I. PORT ROYALISTS AND THEIR EDUCATIONAL WORK, Arnauld-Pascal-Nicole-Sacy-St. Cyran, Schools-Manuals and Methods, - I. SCHOOLS AND EDUCATION IN GERMAN LITerature, German Conception of the State and Education, FICHTE-National Education demanded by the Age, III. MEMOIRS OF TEACHERS, Educators and Organizers-CONTENTS, 63 IV. CATHARINE E. BEECHER—AUTOBIOGRAPHY, EARLY TRAINING-Home and School, - PREPARATION FOR TEACHING BY TEACHING, - HARTFORD FEMALE SEMINARY-Instruction, Discipline, HEALTH OF AMERICAN WOMEN-Domestic Economy, WESTERN SCHOOLS AND EASTERN TEACHERS' AGENCY, V. SUPERIOR INSTRUCTION IN DIFFERENT COUNTRIES, 1. UNIVERSITIES OF GREAT BRITAIN- Continued, CONSTITUTION AND INSTRUCTION IN 13th CENTURY, CEREMONIES AND EXERCISES IN CONFERRING DEGREES, XVI. THE ORIGINAL FREE SCHOOL OF NEW ENGLAND, V. CHARLESTOWN-FREE SCHOOL-TOWN GRAMMAR SCHOOL, VI. IPSWICH-EARLY FREE SCHOOL-GRAMMAR SCHOOL, II. GRAYDON-TEACHERS AND SCHOOLS, 1745 to 1760, VIII. CONNECTICUT CIVIL AND EDUCATIONAL POLICY, 1. CONSTITUTION OF 1638-FUNDAMENTAL PRINCIPLES, II. EDUCATIONAL POLICY-FAMILIES-TOWN-STATE, IX. EDWARD HOPKINS, AND THE HOPKINS FOUNDATIONS, I. MEMOIR-WILL-EDUCATIONAL BEQUESTS, CONTENTS OF NUMBER TEN-JULY, 1878. REMINISCENCES OF AN OLD Teacher-GeoRGE B. EMERSON, Real Realism in New England Country Life-Object Lessons, District Schools taught without the Rod-Boarding Round, Private School-Tutorship in Harvard College-College Life, Inauguration of English High School at Boston in 1821, Study and Discipline without Emulation or the Rod, Higher Education for Girls-Young Ladies' School in 1827, Parting Words to his Pupils-Agassiz as a Teacher, II. OUR FOUNDATION SCHOOLS-Continued, . III. THE HOPKINS BEQUEST AT NEW HAVEN, CIVIL AND ECCLESIASTICAL POLICY OF NEW HAVEN COLONY, THEOPHILUS EATON-FUNDAMENTAL ARTICLES, 1699, JOHN DAVENPORT-ORGANIZATION OF FIRST CHURCH, Management-Organization in Government and Instruction, Rules for Government of School in 1684, IV. CONDITION OF THE HOPKINS FUNDS IN 1877-78, Hartford-New Haven-Hadley-Cambridge, III. SHEFFIELD SCIENTIFIC SCHOOL AND ITS FOUNDER, Trinity Church Home and School-Bishop Williams, Historical Development-First Article, V. SCHOOLS AS THEY WERE IN NEW HAMPSHIRE, 1. COLONIAL AND STATE LEGISLATION, 2. TOWN ACTION IN RESPECT TO SCHOOLS, EXAMPLES-LONDONDERRY, HAMPTON, DUBLIN, WILTON, Lady Jane Gray-Daughters of Sir Anthony Cook-Latin Education, PUBLIC INSTRUCTION IN INDIA,. English Language and Literature for Natives, Schools, Teachers, Books, Prizes in English Schools, STATE AND POPULAR EDUCATION-GENERAL CULTURE AND APPOINTMENTS, 461 463 461 465 465 467 CIVIL SERVICE APPOINTMENTS BY COMPETITIVE TESTS, University Distinctions Indicative of Future Success, STRICTURES ON AMERICAN DEMOCRACY-LETTER TO RANDALL, II. SUPERIOR INSTRUCTION IN GERMANY, UNIVERSITY OF LEIPSIC,. Professors Number, Rank, Salaries, Fees, Students-Number, Nationalities, Student Life, III. THE UNIVERSITY OF CAMBRIDGE,-Second Article, EXISTING CONSTITUTION AND CONDITION, 471 473 475 477-482 477 478 479 483-544 483 Heads, Fellows, Commoners, Pensioners, Sizars, Non-Collegiate, 485 Botanic Garden-Observatory, Museum, Library, Senate House, 486 487 UNIVERSITY EXAMINATIONS-PREVIOUS, ORDINARY, SPECIAL, 504 507 Moral Science-Natural Science-Law-History-Indian Languages, 509 511 517 Name, Founders, Endowments, Teachers, Students, Fees, Butteries-Kitchens-Porter-Expense, DAILY COLLEGE DUTIES AND ACADEMIC LIFE, IV. UNIVERSITY OF DURHAM, VI. STUDIES AND CONDUCT-Second Series, VII. SCHOOL LIFE OF LITERARY MEN AND STATESMEN, Rev. John Jebb-Plan of an Annual Examination in 1872, EXAMINATIONS AND EXERCISES IN 1773, PROPOSED ANNUAL EXAMINATIONS IN EVERY STUDY, CODE OF REGULATIONS OF 1779, AND SUBSEQUENT CHANGES, Candidates arranged in Classes-Brackets-Time Increased, TESTIMONY OF AMERICAN STUDENTS AT CAMbridge-Bristed-EVERETT, STRICTURES ON WORKING OF COMPETITIVE EXAMINATIONS, Seeley-Whewell-Tait-Todhunter, II. GERMAN PEDAGOGY, SCHOOLS AND TEACHERS, BARNARD'S PUBLICATIONS -CONTENTS AND INDEXES, III. ENGLISH PUBLIC OR FOUNDATION SCHOOLS, 1. CHARACTERISTIC FEATURES OF COME OF THE OLDEST SCHOOLS, ST. PAUL'S SCHOOL-IPSWICH-MERCHANT TAYLORS-SHREWSBURY, II. RUGBY UNDER ARNOLD AND HIS SUCCESSORS, IV. OUR OLD MASTERS AND THEIR METHODS, 1. SAMUEL MOODY AND DUMMER ACADEMY, 2. MASTER TISDALE AND THE LEBANON SCHOOL, 3. MASTER STONE AND LEICESTER ACADEMY, V. STUDIES AND CONDUCT-Second Series, ADDISON-PHYSICAL EXERCISES-SPORTS, CHANNING-SELF-CULTURE-BEAUTY IN NATURE AND Art, VI. THE SCHOOL AND THE TEACHER IN ENGLISH LITERATURE, 1. THOMAS HOOD, THE IRISH Schoolmaster-CLAPHAM ACADEMY, SUPPLEMENT TO VOLUME III. CHARLES ROLLIN-CHRISTIAN GOTTLEIB HEYNE-PETER COLLINSON, BARTRAM-WILLIAM AND JOHN-JAMES BLAIR-DANIEL WEBSTER, THE American Journal of Education. RETROSPECT AND PROSPECT-1878. EXTRACT from a letter dated London, Jan. 9, 1878, of Rev. R. H. Quick, recently a teacher in Harrow School, and author of a valuable treatise on 'Educational Reformers,' republished by R. Clark & Co., Cincinnati, and one of the soundest and most active educators of England— "The new edition of the Encyclopædia Britannica has a sketch of the history of Education, by Oscar Browning, [late of Eton]. I saw the proofs. In the account of authorities the article has the following: “In English, though we have no investigators of the history of Education, we have a fairly large literature on the subject, but it belongs almost exclusively to the United States. The great work of Henry Barnard, The American Journal of Education, in 25 volumes, has valuable papers on almost every part of our subject-many of them translated from the German, but there are also original papers on our old English educational writers with extracts from their works. This is by far the most valuable work in our language on the history of educa tion." EXTRACT from a letter addressed to Rev. R. H. Quick, London, by the editor and publisher of the American Journal of Education, dated Jan. 24, 1878. "I thank you for your continued interest in the American Journal and Library of Education. It was begun, and has been continued to supply deficiencies in our American Educational literature; and hence I have drawn largely on the best productions of the foreign press. Forty years ago (1838), I could not find a half dozen volumes on School Systems, or the Principles and Practice of Education, in New York and Boston; and I could not induce a publisher to issue an American edition of Dunn's excellent little work on Principles of Teaching, edited by Thomas H. Gallaudet (a friend of Mr. Dunn), until I gave a written guarantee that I would assume all the copies of the publication at the end of two years—and I did take the balance of the edition at that date, and placed them in the School Libraries established by me in Connecticut and Rhode Island. Ten years later (1848), I was puzzled to make up for the first edition of my School Architecture a list of books on education (occupying one octavo page), on schools and school systems for the use of school officers and parents; and on the theory and practice of teaching for the professional instruction of teachers. For a time I ordered from London copies of pamphlets and volumes on educational subjects, and disposed of them to teachers and educators at cost-but this involved trouble, loss, and misunderstanding; and after a pretty wide consultation among the prominent school men, and pledges of co |