Billeder på siden



It is proposed to publish, under the above title, a library for teachers and school managers, and text-books for normal classes. The aim will be to provide works of a useful practical character in the broadest sense. The following conspectus will show the ground to be covered by the series:

I.-History of Education. (A.) Original systems as ex pounded by their founders. (B.) Critical histories which set forth the customs of the past and point out their advantages and defects, explain ing the grounds of their adoption, and also of their final disuse.

II.-Educational Criticism. (4.) The noteworthy arraign ments which educational reformers have put forth against existing sys tems: these compose the classics of pedagogy. (B.) The critical histories above mentioned.

III.-Systematic Treatises on the Theory of Education. (A.) Works written from the historical standpoint; these, for the most part, show a tendency to justify the traditional course of study and to defend the prevailing methods of instruction. (B.) Works written from critical standpoints, and to a greater or less degree revolutionary in their tendency.

IV.-The Art of Education. (4.) Works on instruction and discipline, and the practical details of the school-room. (B.) Works on the organization and supervision of schools.

Practical insight into the educational methods in vogue can not be attained without a knowledge of the process by which they have come to be established. For this reason it is proposed to give special prominence to the history of the systems that have prevailed.

Again, since history is incompetent to furnish the ideal of the future, it is necessary to devote large space to works of educational criticism. Criticism is the purifying process by which ideals are rendered clear and potent, so that progress becomes possible.

History and criticism combined make possible a theory of the whole. For, with an ideal toward which the entire movement tends, and an account of the phases that have appeared in time, the connected development of the whole can be shown, and all united into one system.

Lastly, after the science, comes the practice. The art of education is treated in special works devoted to the devices and technical details useful in the school-room.

It is believed that the teacher does not need authority so much as in sight in matters of education. When he understands the theory of education and the history of its growth, and has matured his own point of view by careful study of the critical literature of education, then he is competent to select or invent such practical devices as are best adapted to his own wants.

The series will contain works from European as well as American


Vol. I. The Philosophy of Education. By JOHANN KARL FRIE RICH ROSENKRANZ. $1.50.

Vol. II. A History of Education. By Professor F. V. N. PAINTE of Roanoke, Virginia. $1.50.

Vol. III. The Rise and Early Constitution of Universitie With a Survey of Medieval Education. By S. S. LAURIE, LL. I Professor of the Institutes and History of Education in the Universi of Edinburgh. $1.50.

Vol. IV. The Ventilation and Warming of School Building By GILBERT B. MORRISON, Teacher of Physics and Chemistry in Ka sas City High School. 75 cents.

Vol. V. The Education of Man. By FRIEDRICH FROEBEL. Tran lated from the German and annotated by W. N. HAILMANN, Superir tendent of Public Schools at La Porte, Indiana. $1.50.

Vol. VI. Elementary Psychology and Education. By JOSEP BALDWIN, Principal of the Sam Houston State Normal School, Hunts ville, Texas. $1.50.

Vol. VII. The Senses and the Will. Observations concerning th Mental Development of the Human Being in the First Years of Life By W. PREYER, Professor of Physiology in Jena. Translated from the original German, by H. W. BROWN, Teacher in the State Norma School at Worcester, Mass. Part I of THE MIND OF THE CHILD. $1.50 Vol. VIII. Memory. What it is and how to improve it. By DAVI KAY, F. R. G. S. $1.50.

Vol. IX. The Development of the Intellect. Observations con cerning the Mental Development of the Human Being in the Firs Years of Life. By W. PREYER, Professor of Physiology in Jena Translated from the original German, by H. W. BROWN, Teacher in the State Normal School at Worcester, Mass. Part II of THE MINI OF THE CHILD. $1.50.

Vol. X. How to Study Geography. By FRANCIS W. PARKER Prepared for the Professional Training Class of the Cook County Normal School. $1.50.

Vol. XI. Education in the United States. Its History from the Earliest Settlements. By RICHARD G. BOONE, A. M., Professor of Pedagogy in Indiana University. $1.50.

Vol. XII. European Schools. Or what I saw in the Schools of Germany, France, Austria, and Switzerland. By L. R. KLEMM, Ph. D.. Author of "Chips from a Teacher's Workshop," and numerous schoolbooks. $2.00.

Vol. XIII. Practical Hints for the Teachers of Public Schools. By GEORGE HOWLAND, Superintendent of the Chicago Schools. $1.00. Vol. XIV. Pestalozzi: His Life and Work. By ROGER DE GUIMPS. Authorized translation from the second French edition, by J. RUSSELL B. A., Assistant Master in University College School, London. With an Introduction by Rev. R. H. QUICK, M. A. $1.50.

Vol. XV. School Supervision. By J. L. PICKARD, LL. D. $1.00. Vol. XVI. Higher Education of Women in Europe. By HELENE LANGE, Berlin. Translated and accompanied by Comparative Statistics, by L. R. KLEMM, Ph. D. $1.00.

Vol. XVII. Essays on Educational Reformers. By ROBERT HEBERT QUICK, M. A. Trin. Coll., Cambridge, Formerly Assistant Master

[graphic][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small]
[blocks in formation]



[ocr errors]




[blocks in formation]


THIS work of Froebel admits us into his philosophy, and shows us the fundamental principles upon which he based the kindergarten system. His great word is inner connection. There must be an inner connection between the pupil's mind and the objects which he studies, and this shall determine what to study. There must be an inner connection in those objects among themselves which determines their succession and the order in which they are to be taken up in the course of instruction. Finally, there is an inner connection within the soul that unites the faculties of feeling, perception, phantasy, thought, and volition, and determines the law of their unfolding. Inner connection is in fact the law of development, the principle of evolution, and Froebel is the Educational Reformer who has done more than all the rest to make valid in education what the Germans call the "developing method."

Unlike Pestalozzi, Froebel was a philosopher. The great word of the former is immediate perception (anschauen). Pestalozzi struggled to make oll dd.

« ForrigeFortsæt »