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Vol. I. The Philosophy of Education. By Johann Friedrich Rosenkranz. $1.50.

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

Vol. III. The Rise and Early Constitution of Univ sities. With a Survey of Medieval Education. By S. S. La LL. D., Professor of the Institutes and History of Education in University of Edinburgh. $1.50.

Vol. IV. The Ventilation and Warming of Sch Buildings. By Gilbert B. Morrison, Teacher of Physics Chemistry in Kansas City High-School. 75 cents.

Vol. V. The Education of Man. By Friedrich Fro Translated from the German and annotated by W. N. Hailm Superintendent of Public Schools at La Porte, Indiana. $1.50. Vol. VI. Elementary Psychology and Education. Joseph Baldwin, Principal of the Sam Houston State No School, Huntsville, Texas. $1.50.

Vol. VII. The Senses and the Will. Observations conc ing the Mental Development of the Human Being in the First Y of Life. By W. Preyer, Professor of Physiology in Jena. Tr lated from the original German, by H. W. Brown, Teacher in State Normal School at Worcester, Mass. Part I of THE MIND THE CHILD. $1.50.

Vol. VIII. Memory. What it is and how to improve it. By Da Kay, F. R. G. S. $1.50.

Vol. IX. The Development of the Intellect. Obse tions concerning the Mental Development of the Human Bein the First Years of Life. By W. Preyer, Professor of Physiolog Jena. Translated from the original German, by H. W. Bro Teacher in the State Normal School at Worcester, Mass. Par of THE MIND OF THE CHILD. $1.50.

Vol. X. How to Study Geography. By Francis W. Par Prepared for the Professional Training Class of the Cook Cou Normal School.

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EDITOR'S PREFACE.

COMPANY.

THE editor takes great pleasure in presenting this work to the public, as the first noteworthy attempt at a general history of education in the United States. It forms a tolerably complete inventory of what exists, as well as an account of its origin and development.

Ever since the Oracle uttered the admonition "Know thyself," civilized man has been slowly turning his attention to the importance of studying the deeds and institutions of his race. He finds in them a revelation of human nature altogether above and apart from the self-knowledge that comes to each individual through his own consciousness. For in the history of deeds and institutions there stands out prominently the effigy of human nature in its essential outlines. In contrast to this the individual consciousness offers a picture in which the essential is obscured or obliterated by the complications of the passing moment, which assume undue importance.

Modern science has caught most fully the meaning of the Oracle It has become fully aware of the importance of knowing every object in the light of its history. How it began and how it developed must lead to a knowledge of what it is. The knowledge of a thing only as a dead result is very superficial. We learn what it is good for

by seeing it in the entire sphere of its action. This re its living force and character.

Practical knowledge, in the eminent sense of the is to be found in this study of history. The statesma the teacher knows practically when he knows the tre the system which he is to direct or manage.

As a mere inventory, the results of this history at first surprise us. We see the broad scope of the ed tional idea-not merely its school course from the Ki garten to the university, but its supplementary institut the library, the museum, the reading circle, the scien association, the variety of special schools; the wide-sp impulse toward founding educational institutions, sho itself in all the colonies at the beginning, and increa with the growth of the nation. All this becomes imp ive only when seen in the solid mass.

But, more than all, the trend of the movement i ests us as it becomes apparent through the contras beginnings with subsequent stages of unfolding:

1. We see everywhere a movement from private dowed, and parochial schools toward the assumptio education by the State. The General Government, four "to promote the general welfare," as the preamble to Constitution recites, has fostered education from the be ning by extensive donations of lands. States first esta colleges and universities, and next free common elemer schools; and afterward gradually fill in intermediate 1 of the system, and then add supplementary institut By-and-by State systems of education for the unfortu and criminal classes arise. Then special schools for training of teachers, and the foundation and suppo libraries and museums at public expense begin. Pri endowment and religious zeal initiate new lines of ed

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