Trans. From Anet. /-10-29 NKF

TO

DR. HENRY BARNARD,

THE FIRST UNITED STATES COMMISSIONER OF EDUCATION,

WHOSE ACTIVITY IN

THE PUBLICATION OF GOOD EDUCATIONAL LITERATURE

COVERS MORE THAN HALF A CENTURY,

THIS BIBLIOGRAPHY OF EDUCATION IS DEDICATED

WITH THE ESTEEM AND GRATITUDE OF

THE AUTHOR.

EDITOR'S PREFACE.

IN the classification of works on education adopted by me in this series, I have made four general divisions-the first containing History of Education; the second, Educational Criticism; the third, Systematic Theories of Education; the fourth, the Art or Practice of Education. The classification adopted in this bibliography of works in the English language relating to education includes twentytwo different groups. The following scheme will show how these several groups arrange themselves under the four classes named:

First division, History of Education, containing original systems as expounded by their founders, critical histories (besides reports of systems, annual catalogues, educational journals, reports of educational conferences, reports of educational exhibits).

Under this head will fall Class II, history of education; Class XIX, books devoted to the school systems of the several countries; Class XX, reports of educational conferences and exhibits; Class XXI, annual and other reports of national, state, and city systems; Class XXII, educational journals, domestic and foreign. (These journals are in the nature of chronicles and therefore belong under this class of history.)

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Under the second division, Educational Criticism, containing first the original works of educational reformers like Pestalozzi and Comenius, and, second, the histories of pedagogy written from critical standpoints, come many works which are included by Prof. Monroe under the second group, the History of Education, and also many works scattered under various other groups in the catalogue.

The third division, Systematic Treatises on the Theory of Education, includes the books under Group III, theory of education; Group IV, principles and practice of teaching; Group XI, manual training; Group XII, philosophy; Group XIII, psychology; Group XIV, moral education; and Group XV, physical education and school hygiene.

The fourth division, the Art of Education, will include Group V, methods of instruction; Group VI, school management; Group VII, kindergarten; Group VIII, education of colored children; Group IX, education of special classes, such as the blind and deaf; Group X, professional education; Group XVI, education of women; Group XVII, self-culture and home education; Group XVIII, sociological aspects of education.

A complete bibliography of education would necessarily include that most numerous class of all educational publi cations—namely, the text-books. Text-books, however, do not find their way into public libraries to any considerable extent, and it is obvious that a complete list of such works would fill several volumes of a library catalogue. Textbooks would be classified under Division IV, Methods of Instruction and Discipline, and in the present work under Group V.

Another large mass of educational publications is formed by the catalogues and annual reports of separate institu

tions. A complete catalogue of these documents, as found in a national bureau of education, would contain more than two hundred thousand separate titles.

It is obvious that the classification employed for the International Educational Series of volumes for professional teachers would not be serviceable in a general catalogue of a library of education. The teacher wishes to read the history of his theme and to study carefully the views of the great critics of education, and after that to make himself acquainted with systematic treatises on the theory of education, and finally he will specialize and study the methods of organization and management in some particular line chosen by himself. Works of a special character as textbooks and catalogues do not find place in the series.

The publishers take pleasure in presenting this volume of Prof. Monroe to the educational public, confident that it will prove to be of great use to normal schools, training schools for teachers, and to educational lecturers and all special students seeking to acquaint themselves with the literature of any particular department of education. It will be of especial value to librarians in the way of assisting them to answer two questions: (a) What books has this library on any special educational theme? (b) What books ought it to obtain to complete its collection in that theme?

WASHINGTON, D. C., August 9, 1897.

WILLIAM T. HARRIS.