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THE

American Journal of Education.

[NEW series, no. 7.]
No. XXXII.-SEPTEMBER, 1863.

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CONTENTS.

PAGE. PORTRAIT OF HENRY P. TAPPAN, D.D. LL. D......

449 I. AMERICAN EDUCATORS AND TEACHERS,.....................................

451 HENRY P. TAPPAN,...........

451 Memoir,..................

• 451 Educational Labors and Publications,.........

. 452 The University of Michigan-Progress under the Presidency of Dr. Tappan,........ 454 II. MILITARY EDUCATION AND Schools IN THE KINGDOM OF SARDINIA,............

1. Outline of System of Military Education,......
2. Royal Military Academy nt Turin,......
3 Artillery and Engineer School at Turio,............................
4. Staff School at Turin,..............
5. Regimental School at Ivren and Pinerol,.................
6. Practical School of Artillery in the Arsenal at Turin, .........................

. 470 DII. PRIVATE MILITARY EDUCATION AND SCHOOLS IN THE UNITED STATES,.........

Eagleswood Military School at Perth Amboy, N. J.,..........
Location-Grounds,..........
Military Department-Daily Routine, .....................
Academic Course,......................

. 474 IV, FRENCH EDUCATORS AND PEDAGOGY, .........

. 477 FENELON AND HIS EDUCATIONAL LABORS AND VIEWS,...

. 477 Memoir....................................

. 465 Tutor to the Royal Princes-his Methods,....

. 479 Treatise on the Educntion of Daughters,......

.486
GERMAN VIEWS or EDUCATION Or GIRLS,....
Zchokke-Caroline Rudolphi,.....................

olphi,...............................................
Schiller-Aretin-Niemeyer-Schleiermacher,......
Baur-Zchokke-Ehrenberg-Goethe,..................................

499 Niemeyer-Raumer-Baur-Thibaut,...... VI. AMERICAN INSTITUTIONS FOR FEMALE EDUC

503 The Ohio FEMALE COLLEGE AT COLLEGE HILL, .....................

503 History-Location--and Plan,........ Location and Plan,.........................................

50 Course of Instruction,............

05. VII. AMERICAN EDUCATORS AND PEDAGOGY-Horace Mann,......

507 SPECIAL PREPARATION-A PREREQUISITE FOR TEACHING.........

.... 507 1. Power of Education,.............. 2. Subject matter of the Teacher's Work,......... 3. Laws of Development,.......

..... 514 4. Motives to be appealed to,.....

518 VIII. PROFESSIONAL TRAINING AND IMPROVEMENT OF TEACHERS IN Saxony,....

Legal Provision,............................................................. 523

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PAGE.
Royal Seminary at Dresden,...........
Fletcher Seminary at Dresden,......

... 530 IX. STATE NORMAL SCHOOL AT ALBANY,........ Historical Development, (continued,) 1846—1849,

... 531 Outline of Regulations, 1850, ...........

...... 537 Plan of Normal School-building........

..... 541 Historical Development, 1849-1863,........................................

.. 644 Course of Instruction, 1863,......

.. 547 X. ENGLISH PEDAGOGY,........

... 548
THOUGHTS ON EDUCATION. By John Locke, ...................................
MORAL EDUCATION- continued,......................
Habits-Affectation - Manners, ..........

...... 549 Company Advantages of Public Schools,....

553
Vice-Virtue,...................................
Conversation with older persons-Power of Example, ..........
Love of Learning a substitute for Punishments -Tasks, ...................
Compulsion-Chiding, ........
Obstinacy,..........................................

... 560 Reasoning with Children-Example,....................................... Whipping, a lust resort in Discipline,........................................

... 563 Tutors and Governors-Qualifications, ...........

505 Prudence, Good breeding, Knowledge of the World,............

571 Parental Familiarity in conduct and Conversation,.........................

.. 573 Reverence-Temper, ......... Love of Power-Craving-Fancied Wants,..........

... 577 Recreations to be free from Restruint,...........

... 579 Complaints-Liberality-Justice, ............

580 Crying and Whining, .........

581 Fool-hardiness-Courage-Cowardice-Timerousness, .......... Hardiness-Cruelty,..................................

...... 586 Cutiosity or Appetite for Knowledge,..

...... 589 Sauntering or want of Earnestness,......

........... 591 Compulsion-Play-games,...................................................

..... 593 Lying Excuses............................................................ True notions of God, Spirits, Goblins............

597 Truth-Good Nature-Good Sense-Good Breeding...... Roughness-Contempl-Censoriousness, ........

....... 600 Captiousness-Excess of Ceremony-Interruption,

..... 603 Disputation--Influence of Refined and virtuous Society...

. 604 · XI. BENEFACTORS OF AMERICAN EDUCATION,...

... 606
John GREEN, M. D., AND THE FREE PUBLIC LIBRARY OF WORCESTER, Mass.,..
Memoir.............................................
Portrait .....................................................................

607 Free Public Library of Worcester, ............................................. XII. SCHOOL ARCHITECTURE, WITH ILLUSTRATIONS,................................

1. HAVEN School, Chicago, Illinois, ................
2. PUTNAM FREE School, Newburyport, Mass...............
3. Girls' High SchooL AND NORMAL School, Charleston, 8. C..........

........... 620 4. Hugues' High Scuont, Cincinnati, Ohio,......

......... 623 XIII. AMERICAN TEXT-Books, .............................

.... 626 Alphabetical Catalogue of Authors and Books, D to G...

.... 626 XIV. EDUCATIONAL INTELLIGENCE AND MISCELLANY,...............

.641 1. Dr. Tappan and the University of Michigan, ..................

...... 641 2. Statistical Tables of the Educational Institutions of Upper Canada, .......... 3. Wilkins & Co. Stenciling, Black, Blue, and Carmine Inks, ................. Prof. Simonson's Chart of the Animal Kingdom, ..............

... 652 American Phototype Company,........

... 652 4. Roger Ascham, Sir John Checke and their pupils, Queen Elizabeth, Lady Jane Gray, 5. Note to Article on Goldsmiths-Mathematics,......... 6. Chase's Adjustable School Desk and Seat,........

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I. HENRY P. TAPPAN.

Henry P. Tappan, D. D., LL. D., under whose auspices as its first President, the State University of Michigan, rose from an insignificant college into one of the first class universities of the country, was born at Rhinebeck, in the State of New York, on the 23rd of April, 1805. His family were among the earliest settlers on the North River, more particularly in Ulster county. His early studies were pursued partly at home, and partly at Greenfield Academy. In 1822, he entered the Sophomore Class at Union College, where he graduated in 1825. He went to the Theological Seminary at Auburn in the same year, graduated there in 1827, and first entered upon the ministry as Assistant to the Rev. Dr. Van Vechten, in the Reformed Dutch Church at Schenectady. In 1828, he was settled as pastor over the Congregational Church at Pittsfield, Mass., but was obliged to leave there in 1831, on account of ill health. He went to the West Indies for a time, and on his return in 1832, was appointed Professor of Moral and Intellectual Philosophy in the University of the city of New York. He continued there until 1838, when he left together with the rest of the Faculty, owing to difficulties in the administration of the institution. For several years previous he devoted himself to the composition of works on philosophy and education, and to the management of a private seminary in the city of New York. In 1839, he published a "Review of Edward's Inquiry into the Freedom of the Will;" in 1840, “The Doctrine of the Will, determined by an Appeal to Consciousness ;" in 1841, “The Doctrine of the Will, applied to Moral Agency and Responsibility;" in 1844, “Elements of Logic, together with an Introductory Review of Philosophy in general, and a Preliminary View of the Reason.” He delivered in 1848, the SemiCentennial Address before the Philomathean Society of Union College, when he received the degree of D. D. In 1851, he published a treatise on “ University Education," and in the same year visited Europe. After his return, he issued a work, entitled “ A Step from the New World to the Old," in 1852. In that year he was recalled

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