The North American Review for January, 1876, in an article devoted to the cducational development of the country for the first century, alluding to the deficiency of historical and philosophical discussion of public instruction, and of early official documents, says: Private enterprise has to a remarkable degree remedied some of the deficiencies of governmental neglect. Dr. Henry Barnard, of Hartford, began in 1856 the publication of an American Journal of Education, which, with various changes of form, has been continued to the present time. It now comprises twenty-four octavo volumes, including in all some twenty thousand pages, illustrated by one hundred and twenty-five portraits, and eight hundred cuts representing school buildings. Dr. Hodgson, a distinguished professor in the University of Edinburgh, has recently remarked that this publication "really contains, though not in continuous form, a history, and it may be said an encyclopædia of education." It is the best and only general authority in respect to the progress of American education during the past century. It includes statistical data, personal reminiscences, historical sketches, educational biographies, descriptions of institutions, plans of buildings, reports, speeches, and legislative documents. For the first sixteen volumes an index is published, and for the next eight volumes an index is in preparation. The comprehensiveness of this work and its persistent publication under many adverse circumstances, at great expense, by private and almost unsupported exertions, entitle the editor to the grateful recognition of all investigators of our system of instruction. He has won a European reputation by this Journal, and in our own country will always be an indispensable guide and companion to the historian of education." The International Review for January, 1874, in an article on Universal Education, remarks: About the same time (1837) in Connecticut, Dr. Henry Barnard was commencing that career of devoted and untiring labor, in the course of which he has rendered such distinguished service to the cause of popular education, [not only as organizer and administrator of systems and institutions, but in contributions by pen and voice to the literature and public knowledge of the subject.] He gave himself to the work with the enthusiasm of an Apostle. Commencing the Connecticut Common School Journal in 1838, he entered at once with ability on the fundamental questions pertaining to popular education, and began to publish for the benefit of all educators, and others interested, the most valuable information as to what had been done in Europe, and the aims and methods of the best systems and institutions ther. In his repeated visits to the principal countries of the old world, he has examined for himself the experiments in progress, and by personal communication with the most prominent educators of Germany and Switzerland, has possessed himself of their best and broadest views. The results of his observations and thinking, he has, for a long course of years, been carefully digesting and publishing in his Common School Journal, and in the invaluable volumes of his American Journal of Education. These volumes constitute an Encyclopædia of facts, arguments, and practical methods which no organizer or teacher can afford to be without. Besides the prepa ration of these works, Dr. Barnard has delivered lectures and addresses on his favorite subject numbered literally by thousands. Probably no one man in the United States has done as much to advance, direct and consolidate the movement for popular education. In looking back to the commencement of his life-long labors, it would seem that he must contemplate with eminent satisfaction the progress of public sentiment and the good results already attained, as well as the brightening prospects for the future. He has done a work for which his country and coming generations ought to thank him and do honor to his name. The late Chancellor Kent, even in the earlier years of Dr. Barnard's labors, characterized him as "the most able, efficient, and best-informed officer that could be engaged perhaps in the service;" and said of the earlier volumes of his [Connecticut Common School] Journal and other publications, "I can only refer to these documents with the highest opinion of their value." His later volumes are much more complete and valuable than the earlier. Hon. John D. Philbrick, LL.D., in his Introductory Address as President before the National Teachers' Association in Chicago, 1863, observes: Of the one hundred thousand teachers in the country, how few are thoroughly versed in the educational literature of the day? How few are there who are receiving higher salaries can boast of a respectable educational library? If proof of this unwelcome truth was needed, it would be sufficient to refer to a single publication,—I mean Barnard's Journal of Education, which has now reached its thirteenth volume,—a library in itself. Costing little considering the amount of matter it contains, embracing exhaustive treatises on almost all departments of education; yet I am told that the number of copies sold has not been sufficient to pay for the stereotype plates. |