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; (b) 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 modifications 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 authorities; (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 capabilities 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 instruction.

HENRY BARNARD.

Hartford, March, 1862.

No. 2.

CIRCULAR RESPECTING PLAN OF PUBLICATION.

U. S. DEPARTMENT OF EDUCATION,

Washington, D. C., May, 1867.

As at present advised, the following plan of publication will be pursued: I. OFFICIAL CIRCULAR.

To be issued monthly-each number to be devoted to such special subject as the correspondence or investigations of the Department may require; and if the requisite clerical labor can be devoted to its preparation, to a monthly summary of Educational Intelligence and Statistics in different States and Countries.

These Circulars will not be printed for general distribution, and as a general rule will be mailed, in answer or inquiry, to correspondents, or to persons known to be or who may write that they are specially interested in the subject. The matter contained in them will not always be new, but such articles will be introduced from former publications of the Commissioner, as he may think illustrative of the special subject to which the Circular is devoted.

II. A QUARTERLY PUBLICATION.

It is proposed to begin a National Series of the American Journal of Educa tion, with a view of completing the encyclopediac view of Education-its History, System, Institutions, Principles, Methods and Statistics-begun several years since, and prosecuted thus far with a special reference to the condition and wants of our own schools, and with a studious avoidance of all matters foreign to the main object. The range and exhaustive treatment of subjects can be seen by the Classified Index, which will be forwarded if desired.

Although the Journal will be for the present under the editorial supervision of the Commissioner, it will be entirely the private enterprise of its publisher, who will soon announce his plan and terms.

The Department will be in no way responsible for the matter or the expense, but will avail itself of this mode of printing documents prepared at the request of the Commissioner, which it may be desirable to issue in advance or aside of any other form of publication.

The Numbers will be sent only to subscribers, or to special orders addressed to the Publisher, Hartford, Conn.

III. EDUCATIONAL DOCUMENTS.

The Commissioner, with such coöperation as he can enlist, will at once begin the preparation or rather the revision and completion of a series of Educational Documents (A) begun several years ago, after consultation with several of the most eminent educators of the country-each of which will be devoted to an exhaustive treatment of a particular subject. The plan of publication will be set forth in his first Annual Report.

IV. AN ANNUAL REPORT.

As is provided for in the Act establishing this Department, a Report will be submitted to Congress annually, in which the progress and condition of Educa tion in different States and countries during the year will be set forth.

HENRY BARNARD,

Commissioner.

The American Journal of Education will be found, on examination, to em-
brace:

1. A CATALOGUE of the best publications on the organization, instruction and
discipline of schools, of every grade, and on the principles of education, in the
English, French, and German languages.

2. A HISTORY OF EDUCATION, ancient and modern.

3. AN ACCOUNT OF ELEMENTARY INSTRUCTION IN EUROPE, based on the
reports of Bache, Stowe, Mann, and others.

4. NATIONAL EDUCATION IN THE UNITED STATES; or contributions to the history
and improvement of common or public schools, and other institutions, means and
agencies of popular education in the several States

5. SCHOOL ARCHITECTURE; or the principles of construction, ventilation,
warming, acoustics, seating, &c., applied to school rooms, lecture halls, and
class rooms, with illustrations.

6. NORMAL SCHOOLS, and other institutions, means and agencies for the pro
fessional training and improvement of teachers.

7. SYSTEM OF PUBLIC EDUCATION FOR LARGE CITIES AND VILLAGES, with an
account of the schools and other means of popular education and recreation in the
principal cities of Europe and in this country.

8. SYSTEM OF POPULAR EDUCATION FOR SPARSEDLY POPULATED DISTRICTS
with an account of the schools in Norway and the agricultural portions of other
countries.

9. SCHOOLS OF AGRICULTURE, and other means of advancing agricultural
improvement.

10. SCHOOLS OF SCIENCE applied to the mechanic arts, civil engineering, &c.
11. SCHOOLS OF TRADE, NAVIGATION, COMMERCE, &c.

12. FEMALE EDUCATION, with an account of the best seminaries for females in
this country and in Europe.

13. INSTITUTIONS FOR ORPHANS.

14. SCHOOLS OF INDUSTRY, or institutions for truant, idle or neglected children,
before they have been convicted of crime.

15. REFORM SCHOOLS, or institutions for young criminals.
16. HOUSES OF REFUGE, for adult criminals.

17. SECONDARY EDUCATION, including 1. institutions preparatory to college,
and 2. institutions preparatory to special schools of agriculture, engineering, trade,
navigation, &c.

18. COLLEGES AND UNIVERSITIES.

19. SCHOOLL OF THEOLOGY, LAW, AND MEDICINE.

20. MILITARY AND NAVAL SCHOOLS.

21. SUPPLEMENTARY EDUCATION, including adult schools, evening schools,
courses of popular lectures, debating classes, mechanic institutes, &c.

22. LIBRARIES, with hints for the purchase, arrangement, catalogueing,
drawing and preservation of books, especially in libraries designed for popular

use.

23. INSTITUTIONS FOR THE DEAP AND DUMB, BLIND, AND IDIOTS.

24. SOCIETIES FOR THE ENCOURAGEMENT OF SCIENCE, THE ARTS AND EDU-

CATION.

25. PUBLIC MUSEUMS AND GALLERIES.

26. PUBLIC GARDENS, and other sources of popular recreation.

27. EDUCATIONAL TRACTS, or a series of short essays on topics of immediate
oractical importance to teachers and school officers.

28. EDUCATIONAL BIOGRAPHY, or the lives of distinguished educators and
teachers.

29. EDUCATIONAL BENEFACTORS, or an account of the founders and benefactors
of educational and scientific institutions.

30. SELF-EDUCATION; or hints for self-formation, with examples of the pursuit
of knowledge under difficulties.

31. HOME EDUCATION; with illustrations drawn from the Family Training
of different countries.

32. EDUCATIONAL NOMENCLATURE AND INDEX; or an explanation of words
and terms used in describing the systems and institutions of education in differ-
ent countries, with reference to the books where the subjects are discussed and
reated of.

The Series, when complete, will constitute an ENCYCLOPEDIA OF EDUCATION.

1

T

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

CHAPTER I. GENERAL PRINCIPLES AND HISTORY OF EDUCATION.

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