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After much of the copy of Number One was in type, a conference was held with the Rev. Absalom Peters, D. D., who contemplated the publication of a periodical under the title of the American College Review, and Educational Magazine or Journal. This conference led to the combination of the two periodicals, and a joint editorship of the American Journal of Education and College Review. The first number was published in type, style and matter as prepared by the undersigned, with the adoption of the Prospectus already prepared by Dr. Peters for his magazine, modified, so as to merge the prominent feature of the College Review in the more comprehensive title of the American Joui. nal of Education.

In the preparation of the second number, it became evident that two could not walk, or work together, unless they be agreed, and by mutual arrangement, and for mutual convenience, it was determined after the issue of that number, to discontinue the joint publication, leaving each party" the privilege of publishing an Educational Magazine, for which he was entitled to use the first and second number of the American Journal of Education and College Review, as number one and two of his work."

In the spirit and letter of this arrangement, as understood by him, the undersigned resumed the title and plan of his own Journal, and has completed the first volume by the publication of a number for March and for May, with this variation only, that he has given his subscribers more than he originally promised, and in the further prosecution of his work, shall include in the Journal much that he intended for chapters in some of the treatises which were to compose the Library of Education.

Should the Journal be sustained by a liberal subscription list, and should the health of the present editor admit of the requisite labor, it will be continued for a period of five years, or until the issue of ten volumes, conducted substantially on the plan of Volume I.

The editor will studiously avoid the insertion of all topics, or papers foreign to the great subject to which it is devoted, or of a single line or word calculated to injure intentionally the feelings of any faithfu! laborer in any allotment of the great field of American Education.

HENRY BARNARD. HARTFORD, Conn., ?

May 1, 1956.

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NEW SERIES.

Win the I umber for March, 1862, we shall commence a New SERIES of the AMERICAN JOURNAL OF EDUCATION, and with a moderate encouragement from the thoughtful and active friends of educational im. provement, we shall continue our quarterly issues, until they have reached at least six volumes. We shall make no change in the general plan of this periodical. It will be devoted as from the start, exclusively to the History, Biography, Science, Art, Systems, Institutions, and Statistics of Education in different countries, with special reference to the condition and wants of our own. We shall studiously avoid the inser. tion of all papers foreign to these great subjects, or of a single line or word calculated to injure the feelings of any faithful laborer in any allotment of the great field of American Education. We leave the work of controversy to those who have more taste for it than we have, and shall labor diligently on the following points.

I. The History of Pedagogy, or the successive developments of hu. man culture, both theoretical and practical, under the varying circumstances of race, climate, religion and government, as drawn from special treatises of teachers and educators in different languages, or as embodied in the manners, literature and history of each people.

In the development of this great theme, embracing many ages, races, and governments, we propose, not in precise chronological or ethnological order, but in papers prepared, from time to time, as our studies or those of our co-laborers may suggest, to show, to an extent which has not yet been attempted in the English language, what has been accomplished in the family and schools, by parents, teachers and educators, for the systematic training of children and youth :

1. In the Eastern nations, before the birth of Christ—in China, India, Persia, Egypt, and Palestine—by Confucius, by the Vedas and Buddha, by Zoroaster and the Ptolemies, by Moses, David, Solomon, and the Rabbi.

2. Among the Greeks, at Crete, Sparta and Athens, under the institutions of Pythagoras, Lycurgus, and Solon, by poets and philosophers and teachers, by Homer, Socrates, Plato, Aristotle, and Plutarch.

3. Among the Romans, in the infancy, maturity and old age of Rome, by the didactics of Cato Seneca, Tacitus, the Plinys, Quintillian and Lucian.

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

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

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

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

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

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

HENRY BARNARD. Hartford, March, 1862.

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Schools.

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.

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CHAPTER I. GENERAL PRINCIPLES AND HISTORY OF EDUCATION.
EDUCATION defined by Eminent Authorities; English, Reformers at Beginning of Seventeenth Century,

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

Following, VII, 367. Real Schools, V. 089. Re
Educational Aphorisms and Suggestions, from Two formatory Philologists, V. 741. Home and Private

Hundred Authorities, Ancient and Modern.-Man, Instruction, VII. 381. Religious Instruction, VII.
his Dignity and Destiny, VIII. 9. Nature and 401. Methods of Teaching Lotin, VI, 5-1. 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. 101-08. 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, cietjes, VII. 160.
X. 116. Subjects and Means of Education, X. 141, Educational Development in Europe, by H. P. Tappan,
Religious and Morul Instruction, X. 166. Disci- I. 247-268.
pline, X, 187. Example. X. 194-200. The State Hebrews, and their Education, by M. J. Raphall, I.
and Education, XIII. 717-624.

243.
Education, Nature und Objects of-Prize Essay, by Greek Views of Education, Aristotle, XIV, 13);
Joho 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. 422; Botta, III, 513;
ican Authorities, XI. 323; XV. 5.

Dante and Petrarch, VII. 418; Picur. Politian,
Education Preventive of Crime and Misery, by E. C. Valla, Vittorino, VII. 442; Rosmini. IV. 479.
Tainsch, XI. 77-93.

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

Perceptive Faculties, II. 113-144, 317-332. The French Views of Education and Schools, Fenelon,
Expressive Faculties, III, 47-64, 321-345. The XIII. 477; Guizot, XI. 254, 337; Marcel. XI.
Reflective Faculties, IV. 199–218, 309-342.

21; Montnigne, IV, 461; Rubelnis, XIV. 147;
Lectures on Educntion, by W. Knighton, X. 573. Roussenu, V. 459; La Salle, III. 437.
Misdirected Education and Insanity, by E. Jarvis, IV. German Views of Education, Abbenrode, IV. 505,
591-612.

512; Basedow, V. 487; Comenius, V. 257; D.er
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; Gutsinuths, VII. 191; Hamann,
Philosophy of Education, by Joseph Henry; I. 17-31. VI. 247; Hentschel. VIII. 633; Herder. VI. 19.1;
Philosophical Survey of Education, by Sir Henry Jacobs, VI. 612; Jahn, VIII. 196; Luther, IV.
Wolton. XV. 131-143.

421; Meinotto, VI. 609; Melnncthon, IV. 741;
Problem of Education, by J. M. Gregory, XIV. 43). Neander, V, 599; Overberg, XIII, 365; Ratich,
Powers to be Educated, by Thomas Hill, XIV. 81-92. V. 229; Raumer, VII. 2001, 381; VIII. 101; X.
Self-Education and College Education, by David Mas- 227, 613; Ruthardt, VI. 600; Sturm. IV. 167, 401;
son, IV, 262-971.

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

461; Moral, XIII. 548; Intellectual. XIV. 205. Swiss Views of Education, Fellenberg, III, 591;
Views and Plan of Eluention, by Krüsi, V. 187-197. Krüsi, V, 189; Pestalozzi, III. 401; VII. 513;
Unconscious Tuition, by F. D. Huntington, I. 141-163. Vehrli, III, 3-9.
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, XVII.

Hartlib, XI. 191; Goldsmith, XIII, 347; Jolin-
History of Education, from the German of Karl von son, XII, 369; Lulor, 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. 292; XIV. 262; Milton, II. 61;
the Netherlands prior to the Fifteenth Century. IV. Mulcaster. XVII, 177; Spencer. XI. 445; Sedg-
714. Schlettstadt School, V. 65. School Life in wick, XVII.; Temple, F., XVII. ; Whewell, W.,
the Fifteenth Century, V. 79. Early School Codes XVII.
of Germany, VI. 426. Jesuits and their Schools, Enrly Promoters of Realism in England, XII. 476.
V. 213; VI. 615. Universities in the Sixteenth Bacon, V. 663 ; Cowley, XII, 631; Hoole, XIL
Century, V. 536. Verbal Realism, V. 655. School 647: Petty, XI. 199.

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