations to you and to the translator in bringing. it out in English for American teachers. It is unique in itself and greatly needed by our professors. It gives in compact, convenient form what we have been com- pelled to hunt for, and often in vain, in cyclopedias and general histoiy. I prize it greatly, and have introduced it in our didactic course in college. {April 28, 1886.) Edw. A. Allen, Dean of Nor. Fac. Univ. of Mo. : I have looked into it far enough to see that it is the best book on the subject that I can put into the hands of the normal class next year. H. H. Freer, Prin. of Prep, and Nor. Depts., Cornell Coll., la. : It should be placed in teachers' libraries and in the list of books for reading circles, and may be used with profit as a text-book in normal schools. I shall recommend it to teachers and give it a place in the post-graduate course of study provided for those of our graduates who may elect studies in the science and art of teach- ing to obtain the master's degree. {April 27, 1886.) W. M. Beardshear, Pies, of West- ern Coll., Toledo, la. : It is the freshest, wisest, and best of books of that class. No one interested in education can afford to do without it. We will make a place for it at our early convenience. {June 23, 1886.) Larkin Dunton, Prin. of Nor- mal School, Boston : I have read it with keen interest. It is a valuable contribu- tion to the educational literature availa- ble for English readers. The " analytical summaries " are important additions. The work deserves an immense sale, and I hope American teachers will buy so freely as to encourage Prof. Payne and his publishers to.continue the same line of work. {April 26, 1886.) E. H. Russell, Prin. of State Normal School, Worcester, Mass. : It is a hand- some book throughout, with everything about it that makes a book pleasant to the eye and agreeable to use. Without going into particulars, I say unhesitat- ingly that it is a very valuable addition to our lengthening list of first-rate books in English for teachers. I have put it into the hands of our senior class, and have recommended it to our graduates, as I do to all teachers who desire to learn from a fresh and interesting source some- thing of the history of school education and of the principles that underlie it. (April 21, 1886.) D. B. Hagar, Prin. of Normal School, 'Salem, Mass. : I have read it with great interest, pleasure, and profit. It is a work that ought to be in every educa- 114 EDUCATION. tional library and in the possession of every teacher. {April 20, 1886.) Thomas J. Morgan, Prin. of Nor- mal School, Providence, R.I. : It is doubt- ful if a more valuable contribution has ever been made to our pedagogical lit- erature than the translation of Com- payre's History of Pedagogy. It gives in a clear, concise, comprehensive way the chief views of education that have been forceful in the past, and is invalua- ble to every one who wishes to have just views of pedagogy. I know of no better book on this subject. It is my purpose to introduce it into the normal school. I hope to see it widely adopted in the reading circles. {March 15, 1886 ) D. J. Waller, Jr., Prin. of State Normal School, Bloomsburg, Penn. : The introduction is enough to make it evi- dent that, whether he be a safe guide or not, he is a vigorous and comprehen- sive thinker, and that the book will be exceedingly stimulating. I look upon the reading of it as one of the most promising pleasures of the near future. In the great dearth of writers in English upon this subject, I have taken it for granted from the little I have read that we shall make it the text-book for our classes. (April 24, 1886.) Geo. P. Beard, Prin. of Central State Normal School, Lock Haven, Pa.: The next class and all succeeding classes in all of our State normal schools will take the subject hereafter, and it is not unlikely that your book will find its way into many of our schools. Your book is more satisfactory than any I have yet examined, and has many features to rec- ommend it to the favor of educators. Without attempting a detailed review, I will say I consider it a most excellent work for teachers and for normal-school uses. (March 13, 1886.) Cyrus W. Hodgin, Prin. of Rich- mond Normal School, Ind. : I am reading it with both pleasure and profit. I know of nothing published in the English lan- guage that could fill its place. I am making it the basis of the present term's work on the history of education. (April 23, 1886.) Edwin C. Hewett, Pres. of Illinois State Normal Univ. : I am greatly pleased with the book, and know that you have done the teachers a ,valuable service in publishing it. The author's work is judicious and, for ordinary pur- poses, sufficiently comprehensive. I rarely find myself disposed to differ from his opinions, so clearly expressed. Professor Payne's analyses and notes are a very valuable addition. (May 5, 1886.) Irwin Shepard, Pres. of State Nor- mal School, Winona, Minn. : We have long needed a book on the history of education suitable for professional classes. Payne's translation fully meets this want. We adopted it immediately upon its publication, and are now using it with great satisfaction in a class of sixty members. Through the aid of this book, the subject has assumed a new interest and importance to all our stu- dents and teachers. Among the most valuable features of the book, I would mention Professor Payne's analytical summaries and notes. (April 23, 1886.} A. P. Taylor, Pres. of State Normal School, Emporia, Kan. : We have been using it during the present term. It has given great satisfaction. So far as I know, there is nothing in the English language possessing such general excel- lence. It is comprehensive, philosophi- cal, helpfully critical, and suggestive. A live teacher can hardly afford to be with- out it. I commend it most heartily to my brethren in the normal schools of the United States. (May 3, 1886.) E. C. Norton, Pres. of State Normal School, Cape Girardeau, Mo. ; It is rec- EDUCATION. 115 ommended for adoption as a text-book in that subject for this school. (April 26, 1886.) H. T. Tarbell, Supt. of Public Schools, Providence, R.I. : It is a work of great value. The translation is in clear and elegant English, and the whole work most readable while profound. There is no work within my knowledge to com- pare with it except Quick's " Educational Reformers," a very valuable work, but less full and interesting than Compayr6's. You have done the educational world a great service by the publication of this book. (June 4, 1886.) James MacAlister, Stiff, of Schools, Philadelphia: You have con- ferred a real favor upon the teaching profession of this country in publishing Professor Payne's translation of Coin- payre's History of Pedagogy. The book is especially welcome just now when larger views of the teacher's education are beginnining to obtain. It is the best outline which has yet been written, and Professor Payne has translated and edited it with that care and intelligence so characteristic of all his work. The book is admirably adapted for the use of normal schools and colleges in which pedagogy is a recognized study. It wiil be found profitable also for private study by teachers. No teacher can read this book without forming higher views of the importance and dignity of his calling, and learning much that will tell upon the scope and purpose of his daily work in the schoolroom. (May 1, 1886.) C. B. Meleney, Supt. of Schools, Paterson, N.J. : I have read it with great pleasure and profit. I recom- mended it for adoption as a part of the course for the second year in our read- ing circle. (Junez6, 1886.) B. C. Hinsdale, Supt. of Instruc- tion, Cleveland, O. : I find it outside and inside an admirable book ; mechani- cally, it is neat and tasteful, and in point of doctrine, arrangement, and style, excel- lent. It is full without being over-full, and the emphasis is in the right places. The book will assist materially in rescu- ing the history of educational doctrine and practice from the neglect with which it has, in this country, been generally treated. (April 27, 1886.) J. G. Kimball, recent Supt. of Schools, Newton, Mass. : It is a most timely con- tribution to the bibliography of the teacher's profession. Few can read it without gaining a wider outlook, a. pro- founder respect for the conscientious de- votion of their predecessors, on the one hand, and a conviction of the substantial progress in educational science, on the other. The work is admirably done. The original of Dr. Compayre needs no commendation, while it has been so thor- oughly " Englished " by the able editor as to retain no flavor of a foreign origi- nal, but reads like a product indigenous to our literary soil. It should grace every teacher's library and become a classic in his professional outfit. (May 11, 1886.) Harriet E. Hunt, Adelphi Academy, Brooklyn, N.Y.: It is a work of great value. I think that, taken with Bain's " Science of Education," Coropayre's work would make a pedagogical library that any teacher might be glad to own. (May 4, 1886.) Josiah H. Shinn, Editor and Pub- lisher of " Arkansas Teacher," Little Rock : I have not been so well pleased with a book since the reading of Adam Smith in younger days. You deserve credit for bringing out books of a higher class upon teaching. (April 6, 1886.) London (England) Journal of Education: We should like all those who still hesitate as to the use of study- ing the history of education to read M. 116 EDUCATION. Compayre's serious and moderate words on the subject : we feel that few would rise from their consideration inclined to doubt that the practical teacher of to-day will do his work all the better for know- ing how, why, and when, it has been done before his time, and with what results. We have thoroughly enjoyed M. Compayre's book, and can conscien- tiously recommend it for its matter and method as one of the few available on the interesting history of pedagogy. {March I, 1885.) Having reviewed at length the original work, and stated our opinion that, for its size, it is the best existing book of its class either in French or German, we may content ourselves with noting that the Michigan Professor of Pedagogy has given us a careful and very readable English translation. (May I, 1886.) Nicholas Murray Butler, Colum- bia Coll., in " Science " : For the purpose of giving a general knowledge of past educational theories and practices, we know of no book so useful. While not so special and technical as to be 'unin- teresting to the general reader, it is full enough for the average teacher. Taken altogether, it is a valuable manual, and may safely be recommended to teachers and reading-circles. And for the use of the general public who are not teachers, we know no book at once so complete and so free from technicalities. Boston Dally Advertiser: The translator and the publisher of this work deserve no small degree of praise for bringing before the educational public this excellent treatise. The book is one that will undoubtedly prove a. most valuable acquisition to the libraries of our normal schools. It is to be com- mended to the specinl attention of all interested or actively engaged in the work of education, both fur the value of the material that it contains and for the very clear and readable shape that the translator's labors have given to it. (June 1, 1886.) The (London) Literary World, England : We think we have said enough to show that this is a book which every practical educator should read. A. B. Winship, Editor of "New England Journal of Education" ; Since this remarkable volume first entered our office it has been an inspiration. Professor Payne has done American schoolmen a positive service in his ad- mirable translation, arranging the mat- ter in tempting shape, giving it a fresh, spicy, readable tone. It is the History of Pedagogy; set, however, in the phi- losophies, biographies, social character- istics, religious tendencies, political affili- ations, of the various periods of the world's history. It is great as a revela- tion of the movement of pedagogical science. It is greater as a revelation of the movement of history with the school- master's hand upon the plastic minds of the formative periods of nations. Virginia Educational Journal: The work of a distinguished French- man who was admirably fitted by taste, education, and experience to undertake a thorough discussion extending over the whole field. The Morning Star, Boston: Com- payrewill be for years the best single book on the subject for the teacher to own. No one can rise from the perusal of the work without an inspiration to more active service in the cause of compulsory free schools for every child of the Repub- lic. Academic Quarterly, Glens Falls, N.Y.: It is doubtless not too much to say of this work that it is the very best of its kind to which teachers have access. (May, 1886.) EDUCATION. 119 Pennsylvania School Journal, Harrisburg : This ought to be a welcome book. For a reliable and comprehen- sive history of pedagogics we know not better where to turn than to the volume so well translated and so intelligently edited by Professor Payne. {June, 1886.) Education, Boston : Our great desid- eratum has been an artistic and critical treatment of the history of education and of educational doctrines, within moder- ate limits, — a work that at the same time might sustain interest and be a safe guide to our teachers in their efforts at self-culture. To be thus, — brief but not scrappy, entertaining but not frivolous, comprehensive and suggestive but not verbose, critical without loss of judicial fairness, and, withal, to sketch with the animation and symmetry of the artist, — requires the broadest culture, the clear- est insight of the problems involved, and the devotion of an enthusiast. All these high qualities Monsieur Compayre has brought to the production of his unique " History of Pedagogy." This book sup- plies in a large measure our especial need. Professor Payne's timely comple- tion of his task has now placed the lucid and inspiring thought of the brilliant French educator within the reach of all. He has thereby done a special service to American teachers, which we predict they will not be slow to appreciate. Gill's Systems of Education. A history and criticism of the principles, methods, organization, and moral discipline advocated by eminent educationists. By John Gill, Professor of Education, Normal College, Cheltenham, England. 4% by tyi inches. Cloth, viii+312 pp. Price by mail, #1.10; Introduction price, #1.00. OCHOOL education has to become a science. One means to this end is to gather and examine what has been done by those who have been engaged therein, and whose position or success has given them a right to be heard. Professor Gill's book includes in its treatment the systems repre- sented by : — The Pioneers ; Roger Ascham ; Comenius ; John Milton ; Johi> Locke ; Vicesimus Knox ; The Edgeworths ; Pestalozzi ; Oberlin : Wilderspin ; Mayos ; Home and Colonial School Society ; Frcebel : Dr. Andrew Bell ; Joseph Lancaster ; The Intellectual System ; Storr's Training System ; Brougham ; Thomas Wyse ; Horace Grant and the Educative Department in Present Existence, Much valuable and entertaining biographical matter is presented in connection with what the author has to say of the founder of each system. The Lancaster and Bell systems especially receive a fulness of treatment never met in French or German works on the History of Education. The various chapters of this book were first presented as 120 EDUCATION. lectures to students in English training colleges ; and the author has given them this permanent form in the hope that they may stimulate those just starting in their profession, ever to work, with the purpose of placing their art on a scientific basis. The following commendations of this book have already been received ; — W. H. Payne, Prof, of the Science and Art of Teaching, Univ. of Michi- gan : I have a high opinion of Gill's Systems of Education, and can heartily commend it to those who wish to make a study of the more celebrated English teachers and their systems of education and instruction. I know of no other book where such information can be so conveniently found. {May 3, 1886.) Wm. T. Harris, Concord, Mass. : I can say truly that I think it eminently worthy of a place on the Chautauqua Reading List, because it treats so ably the Lancaster and Bell Movement in Education, — a very important phase. B. H. Russell, Prin. State Normal School, Worcester, Mass.: It will prove a most valuable help in studying the his- tory of education, and from its conven- ient size will be preferred by many to the bulkier and more ambitious treatises on the same subject. Though brief, it is not meagre. You have put it in very comely attire, and I hope it will have a good sale. I shall adopt it in this school as one of our regular books in the history of education. It will conflict with nothing now in use ; it is well written : it deals ably with the phases of instruction and training that have held sway in England ; its size and cheapness make it possible to use it as a supplementary book where others have possession of the field. Nicholas Murray Butler, Acting Prof, of Philosophy, Ethics, and Psychol- ogy, Columbia Coll., New York : Gill emphasizes some features in English pedagogy; for instance, the work of Bell, of Lancaster, and of the Edge- worths, that are seldom mentioned in the French and German histories of edu- cation. I knew of the announcement of the book, but did not expect it to be published so soon. Had I known that it was ready, it should certainly have had a place in the course of reading. If a new issue is necessary, as seems proba- ble, I will add it to the list. Education, Boston : Aside from the historical merit of the book, the criticism contained in it is temperate and judi- cious. We deem it worthy a place in/ every teacher's library. Prof. Bain, Aberdeen, Scot. : A valua- ble little book on the Systems of Educa- tion. Schoolmaster, London : We recom- mend it to all whose duty or pleasure it is to aid in the great work of education. School Guardian, London: We wel- come Mr. Gill's book as a valuable con- tribution to the literature of the art of teaching. School Board Chronicle, London : The book is clearly, forcibly, and pleas- antly written. Educational Times, London : Will doubtless be read with interest, Saturday Review, London : A very clear and intelligent account of the dif- ferent systems of education. EDUCATION. 121 Rosmini's Method in Education. Translated from the Italian of Antonio Rosmini Serbati by Mrs. William Grey, whose name has been widely known in England for many years past as a leader in the movement for the higher education of women. $% by 7^ inches. Cloth. About 400 pp. Price by mail, J1.75; Introduction price, $ 1. 60. ""THIS is a work of singular interest for the educational world, and especially for all those who desire to place education on a scientific basis. It is an admirable exposition of the method of presenting knowl- edge to the human mind in accordance with the natural laws of its development; and the disciples of Froebel will find in it not only a perfectly independent confirmation, but the true psychological estimate of the principles of Froebel's kindergarten system. We believe that this translation of the work of the great Italian thinker will prove a boon to all English-speaking lovers of true education on both sides of the Atlantic. [Ready in October. Mr. Thomas Davidson, Orange, N.J. : It is one of the most careful works of the ablest and most comprehensive thinker of the nineteenth century, a man of whom friend and foe alike speak with reverence as of a saint, and who, indeed, was a saint. (Feb. 20, 1886.) The University, Chicago: Any American student of pedagogy, who, after working in the German literature of the subject, has found relief by turn- ing to the French writers, will experience the same pleasant impression on becom- ing acquainted with the educational liter- ature of Italy. Lightness and clearness are among its valuable qualities ; while no one that has undertaken Sicilian! or Ros- mini will deny its depth and solidity. To an American schoolman it is a wholesome lesson to survey the foreign pedagogic field and to learn that the great questions which press for solution at home are the questions among other peoples also, where they may often be seen in more advanced stages of development, or even already settled. By no means do we lead the world in education. We are a vigorous younger child in the great family of cultured nations, becoming now old enough to respect our elders. Lectures to Kindergartners. By Elizabeth P. Peabody. Published at the urgency of a large number of Kindergartners, inasmuch as Miss Peabody is no longer able to speak viva voce. $% by 7^ inches. Cloth, viii + 225 pages. Price by mail, $1.10; Introduction price, $1.00. ""THE first of these lectures introduced and interested the Boston public in Kindergarten education. The seven others are those which, for nine or ten successive years, Miss Peabody addressed to 122 EDUCATION. the training classes for Kindergartners, in Boston and other cities. They unfold the idea which, though as old as Plato and Aristotle, and set forth more or less practically from Comenius to Pestalozzi, was for the first time made into an adequate system by Frcebel. The lectures begin with the natural exemplification of this idea in the nursery, followed by two lectures on how the nursery opens up into the Kinder- garten through the proper use of language and conversation with children, finally developing into equipoise the child's relations to his fellows, to nature, and to God. Miss Peabody draws many illustrations from her own psychological observations of child-life. Habit and its Importance in Education. An Essay in Pedagogical Psychology. Translated from the German of Dr. Paul Radestock by F. A. Caspari, Teacher of German, Girls' High School, Baltimore ; with an Introduction by Dr. G. Stanley Hall, Pro- fessor of Psychology and Pedagogy, Johns Hopkins University. 5^ by 7^ inches. Cloth, ix+117 pages. Price by mail, 65 cents; Introduction price, 60 cents. pROFESSOR RADESTOCK has devoted some of the best years of his life to practical teaching and a research into the principles at the base of most habits. His book contains an able and practical discussion of: — I. Value and Limits of Education; Force and Value of Habit; Various Definitions of Habit. II. Relations between Psychology and Physiology ; Cause and Effect of Sensorial Impressions ; Various Ways of extending Impressions. III. Relations of Concepts to each other. IV. Properly associated Habits ; Habit and Habitude ; Principle of Associated Practice ; Repetition ; Habit in the Organic World ; Re- sults of Habit ; Negative and Positive Use of Power ; Division and Concentration of Power; Aim of Human Education; Object Lessons. V. The Intellect ; Memory and Imagination ; Process of Logical Thinking ; Conception Series ; Laws of the Association of Ideas ; Talents resulting from a Combination of the Imagination and the Intellectual Faculties. VI. The Will; Influence of Habit on the Entire Psychological Life ; Value of Associates and Environment ; Habitude of Personal Action ; Advantage of School versus Home Education. VII. Special Habits; Cleanliness; Punctuality; Neat- ness; Endurance; Self-Cpntrol ; Obedience; Politeness; Attention; EDUCATION. 123 Diligence; Unselfishness; Exercise; Study. VIII. Moral Habits. IX. Extreme Habituation, 111 Effects of; Three Theories concerning the Emotions ; Necessity of Change in Instruction ; Punishments ; Higher ^Esthetic Feelings ; Prejudice ; Pedantry ; Law of Relativeness ; X. Habit and Free Will ; Genius ; Insanity. XI. An Appendix. Bacon says : " Since custom is the principal magistrate of man's life, let men, by all means, endeavor to obtain good customs. Cer- tainly, custom is most perfect when it beginneth in young years ; this we call education, which is in effect but early custom." The translator has done her work admirably, and has given us entire the little book in which Dr. Radestock has rendered his chief service to education. The subjoined extracts from letters and reviews will aid teachers, normal-school classes, and students of psychology generally, to form some idea of the estimate placed upon the book by competent judges : — John Dewey, Instructor in Philoso- phy, Ann Arbor Univ., Mick. : Radestock has been for some time favorably known by means of his psychological mono- graphs, of which this upon Habit is no doubt the best, as it is also without doubt the most suggestive and fruitful of all monographs upon this most important of educational subjects. Personally I have been greatly interested in the wide range of psychological knowledge shown, and in the command of the best methods and results of the newer and more exper- imental psychology. In the hands of a competent teacher, it would make an excellent introduction to the later methods of looking at all kinds of psychological subjects. (May 7, 1886.) Nicholas Murray Butler, Acting Prof, of Ethics and Psychology, Columbia Coll., N. Y. : Radestock's book is a most engaging little work, and I trust that teachers may be led to read its words and reflect on its precepts. I knew of its announcement, but did not know that it was ready; otherwise it should cer- tainly have had a place in our " Course of Reading." {April 30, 1886.) J. W. Stearns, Prof, of Science and Art of Teaching, Univ. of Wis., Madi- son : It is a very interesting and valuable study for those who care about knowing the psychological basis of teaching. You have certainly conferred a great favor upon teachers by placing so admirable a treatise within their reach, and I hope it may become widely known. (May 26, 1886.) ' S. N. Fellows, Chair of Mental and Moral Philosophy and Didactics, State Univ. of la. : I have read it with great interest, and regard it as a valuable con- tribution to pedagogical literature. It should find a place in every teacher's library. It may certainly be affirmed that good habits are next in importance to good principles, if not of equal impor- tance. And this book is full of valuable suggestions to the educator who would aid bis pupils in forming right habits, v . (May 25, 1886.) 124 EDUCATION. Julius H. Seelye, Pres. of Amherst Coll., Mass.: I am very much pleased with Radestock's Habit in Education. It is a valuable contribution to both educational theory and practice. {May 6, 1886.) H. P. Judson, Univ. of Minnesota, Minneapolis : I have had time as yet only for a cursory examination of it, but should judge it an interesting and valuable addi- tion to our pedagogical literature. {May 5, 1886.) Thomas 3. Morgan, Prin. of Nor- mal School, Providence, R.I. : I have read it with a great deal of interest. Recog- nizing that the work of the teacher con- sists largely in the formation of right habits, he points out that the foundation of the work must be laid in a knowledge of the soul. He gathers about the dis- cussion of habit a great deal of erudition and sound philosophy. The book is stimulating and suggestive. O. 0. Bounds, Prin, of State Normal School, Plymouth, N.H. : I had the pleas- ure of reading its proof-sheets. There is need in educational literature of just such monographs on special topics in psy- chology, brief, philosophical, suggestive. Teachers will do themselves a favor by carefully reading this admirable little book, and you will help them by giving more of a similar kind. {May 7, 1886.) B. H. Russell, Prin. of State Normal School, Worcester, Mass. .- It is a most valuable essay in pedagogical psychology. It is full of the spirit of modern teaching, and its main points are strongly fortified by abundant references to the master- educationists of the present century. It will prove a rare " find " to hundreds of teachers who are seeking to ground themselves in the philosophy of their art. There is nothing in English, so far as I know, that covers the same ground. Spencer and Bain come the nearest to it. I can strongly recommend it to my pupils and fellow-teachers. {May 7, 1886.) W. N. Hallmann, Supt. of Schools, La Porte, Ind. : The wide range of study it covers in the interest of its subject, its full and conscientious quotations, and its thoughtful analysis of the matter on hand render it a valuable contribution to the helps of the young student of psychology. It represents and opens libraries to him. {May 20, 1886.) Mrs. Horace Mann, Boston, Mass. : It is a wonderfully fine analysis of mental conditions, and shows the importance of good habits. It is invaluable to the student of child-nature. The litera- ture on the subject of habit is certainly treated exhaustively in this little book, and this alone makes it worth the peru- sal of all educators. Emma. Marwedel, Kindergartner, San Francisco, Cal. : Being quite familiar with Dr. Paul Radestock's German pub- lications, I value your effort to engraft his psychologic and pedagogical treatise on habits upon our American educa- tional literature. The two conflicting pedagogical problems of forming man — either by limiting his individuality, as a whole, through the power of habit, or fostering his creative originality, as a whole, by leaving individuality unlimited through habits — cannot at this time, when we just begin to foreshadow the neces- sity of a conscious conception of public educational impressions (as early even as the cradle), be too often nor too strongly brought before the mind of conscientious educators, not excluding mothers. We need thinking on educa- tion. (May 7, 1886.) Wm. J. Cox, Supt. of Schools, Han- cock, Mich. .'It has been read with pleas- ure. Depth of thought and clearness of expression are happily combined. The work is philosophical, practical, and in- EDUCATION. 125 teresting. It is a valuable and' timely contribution to the study of the psycho- logical principles of education, and will no doubt meet with a favorable reception from thoughtful and earnest teachers. (May 4, 1886.) John B. Kimball, recent Suft. of Schools, Newton, Mass. : I 'have read it with interest. It cannot fail to furnish practical teachers who are progressive in spirit and method, invaluable hints. The hope of the profession lies in discover- ing and intelligently applying the psycho- logical principles which underlie peda- gogical methods, and in this research the work of Dr. Radestock will be found most suggestive in a department of train- ing whose importance is second to none. I bespeak for the little book a wide cir- culation among thinking, and therefore growing, teachers and educators. (May ii, 1886.) Ohio Educational Monthly : There is no science of education that is not based on psychology, and no profes- sion of teaching without a knowledge of its principles. Advance in education must be along the line of psychological study. The' author of this monograph regards education as progressive habitu- ation, and good habits as more impor- tant than even good principles. That which has become second, nature or habit gives shape and tone to the char- acter. The field is a fruitful One for the teacher, who will find this little book a most interesting and stimulating study. Troy (N. Y.) Telegram : As we speak of habits of thought, of speech, of study* of endurance, of persistence, and of a great many other things, it is easy to imagine how in every direction the for- mation of correct habits should be sought for as an educational result. Thus waste of effort and of strength will be avoided, and, the greatest efficiency secured in. every species of work, whether that work be mental or physical. The hints and suggestions of this little man- ual will prove valuable in this species of culture. Boston Transcript: This work is addressed to teachers, who will find in it solid food for thought. The Presbyterian Observer : Baltimore : A good book for educators, both parental and public. It is a prac- tical guide to the formation of good habits, which the author considers the end of education. It is not a set of rules, but a suggestive and stimulating book, which- is at once popular and scientific. {June 10, 1886.) The Congre Rationalist : It is based upon wide reading and thorough reflec- tion, and sets forth fully and ably the relation of habit, in general and in par- ticular, to life, the importance of habitu- ation, the danger of carrying it to ex: tremes, etc. • Teachers will find it sugges- tive, and, in spite of too much technical phraseology, practically serviceable. Wisconsin Journal of Educa- tion: More and more as life goes on, processes, mental as well as physical, become automatic, and therefore easy and rapid, and if the e'ducation has been what it ought to be, minister to the higher ends of life. That this view of educa- tion needs to be more widely considered cannot be doubted, and this little book will contribute effectively to that result. " (June, 1886.) Trinity Tablet, Hartford, Conn. : The chapters on the intellect, the will, and special habits, are 'exceedingly inter- esting. (May 29, 1886.) The Hartford Evening Post: A very absorbing and useful essay, not only indispensable to the teacher, but almost as much so to the average re- flective mind." ' " 126 EDUCATION. Popular Educator : The subject is certainly a very important one, and the author is an eminent psychologist. The book is well printed, tastefully and strongly bound, moderate in price, and, as Dr. Hall observes in his preface, both translator and publisher " merit the thanks of those American teachers who are interested in the psychological basis of their vocation." {June, 1886.) Intelligence, Chicago: The impor- tance of right habits as a product of school training is receiving more and more attention. In this line of thought and practice every reflective teacher will find this essay of great value. It is the product of a master who has the skill and power of presenting deep scientific principles in a very clear and simple manner. {June 15, 1886.) Central School Journal : Dr. Paul Radestock, who has attained to a wide degree of eminence as the author of sev- eral brilliant psychological monographs, has presented here a most admirable and comprehensive brochure upon the subject of " Habit in Education." Dr. G. Stanley Hall, of Johns Hopkins, has edited the work, and the publishers, Messrs. D. C. Heath & Co., whose mark is a synonym of high excellence, have dressed the book with taste and neat- ness. {J"fy, 1886.) The Christian Register : The im- portance of habit in education is a trite maxim of teachers and moralists; but the subject has not received the full state- ment that it has needed from a psycho- logical standpoint. This work is an im- portant one, and demands the earnest study of teachers. Extracts from Rousseau s Emile. Containing the Principal Elements of Pedagogy. With an Introduction and Notes by Jules Steeg, Paris, Depute 1 de la Gironde. Translated by Eleanor Worthington, recently of the Cook County Normal School, 111. 5# by 7j£ inches. Cloth. 157 pp. Price by mail, 85 cts.; Intro- duction price, 80 cts. " There are fifty pages of the Emile that should be bound in velvet and gold." — Voltaire. T N these pages will be found the germ of all that is useful in present systems of education, as well as most of the ever-recurring mistakes of well-meaning zealots. The book has been called " Nature's First Gospel on Education.' 1 '' Among its pregnant texts, are : The Object of Education ; The New- born Child; The Earliest Education; Maxims to keep us True to Nature; The Cultivation of Language; Childhood to be loved; Neither Slaves nor Tyrants; Reasoning should not begin too soon; Well-Regulated Liberty ; The Idea of Property ; Falsehood ; The Force of Example; Negative or Temporizing Education ; The Memory; The Study of Words ; Physical Training ; Clothing ; Sleep; Training the Senses ; Drawing ; Geometry ; The Voice ; The Age of Study ; Curk : EDUCATION. 127 jsity as an Incentive ; Tilings rather than Symbols ; A Taste for Science ; Experimental Physics ; Nothing to be taken upon Authority ; Learning from Necessity ; The Forest of Montmorency ; Robinson Crusoe ; The Pupil at the Age of Fifteen ; Results. The eighteenth century translations of this wonderful book have the disadvantage of an English style long disused. This new translation has the merit of being in the dialect of the nineteenth century, and will thus be enjoyed by a wider circle of readers. In Educational Theories, Oscar Browning says concerning this book: Probably no work on the subject of education has produced so much effect as the " Emile" The following extracts from letters and reviews serve to show 'with what cordiality this new edition has been received: — Q. Stanley Hall, Prof, of Pedagogy, Johns Hopkins Univ. : I have examined your convenient edition of the " Emile," and shall recommend it to my educational classes. W. H. Payne, Prof, of Pedagogics, University of Michigan : I have spent considerable time in reading the " Emile " and in comparing certain parts of the translation with the original. Miss Wor- thington has made a version of real merit; Rousseau's thought has been transferred to English with great accu- racy, and much of the original grace of style has been preserved. The teachers of the country are indebted to you for this invaluable contribution to the litera- ture of the profession. (Dec. 15, 18S4.) J. W. Dickinson, Sec. of Mass. Board of Education : It should be in the hands of every teacher in the State. Francis W. Parker, Prin. Cook Co. Normal School: Teachers need to go back to the man who gave such an im- mense impulse to reform in education. R. H. Quick, in "Educational Re- formers" : Perhaps the most influential book ever written on the subject of edu- cation. London Journal of Education: The amazing originality and boldness of the book, its endless s'uggestiveness, are too often ignored by English critics, who forget that nearly all our brand-new theories are to be found in " Emile." School Bulletin, N.Y. : The " Emile " is far the most influential of all the historically great books in pedagogy. Philadelphia Press : There is no need to praise it. The present translation ought to be in the hands of every teacher and parent. Boston Advertiser: Such a. book as this ought to be read by every one who claims to be interested in any way in the cause of education. Normal Echo, Lexington, N.C.: This little book contains many gems that have shone through the rubbish of more than a century. Though so old, they are elemental truths, and carry with them the freshness of youth. The book should be read by all teachers. EDUCATION. Yl<) eators of the young who could not profit by its wise suggestions. Pilot, Boston: The present version is in good English, and will no doubt find many readers who would have been repelled by the proportions of the origi- nal, and by the antiquated translations. The School Herald : " Emile " is one of the educational classics of the worl d. The three-volume novel, however, which, at its first publication a century ago, produced such a sensation among bish- ops and dons, would be too wearisome a work for modern readers. This version is in a style altogether commendable for clearness and simplicity, and should be widely read by teachers who would know the thoughts of one of the most brilliant of philosophers on education. {Dec. is, 1886.) Journal of Speculative Philoso- phy: No single book ever made so much noise in the world. It was the gospel of the latter half of the -.ighteenth centuTV. Condemned by church and state, its principles were accepted and practised in private, especially in Ger- many and Switzerland. Three cele- brated educators were inspired by it — Basedow, Pestalozzi, and Frcebel. This will be enough to recommend it to the attention of all those who are at present discussing the kindergarten, and the en- largement of the scope of education, from the nursery to the university. ( October, 1885.) Schoolmaster, London : We com- mend the " Emile " to every one inter-, ested in the education of the young. The Teacher, Philadelphia: From the day of the appearance of " Emile "- to the present, Rousseau's best theories have been promulgated by a continuous line of disciples ; and they are reflected in all the recent improvements made in, courses of instruction for young, children. A perusal of this work will show some of our " advanced thinkers " how old all that is best in the " New Education " is. The Pennsylvania Journal of Education : The " Emile " effected a genuine and needed reformation in the home and school education of children, and indeed of their treatment in general. The abridgment before us is far more useful than the original would be. It gives all that is essential, and even more, of the French philosopher's educa- tionalfheories ; all the gems of his work, and they are many and of the finest lus- tre, with none, or at least very little of the dross. Pestalozzi' s Leonard and Gertrude. Translated and abridged by Eva Channing. With an Introduction by G. Stanley Hall, Professor of Pedagogy in Johns Hopkins University. 5X ty 7/^ inches. Cloth. 193 pp. Price by mail, 85 cts.; Introduction price, 80 cts. '"THIS is a carefully abridged translation, in which the gist of five large volumes is compressed into a book of less than two hundred pages, which, 1 while retaining much of the quaint simplicity of the original, avoids its repellant prolixity and converts the reader's task into a pleasurei , . . — . 130 EDUCATION. It is . a book which all teachers should read with care, for it com- prises within modest limits the whole substance of the Pestalozzian theory of education. In this charming, instructive, and suggestive union of a capital story and a pedagogical treatise, Pestalozzi sets forth his radical, far-reaching views of the true scope and end of education as well as of the true method of attaining that end. Under its wit and wisdom, its humor and pathos, he inculcates the strongest moral lessons or the most helpful doctrines of political, social, and personal education. Every mother should read the book, for, as Oscar Browning says in his " Educational Theories," " a mother who follows the principles incul- cated in this book can educate her children as if she were the posses- sor of all the sciences." This volume and the " Emile " gave rise to a revolution in educa- tional matters, and they will be found to contain the best, because the original and simplest, statement of the great principles that must guide every successful teacher. It is this book on which Pestalozzi's fame as an author mainly rests, and this book was dictated by an earnest desire to lift up the lower classes of Switzerland — to found a Republic of thought, of capabilities, of work. B. H. Quick, in " Educational Re- formers " : No wonder that the Berne Agricultural Society sent the author a gold medal, with a letter of thanks ; and that the book excited vast interest, both in its native country and throughout Germany. It is only strange that " Leon- ard and Gertrude " has not become a favorite, by means of translations, in other countries. The Nation: Its effect, not only in Germany, but throughout Europe, was great and immediate. Every teacher will be stimulated and instructed by reading this quaint and thrilling educational ro- mance, quite apart from its great histori- cal importance. The New York Independent : As a story it is effective and interesting. As a theory of education it is ideal, with a strong touch of Rousseau Utopianism in it — a Utopianism, however, which con- sists very largely in the attempt to con- struct human society on the basis of the Sermon on the Mount. Harvard Advocate : Pestalozzi's style is vividly realistic; the characters of the book are strongly drawn. The work of abridgment was a difficult one ; Miss Charming has, however, been suc- cessful, and the story loses nothing in force and interest under her hands. Ann Arbor University: It not only has the merit of being educational, but charmingly portrays German peasant life in the eighteenth century. It can be heartily recommended to all, its very blemishes being wholesome. EDUCATION. 133 Lev ana; or, the Doctrine of Education. A Translation from Jean Paul Fredertch Richter. 5 by •]% inches. Cloth. xliv + 413 pages. Price by mail, $1. 35; Introduction price, $1. 25. "\Jt7E add this volume to our series of "Educational Classics" in the belief that it will tend to ameliorate that department of education which is most neglected and yet needs most care, — home training. Among other topics, it treats of: — The Importance of Education. Development of the Desire for Intel- The Spirit and Principle of Education. lectual Progress. To Discover and to Appreciate the Speech and Writing. Individuality of the Ideal Man. Attention and the Power of Adaptive Religious Education. Combination. The Beginning of Education. Development of Wit. The Joyousness of Children. Development of Reflection. Games of Children. Abstraction and Self-Knowledge, to- Music. gether with an extra paragraph on Commands, Prohibitions, Punish- the Powers of Action and Business. ments. On the Education of the Recollection Physical Education. — not of the Memory. Female Education. Development of the Sense of Beauty. The Moral Education of Boys. Classical Education. A Descriptive Bibliography of Education. Arranged by topics. By G. Stanley Hall, Professor of Psychology and Pedagogy, Johns Hopkins University, and John M. Mansfield. 5^ by 7^ inches. Cloth. 00 + 000 pages. Price by mail, $1.10. Introduction price, jSl.oo. T N his preface to this book, Dr. Hall says : — "In the field of more strictly pedagogic literature, which is rela- tively limited, the material is yet far too great to be mastered in a life- time of the most diligent reading, and the reading time of most teachers is quite limited. Hence they cannot be too select in their choice of books. . . . The habit of reading what is beneath one's level, whether fostered by a sense of duty, or, worst of all, by a false sense of the authority of things printed, is belittling, and the exact inverse of educational. " Teachers who will be as select in their reading as we should all be in the society we keep, and who will vigorously reject the second 134 EDUCATION. best, — to say nothing of the tenth or twentieth best, and making all reasonable reservations, — may, I believe, in the time at their disposal, and now squandered on print unworthy of them, reasonably hope to master most of the best, if they confine themselves to one language and one department. " To do this, however, not only is some hardihood of self-denial, but also some knowledge of the good and evil in pedagogic print, needed, and just this is what American teachers are at present seeking with more interest and in more ways, as I believe, than ever before. In seeking the best there is much to mislead and little to guide teachers. In the great work of designating and grouping the best, the present volume is only a hint, a first suggestion. It is, in the phrase of an educational leader to whom its writer has been chiefly indebted for suggestions during its preparation, only a foot-path roughly blazed, and by no means a finished highway, though the latter may eventually follow about this course. . . . " In the general reading of every teacher, of whatever grade, should be included some work on the history of education, and some psycho- logical and some hygienic literature. Every teacher should also select some department or topic, connected in many cases probably with the teaching they prefer, about which the reading should centre. In this field they would in time come to know the best that had been done or said, and themselves become more or less an authoritative centre of information for others about them, and perhaps make contributions that would render many their debtors, not only by positive additions to their knowledge, but in guiding their reading, which is one of the greatest aids one person can render another. As teachers thus gradu- ally become specialists in some such limited sense, their influence will do more than has yet been accomplished to realize the ideal of making their work professional in a way in some degree worthy that high term, and they will be able gradually to effect a greatly needed reform in the present character of text-books, and all who would lead in public school education will slowly come to see the need of thorough and extended professional study." N. B. Jour, of Education ; Prof. G. Stanley Hall's Bibliography of Educa- tional Literature promises to be the most valuable teacher's aid in home study ever issued. . We know of no man who is better, equipped for such service; and he has" taken the time and been given all the assistance necessary for -the perfection of the enterprise, EDUCATION. 135 Monographs on Education. V/TANY contributions to the theory or the practice of teaching are yearly lost to the profession, because they are embodied in arti- cles which are too long, or too profound, or too limited as to number of interested readers, for popular magazine articles, and yet not suffi-' cient in volume for books. We propose to publish from time to time, under the title of Monographs on Education, just such essays, pre- pared by specialists, choice in matter, practical in treatment, and of unquestionable value to teachers. Our plan is to furnish the mono- graphs in paper covers, and at low prices. We shall continue the series as long as teachers buy freely enough to allow the publishers to recover merely the money invested. Of this series we are now ready to announce the four following : — Modem Petrography. An account of the Application of the Microscope to the Study of Geology, by George Huntington Williams, of the Johns Hopkins University. 5 hy T% inches. Paper. 35 pages. Price by mail, 25 cents. The Study of Latin in the Preparatory Course. By Edward P. Morris, M.A., Professor of Latin, Williams College, Mass. 5 by 7^ inches. Paper. 00 pages. Price by mail, 25 cents. Mathematical Teaching and its Modem Methods. By Truman Henry Safford, Ph.D., Field Memorial Professor of Astronomy in Williams College. 5 by J% inches. Paper, 00 pages. Price by mail, 00 cents. [Heady in August. How to Teach Reading, and What to Read In the Schools. By G. Stanley Hall, Professor of Psychology and Peda-" gogy, Johns Hopkins University. 5 by 7^ inches. Paper, 00 pages. Price by mail, 00 cents. [Ready in September. arV1108 C ° me " Unlverslt i' Ubrar V H imumS?wLm5filtffl i and descriptive bi olin.anx 3 1924 031 167 566 ■; ••; ■■■..