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

Elementary and Secondary Instruction in Switzerland (ench of the 23 Cantons), France, Belgium, Holland, Denmark, Norway and Sweden, Russia, Turkey, Greece, Ituly, Portugal and Spain. 800 Pages. Price, 84,50. Sewed and in paper covers.

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

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

Superior Instruction in different countries : Universities of Germany, Past and Present; History of Higher Teaching in Athens, Rome, and Alexandria ; Early Christian Schools ; Universities of Bologna and Paris; Revival of Classical Studies in Italy, the Netherlands, &c.; Present Condition of Universities and Colleges in Europe and the United States, 1 Volume. 800 pages. 84.50.

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

The subscriber will begin early in 1871, to print under the general title of NationAL EDUCATION, a series of volumes designed to embrace a comprehensive survey of the History, Organization, Administration, Studies, Discipline, and Statistics of Public Schools of different grades and for all classes, and of other Institutions and Agencies for the Education of the people, and for the public service generally in different countries. The series will embrace PARTS I AND II. ELEMENTARY AND SECONDARY INSTRUCTION. Volume 1. The German States.-Viz: Anhalt, Austria, Baden, Bavaria, Brunswick, Hanover,

Hesso-Cassel, Hesse-Darmstadt, Liechtenstein, Lippo-Detmold, Lippe-Shaumberg,
Luxemburg, Mecklenburg, Nassau, Oldenburg, Russia, Reuss, Saxony, Saxe-Al-
tenburg, Saxe-Coburg, Saxe-Meiningen, Saxe-Weimar, Schwarzburg, Waldeck,
Wurtemberg, and the Free Cities, together with a Summary of the Educational

Systems and Statistics for the whole of Germany.
II. Switzerland, France, Belgium, Holland, Denmark, Norway and Sweden, Russia,

Turkey, Greece, Italy, Portugal, Spain.
III. Great Britain and the American States-with a comparison of the systems and con-

dition of Public Schools of the Elementary and Secondary Grades in the United

States, with those of the more advanced States of Europe. PART III. UNIVERSITIES, COLLEGES, AND OTHER INSTITUTIONS OF SUPERIOR IN

Volume I. Scientific and Technical Schools preparatory to the occupations of Agriculture, Architecture,

Commerce, Engineering, Manufacturing, Mechanics, Mining, Navigation, &c.
II. Normal Schools, Teachers Institutes and Associations, and other Agencies for the Profession-

al Training and Improvement of Teachers.
III. Military Schools and Courses of Instruction in the Science and Art of War by Land and Sen.
IV. Preventive and Reformatory Schools and Agencies for Neglected, Truant, Vicious, and Crimi-

nal Children and Youth.
V. Professional Schools, Associations, and Legal Requirements respecting the Practice of Law,

Medicine, and Theology.
VI. Female Education : or Public Schools and other Institutions for the Education of Girls.
VII. Institutions and Special Instruction for the Exceptional Classes—the Deaf-mute, Blind,

Feeble-minded, Orphan, &c.

To provide for the Deficiencies or the Continuance of the Instruction given in Regular Schools,




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

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

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

Hartford, Conn

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Iy. Teachers and their Training; Normal and Model XIV. Physical Education.
Schools ; Teachers' Institutes.

XV. Supplementary, Self, and Home Education ; Libra:
V. State and National Systems of Instruction.

VI. Secondary, Intermediate, Academical, and High XVI. Educational Societies and Teachers' Associations.

XVII. Philology and Bibliography ; School-books and Peri-
VII. University and Collegiate Education.

odicals, &c.
VIII. Special Schools and Departments of Science, Arts, XVIII. School Architecture.
Agriculture, Museums, &c.

XIX. Educational Endowments and Benefactors.
IX. Military and Naval Education.

XX. Miscellaneous.
X. Preventive and Reformatory Education.

XXI. Educational Biography and List of Portraits.

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

XI. 11-20; Greek, Roman, French, German, Scotch VI. 459. Thirty Years' War, and the Century
and American, XIII. 7-16.

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

Hundred Authorities, Ancient and Modern.-Man, Instruction, VII. 381. Religious Instruction, VII.
his Dignity and Destiny, VIII, 9. Nature and 401. Methods of Tenching Latin, VI. 581. Meth-
Value of Education, VIII, 38. Duties of Parents ods of Classical Instruction, VII, 471. Methods of
and Teachers, VIII. 65. Early Home Training, Teaching Real Branches, VIII, 101–228. German
VIII. 75-80; XIII. 79-92, Female Education Universities, VI. 9–65; VII, 47-152. Student So
XIII. 232–242. Intellectual Culture in General, cieties, VII. 160.
X. 116. Subjects and Means of Education, X, 141, Educational Development in Europe, by H. P. Tappan,
Religious and Moral Instruction, X, 166. Disci- I. 247-268.
pline, X. 187. Example, X. 194-200. The State Hebrews, and their Education, by M. J. Raphall, L
and Education, XIII. 717-624.

Education, Nature and Objects of-Prize Essay, by Greek Views of Education, Aristotle, XIV. 131 ;
John Lalor, XVI. 33-64.

Lycurgus, and Spartan Education, XIV. 611;
Education for the Times, by T. M. Clark, II. 375. Plutarch, XI. 99.
Education u State Duty, by D. B. Duffield, III. 81. Roman Views of Education, Quintilian, XI. 3.
Education and the State; Aphorisms, XIII. 717-724. Italian Views of Education and Schools, Acquaviva,

Views of Macaulay and Carlyle, XIV. 403. Amer- XIV, 462; Boccaccio. VII, 42; Botta, III. 513;
ican Authorities, XI. 323; XV, 5.

Dante and Petrarch, VII. 418; Pieus, Pelitian,
Education Preventive of Crime and Misery, by E. C. Valla, Vittorino, VII, 442; Rosmini, IV, 179.
Tainsch, XI, 77-93.

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

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

21; Montaigne, IV, 461; Rabelais, XIV. 147;
Lectures on Education, by W. Knighton, X, 573. Rousseau, V. 459 ; La Salle, III. 437.
Misdirected Education and Insanity, by E. Jarvis, IV. German Views of Education, Abbenrode, IV, 505,

512; Basedow, V. 487; Comenius, V. 357; Dies-
Moral and Mental Discipline, by Z. Richards, I, 107. terweg, IV, 235, 505; Dinter. VII, 153; Felbiger,
Objects and Methods of Intellectual Education, by IX. 600; Fliedner, III, 487; Franké, V. 481;
Francis Wayland, XIII. 801-816.

Graser, VI, 575; Gutsmuths, VII. 191; Hamann,
Philosophy of Education, by Joseph Henry, I. 17-31. VI. 247; Hentschel, VIII. 633; Herder, VI, 195;
Philosophical Survey of Education, by Sir Henry Jacobs, VI. 612; Jahn, VIII. 196; Luther, IV.
Wotton, XV. 131-143.

421; Meinotto, VI. 609; Melanethon, IV. 741;
Problem of Education, by J. M. Gregory, XIV, 431. Neander, V, 599; Overberg, XIII. 365, Ratich,
Powers to be Educated, by Thomas Hill, XIV. 81-92. V. 229; Raumer, VII. 200, 381; VIII, 101; X.
Self-Education and College Education, by David Mas- 227, 613; Ruthardt, VI. 600; Sturm, IV. 167, 401;
son, IV, 262-271.

Tobler, V. 205; Trotzendorf, V. 107; Voo Turk,
Thoughts on Education, by Locke; Physical, XI. V, 155; Vogel, IX, 210; Wolf, VI. 260.

461; Moral, XIII. 548; Intellectual, XIV, 305. Swiss Views of Education, Fellenberg, III, 594;
Views and Plan of Education, by Krüsi, V, 187–197. Krüsi, V. 189; Pestalozzi, III, 401; VII. 513;
Unconscious Tuition, by F. D. Huntington, I, 141-163. Vehrli, II, 389.
Schools as they were Sixty Years Ago in United English Views of Education, Arnold, IV, 545; As-

States, XIII, 123, 837; XVI. 331, 738; XVII. cham, IV, 155; Bacon, XIII. 103; Bell, X. 467;
Progressive Development of Schools and Education Colet, XVI, 657; Elyot, XVI. 485; Hale, XVII.
in the United States, XVU.

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

Raumer, IV. 149. History of Education in Italy. Bell, X, 355; Locke VI. 209; XI. 461; XIII.
VII. 413-460. Eminent Teachers in Germany and 548; Masson. IV, 262; XIV. 262; Milton, II. 61;
the Netherlands prior to the Fifteenth Century, IV. Mulcaster, XVII, 177; Spencer, XI. 445; Sede
714. Bcblettstadt School, V. 65. School Life in wiek. XVII.; Temple, F., XVII. ; Whewell, W.

the Fifteenth Century, V. 79. Early School Codes XVII.
[ of Germany, VI. 42. Jesuits and their Schools, Early Promoters of Realism in England, XII. 476.

V. 213; VI. 615. Universities in the Sixteenth Bacon, V. 663 ; Cowley, XII, 651; Hoole, XII.
Century, V. 536. Verbal Realism, V. 655. School 647; Petty, XI, 199.

Abbenrode. On Teaching History and Geography, Bard, Samuel. Schools of Louisiana, II. 473.
IV, 505, 512

Barnard, D. D. Right of State to establish Schools,
Abbot, G. D., and the Useful Knowledge Society, XI. 323. Memoir of S. Van Rensellaer, VI. 223.

XV. 241. Educational Labors, XVI. 600. Barnard, F. A. P. Improvements in American Col-
Avkland, Henry W. Natural Science and Physical leges, I. 269. Influence of Yale College, V. 723.
Exercise in Schools, XVII.

Memoir, V. 753-780. Titles and Analysis of Publi-
Acquaviva, and the Ratio Studiorum, XIV, 462. cations, V, 763-769. Value of Classical Studies,
Adams, John. Education and the State, XV, 12. V. 763. Open System of University Teaching, V.
Adams, J. Q. On Normal Schools, I, 589. Educa- 765. Post-graduate Department, V. 775. Oral

tion and the State, XV, 12. Educational Reform Teaching, V. 775.
in Silesia, XVII.

Barnard, H. Educational Labors in Connecticut from
Addison, Joseph. Educntion and Sculpture, XI. 16. 1837 to 1842, I. 669; Speech in Legislature in 1838,
Adelung, J. C. Philological Labors, XI. 451.

678; Address to the People of Connecticut, 670;
Agassiz, L. Museum of Comparative Zoology, IX. 615. Analysis of First Report in 1839, 674; Expenditures
Agricola, Rudolf. Life and Opinions, IV. 717. for School Purposes, 679; Measures and Results,
Airy, G. B. Mathematics and Natural Science in 685; Schedule of Inquiries, 686; Topics of School
Schools, XVII.

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

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

tional Tracts, 567; Educational Libraries, 568;
Albert, Prince. On Science and Art, IV. 813.

Correspondence with Committee of Teachers, 579.
Alcott, A. Bronson. School-days, XVI. 130.

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

rental Interest and Coöperation, 285; Legal Organi-
Allyn, Robert. Schools of Rhode Island, II. 544. zation of Schools, 289; School Attendance, 293;
Anderson, H. J. Schools of Physical Science, I. 515. Agricultural Districts, 303; Manufacturing Districts,
Andrews, I. W. Educational Labors, XVI. 604. 305; Cities, 309; Gradation of Schools, 316; Pri-
Audrews, L. Educational Labors, XVI. 604.

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

Schools, I. 753; X. 15. Plan of Society, and Jour-
Anthony, H. On Competitive Examinations at West Dal and Library of Education, I. 15, 134. Princi-
Point, XV. 51.

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

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

rope, I. 745; XV. 329. Reports and Documents
Arnold, Matthew. Tribute to Guizot, XI. 281. on Common Schools in Connecticut, I. 754, 761.
Schools of Holland, XIV. 72.

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

Island, I. 755. Tribute to Gallaudet, I. 417, 759.
Ascham, Roger. Biographical Sketch, III, 23. Memoir of Ezekiel Cheever, I. 297, 769. Reforma

Toxophilus; the Schoole of Shootinge, III. 41. tory Schools and Education, III, 551, 819. Mili-
The Schoolmaster, IV. 155; XI. 57.

tary Schools and Education, XII. 3–400. Naval
Ashburton, Lord. Prize Scheme and Address on and Navigation Schools, XV. 17, 65. Competitive
Teaching Common Things, I. 629.

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

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

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

Education in Europe, VIII, 435, 444, 455, 564, 609; 753; XV. 539. English Pedagogy, XVI. 467;
IX. 167, 210, 569; XII. 337; XIII. 303, 307. Object Teacbing and

Instruction in Great
Bacon, Leonard. Life of James Hillhouse, VI. 325. Britain, 469. Pestalozzi and Pestalozzianism, VII.
Bacon, Lord. His Philosophy and its Influence upon 284, 502. National and State Educational Associa-

Education, V. 663. Essays on Education, and tions; XVI. 311; American College Education, 339.

Studies, with Annotations by Whately, XIII. 103. Standard Publications, XVI. 797; Progressive De-
Bailey, Ebenezer. Memoir, XII. 429. Girls' High velopment of Education in the United States,
School in Boston in 1828, XIII. 252.

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

IV, 529; V. 298.

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