instruction. He has won a European reputation by this journal, and in our country will always be an indispensable guide and companion to the historian of education. The original plates of Dr. Barnard's complete works, in danger of being destroyed,' were saved by the formation of the Henry Barnard Publishing Co.,' of which Mr. C. W. Bardeen became the publishing agent; thus the American Journal of Education has been continued in print. Growing importance of secondary education called into being several periodicals devoted wholly or in part to that field and the serious study of general educational problems. College Courant, a college and secondary school magazine, had been published from 1867 to 1874. Such publications were numerous in Germany, but "Education" (1880-) in announcing its aims, stated that there was no such journal in England or America, though a demand seemed to exist for such a review of education. The Academy (1886-1892), School and College (1892), and the School Review (1893-), form a series devoted to secondary education. The Educational Review (1891–), “a journal of the philosophy of education," and the Pedagogical Seminary (1891-), " an international record of educational literature, institutions, and progress," complete the list of periodicals established before 1900 which can fairly be grouped with the two earlier series just discussed and together be called "educational periodicals" perhaps, in contrast to "school journals," which is the name usually applied to the multitude of journals designed for more general circulation. Of the 700 or more periodicals devoted to education, this little group includes all which one may with confidence look for either in general or local libraries. No extended discussion of these will be given. The Pedagogical Seminary was highly specialized, devoting two-thirds of its space to scientific child study, contributed by teachers and students of Clark University, or quoted from foreign studies upon similar subjects. To the foregoing group might be added the Journal of Pedagogy (1887), but its content showed no uniformity of interests after the first few years of its career. The following tabular analysis of content shows the principal fields to which the others of this group devoted attention. Aside from the specializing tendencies of those devoted to secondary education, and the greater emphasis upon principles and philosophy in their general content, the most conspicuous elements present in these, but absent from the usual school journal, were studies of foreign education and of the history of education. TABLE 5.-Character of the material in the school journals. TABLE 6.-Method material according to high-school subjects. American Journal of Education, Annals Per cent. Per cent. Per cent. Per cent. Per cent, Per cent. TABLE 7.—Per cents of foreign studies devoted to English, French, and German Two of the characteristic items in the content of these journals are their studies of high-school subjects and of foreign education. A table is given which indicates the comparative emphasis upon each of the high-school subjects, and another table shows the relative importance of studies of English, French, and German education in this group of periodicals. 66 Periodical substitutes for the school reader, while hardly to be classed as periodicals for teachers, often contained much material for teachers, and so merit brief notice, though no attempt is made to discuss them fully. It has been shown that the earliest school journals apparently developed from something much resembling children's papers, and at no time have the elements of children's papers been entirely absent. Papers for children and youth were early quite numerous in the United States; papers like the Youths' Companion and less successful publications of the same class were doubtless used in school, though not classed as school papers. As early at least as 1846 important efforts were made to provide such literature specifically devised for schoolroom use. The 'Student and Young Tutor, a Family Magazine and Monthly School Reader," beginning in 1846, uniting with a similar publication called "Schoolmate," and continued as "The Student and Schoolmate," announced itself as "A monthly reader for school and home instruction, containing original dia logues, speeches, biography, history, travels, poetry, music, science, anecdotes, problems, puzzles, etc." The editor deplored the scarcity of good oral readers, and suggested as a cause the necessity of reading over and over the same reading books, and cites the fact that when schoolbooks are changed a month of interesting reading follows. The use of story papers in class, it was said, usually resulted in disorder unless each pupil was supplied. The content of a typical volume is sufficiently indicated in the quotation given, though the following subjects of "original dialogues" give a fairly good suggestion as to their character: "The Study of History," "Getting Lessons by Heart," "The Schoolmaster in Search of a Situation." About 25 pages of each volume are addressed to the teacher. This periodical had an extensive school circula1 Vol. I, 2. Vol. I. tion during several years. N. A. Calkins and R. A. Phippin were its chief editors. The School Herald, Chicago' (1881-1895?), devised for use as a school reader, devoted a tenth of its space to book reviews and declamations and the rest to current events, accompanied by questions and sometimes excellent devices to stimulate interest in their geographical and historical aspects. Another of the same class, "School and Home "* (St. Louis, 1884-1900), provided reading exercises according to the grades of the public school. This publication, as well as others of the same class, was more or less officially adopted by several school boards. The St. Louis city board contracted for 50,000 copies annually during several years, making the superintendent responsible for the character of advertising. The foregoing may serve to indicate the character of the better supplementary reader periodicals. All were illustrated, often abundantly and well. They seemed to meet a very real need, but difficulties concerning advertising, and the impossibility of furnishing good content in reasonable form at lowest prices, caused them to give place to other forms of supplementary reading. The supplementary reader school journal in the large cities had something of the nature of a local school organ. Many local school papers have been conducted by superintendents and teachers of city schools. As a statement of the aims of these the following from the Buffalo School Journal' is typical: "Devoted to the schools of Buffalo, to foster and extend feeling in favor of education, and a higher plane of intellectual culture to be the medium between pupils and teachers." In the larger cities teachers and associations of teachers have conducted periodicals, with a large local circulation: "The Teacher" and "School "" of New York may be cited as examples. In smaller cities the career of such publications was usually brief. The content of such journals varied widely; some in the large cities were excellent; usually in small cities they contained much "gossip" and unimportant material. 6 The first kindergarten periodical was the Kindergarten Messenger, established by Elizabeth Peabody, 1874 New Education, edited by W. N. Hailmann; the American Kindergarten Magazine, by Emily Coe; the Kindergarten Magazine ("Kindergarten ") of Chicago, and the Kindergarten Review, published by the Milton Bradley Co., complete the list of kindergarten periodicals established before 1900. The second of these had as its purpose "Devoted to kindergarten culture and educational hygiene in home and school;" the fourth had as its motto "The kindergarten free to all children." The first two of these are characterized by the large amount of material directly from Froebel's writings. Considering the forty-odd volumes issued before 1900, kindergarten periodicals are in their content extremely if not narrowly true to their cause, no less than 80 per cent of their space being given to kindergarten interests. With one unimportant exception no other educational periodicals have been so completely specialized. W. N. Hailmann apparently wrote about half of the content of the little periodical which he edited; and Dr. Harris and others contributed several articles, but 90 per cent of the material was furnished by women writers; Elizabeth Peabody, Marie Krause-Boelte, Fr. Marienholz-Bülow, Lucy Wheelock, Emilie Poulson, Susan Blow, Mary D. Rogers, Amalie Hofer, and Alice Putnam being among the chief contributors. Many of the articles were well written, and while the kindergarten idea was new they were quoted in nearly all classes of school journals. 1 School Herald, I-X. 2 School and Home, I-XVI. Ibid, III, 13, 239, 1886. St. Louis City Sch. Rep., 1896-97, 25. 1877, I, 4. The Teacher, 1888- The first distinctively primary school journal was the Primary Teacher,1 Boston, continued with slightly varying title. Its self-stated aim was to reach the most numerous and hard-working class of teachers with material not “over their heads." The field, it is stated, was unoccupied, a fact which is well confirmed by the enormous circulation of the method and device journals which developed in the same class, while the circulation gains of all other classes of school periodicals little more than kept pace with the increased number of teachers. Established later, but belonging to the same class, are the Practical Teacher (Chicago), Educational Gazette (Rochester), Intelligence (Chicago), Normal Instructor, Primary School, Popular Educator, and Teachers' Institute. Taken as a class in which individuals show considerable variation, these journals when analyzed show the following content: Method and device in common-school subjects.. 66 Per cent. 48 12 4 18 18 With few exceptions reading is given most attention, followed by arithmetic, elementary science, drawing, geography, and language. Shifting emphasis was apparent; during the five years, 1895-1899, spelling and grammar received very little attention, while nature study perhaps occupied as much attention as any other three subjects, though much of what was written under that name could properly be classed elsewhere. A large part of the method and device material was entirely ready to use for clipped" lessons, stencil drawings, elliptical sentences to be completed, lists of drill examples in arithmetic and ready-made busy work of great diversity of value. The presence of so much dissected and fragmentary material, it has been indicated, aroused no small degree of unfavorable notice from the older journals, which were not ready to recognize the use of such direct though often crude methods of aiding the common-school teacher; the chapter on circulation shows that those were the things apparently which teachers of children called for; and the study of content of the unspecialized journals shows that as a class all increased the amount of such material published. Educational Notes and Queries (1875-1881), Salem, Ohio, modeled after an English publication of similar name, was not strictly a school journal, but its content represents very well the material found in the query departments of many of the school journals until quite recently. Arithmetic tending toward the catch question type, and grammar usually involving difficult or debatable syntactical points, form half of the content. Among the miscellaneous queries constituting the other half, the peculiar or wonderful, and phenomena or experiments involving elementary science principles, predominate. The following illustrations are typical both of this periodical and the query departments of others: Are geese asleep when they shut their eyes during a rainstorm? What is meant by Russian nihilism? What is the origin of Hobson's choice? A man was born in 1800. In what century was he born? Several efforts to specialize in the interests of teachers of various subjects may be noted. For school music teachers the Educational Herald and Musical Monthly (1857), School Music Journal (1885), and the School Music Monthly (1900) for supervisors were conducted, the last still being published. The Journal of School Geography (1897), "devoted to the interests of the commonschool teacher of geography," was highly specialized, its principal contributors being connected with the universities. The Manual Training Magazine (1899) in its earlier volumes gave approximately four-fifths of its attention to manual training. Mind and Body (1894) and the American Physical Education Review (1896), the former influenced strongly by German gymnastics, the latter giving much attention to athletics, were devoted to physical education. The Journal of Industrial Education (1886), which gave considerable attention to manual training and household arts; the Directors' Round Table (1894), the School Commissioner (1892), and the County Superintendent (1899), unsupported because of the limited number of probable subscribers and "because county superintendents have never been in the habit of paying for school journals"; and the School Laboratory (1871), whose subscription list extended to "Oxford, Vienna, and Yokohama but with little density," all represent shortlived attempts to specialize in a field which soon proved too small. The American School Board Journal (1890) occupies approximately three-fourths of its space with matters of interest to school boards and superintendents; the remainder is filled with miscellaneous school subjects, school news, school cartoons, and a page of well-selected school anecdotes. The Journal of School Physiology, which began as "Scientific Temperance," contained little but material related to teaching the effect of the use of narcotics, and considerable controversial material upon the same subject. It later resumed its original name, which more truly represented its content. The Child Study Monthly (1895-) and the Journal of Adolescence (1900), the two later united, indicate clearly enough by their titles both their purpose and content as part of the child study movement. Educational Foundations (1889) stated its purpose as "not a paper of methods and devices, not a newspaper, not a mere review of education," but designed to be "A textbook for the professional teacher, for normal school training classes, reading circles, teachers' institutes, and home study." Its content, in addition to the uniform questions of the New York State department of education, included extracts from many of the educational books used in the reading circles of various States. The Amerikanische Schulzeitung1 proposed to advance the interests of German language teaching and the welfare of German teachers, promote German methods of developmental teaching, and "To get rid of prison-like discipline, dry textbook instruction, insufficient salaries of teachers, and the foolish annual elections of the teaching force." A few other journals of restricted circulation were conducted to aid in teaching foreign languages, e. g., Germania (1889), Etudiant (1896- ). El Educador Popular (1873- ) was a typical school journal of the time, differing chiefly from others in being conducted in Spanish. Between 1880 and 1900, especially in the Central Southern and Western States, a host of school papers were published by normal schools. These varied from mere advertising sheets and papers of the local college type to very effective teachers' periodicals. Most of those the writer has examined were made up chiefly of local or personal items, notes of school contests and "events," commencement addresses, "original" essays or stories by students, and other material of no professional significance. A few, however, specialized to meet the needs of former students, contained excellent articles usually written by 11873, IV, 8. |