on all educational institutions in America-common schools, academies, universities are contained in the volume. The first volume of the Connecticut School Journal was published one year after Horace Mann took the secretaryship of the Massachusetts board of education. Barnard continued the immense task in the American School Journal. The thirty-one volumes published are replete with information concerning the schools of all the world. President Bache reports on the schools of Prussia, Hanover, Saxony, France, Egypt. The best the world had to offer in educational literature was critically chosen. Henry Barnard's incentive was the tremendous necessity for intelligence in regard to education. His guide was the feeling in his soul of the absolute necessities for democratic growth.

Dr. Barnard did not select and collate by hazard or chance the best educational literature the world had to offer. He was in a broad and deep sense an all-around educator. He comprehended principles and their application to school-teaching and training. He had a ready and clear insight, a practical discrimination of right and wrong, of the false and true in education. He could trace devices to their origin and beginnings. In crudeness he discovered the right tendencies, in over-elaboration the wrong motive. One of the most profitable days in my life was the day I spent with Dr. Barnard in visiting schools. The best I can say of myself is that I was hungry to know and anxious to discard the useless and to select the useful. My guide was the keenest, truest critic of school work I ever knew, and I have been fortunate in knowing many. It is easy to condemn that which is wrong, but difficult to appreciate right motive, which should be the basis of all criticism.

We owe to Henry Barnard profound gratitude for a vast wealth of educational literature. We should cherish as a priceless inheritance his allcontrolling love for a free government, his devotion to a holy cause in its inception. As the needs of the republic were his guide and incentive, so let them be ours in the presence of the ever-increasing necessities of human growth.

ESTABLISHMENT OF THE OFFICE OF THE COMMISSIONER OF EDUCATION OF THE UNITED STATES, AND HENRY BARNARD'S RELATION TO IT

WILLIAM T. HARRIS, UNITED STATES COMMISSIONER OF EDUCATION,

WASHINGTON, D. C.

As members of the National Council of Education, we are assembled this evening to pay our respects to the memory of Dr. Henry Barnard. By common consent, Dr. Barnard ranks as the second of the two great educational heroes which America has furnished. Other members of the Council have prepared papers on his work as a critic of education, on his

influence in the establishment of normal schools in the country, on his influence upon the schools in the western states, and finally on his home life and his influence upon education in Rhode Island and Connecticut. To me has been assigned the preparation of a paper on the establishment of the office of United States Commissioner of Education and Dr. Barnard's relation to it.

The discussions relating to the life of Henry Barnard must center about his great work in the preparation of the American Journal of Education, which may be said to have practically absorbed the energy of his life and to have used up his financial resources. Dr. Barnard makes, and will make, in our educational history a heroic figure thru his devotion to this one great purpose, namely, the preparation of a series of volumes containing all that is solid and valuable in the history of education. I think it was said by Horace Mann, in reviewing his own labors, that the greatest need existing, at the time when he left his work in Massachusetts, was the publication in a convenient form of the literature of education. Certain it is that Henry Barnard was early impressed with the need for such a publication, and took it upon himself as his life-work to prepare it and offer it to his countrymen.

I think that whatever he undertook in other lines of education-and the list of items in this field is certainly an extensive one— was felt by him to be subsidiary to this one great purpose of his life, namely, to enlighten the teachers and directors of education thruout the United States by giving them access to a complete record of the history of edu cation in all ages and countries. When Congress, in 1867, passed an act establishing a Bureau of Education, it was quite natural that the name of Henry Barnard should be mentioned to the president as the fit man to fill the position of Commissioner of Education. Dr. Barnard would naturally think of his fixed purpose to provide educational literature, and it would occur to him at once that here was an opportunity providentially thrown in his way to take up a national work which could best be promoted by the same labors that he had undertaken as a private individual and supported from his private fortune.

I think that in forecasting the most important lines of usefulness for the newly established Bureau of Education he foresaw that the preparation of volumes containing the history of educational experiments, the discussions of educational reformers, the statistics of national systems of schools, and the biographies of great teachers would furnish the best material for a long series of official reports. During the three years. (from March 14, 1867, to March 15, 1870) in which he held the office, he seems to have been maturing his plans for this line of work and awaiting opportunities in the form of resolutions by Congress calling for reports on special themes connected with the promotion of schools in the nation.

His first opportunity was furnished by the call on the part of Congress for a special report of the Commissioner of Education on the condition and improvement of public schools in the District of Columbia. This work was completed and submitted to the Senate in June, 1868, and again submitted to the House two years later, namely, in June, 1870, with additions. Three thousand copies of it were printed by the government printer in 1871. The act calling for it was passed March 29, 1867, fifteen days after his appointment as commissioner. This book of 912 pages forms the chief monument of Dr. Barnard's career as Commissioner of Education. It begins with an introduction by himself; this is followed by a special report of Franklin B. Hough (31 pages), and next comes the chief article in the shape of a compilation of the statistics of the schools in the states and cities of the country (pp. 44-144). There are five appendices. The first appendix gives an account of the proceedings in the establishment of a permanent seat of government in the United States. The second appendix contains a full discussion of the legal status of the colored population in the District of Columbia, Virginia, Maryland, Alabama, Arkansas, California, Connecticut, Delaware, Florida, Georgia, Illinois, Indiana, Iowa, Kansas, and Kentucky. The third appendix contains an article on illiteracy in the United States, prepared and illustrated by Dr. Edwin Leigh. The fourth appendix contains an account of art instruction in the country. The fifth appendix contains an account of public instruction in the cities of Germany, and a reprint of the report of Fraser on American schools; a brief statement of the course of study in Chicago, Philadelphia, Cincinnati, New Haven, Springfield (Mass.), New Bedford, Boston, New York city, St. Louis, and Louisand a table showing the salaries of teachers in the several cities. The second opportunity of Dr. Barnard came with a call of the House of Representatives for a report on technical instruction. The first copy of the manuscript, which was not complete, was prepared in pursuance of an order of the House approved January 19, 1870; but it was never printed. A so-called second edition was published in Dr. Barnard's American Journal of Education.

ville;

What Dr. Barnard called the second edition (on p. 9 of Vol. XXI of his American Journal of Education) is not a second printed edition, but only an edition revised from the manuscript which he had prepared in compliance with the order of the House of Representatives. He says distinctly:

The resolution of the House . . . to print 5,000 copies for distribution . . . . did not reach the Senate in time to be acted on before the close of the session. No subsequent action having been taken by the Senate, House, or Office of Education, to give circulation to a document which, etc., the following edition is issued for subscribers

to the American Journal of Education.

So far as the ordinary usage of the word "edition" is concerned, this

is, therefore, the first and only edition of the work, and it appeared in July, 1871, as Vol. XXI of the entire series of Barnard's Journal, and as Vol. V of what he called the "National Series." Dr. Barnard had evidently intended his "National Series" to contain his reports as commissioner.

The contents of this work on technical instruction are as follows:

An introduction (pp. 17–32) on the progressive development of schools, and practical courses of instruction in science.

Part I, systems and institutions of technical instruction (pp. 33-800): (1) Austria, (2) Baden, (3) Bavaria, (4) Brunswick, (5) German free cities, (6) Hanover, (7) HesseCassel, (8) Hesse-Darmstadt, (9) Mecklenburg, (10) Nassau, (11) Oldenburg, (12) Prussia, (13) Saxony, (14) Saxe-Altenburg, (15) Saxe-Coburg-Gotha, (16) Saxe-Meiningen, (17) Saxe-Weimar, (18) Würtemberg, (19) France, (20) Belgium, (21) Holland, (22) Denmark, (23) Norway, (24) Sweden, (25) Russia, (26) Switzerland, (27) Italy, (28) Spain, (29) Portugal.

A prefatory note prefixed to the edition of this work in Vol. XXI, 1870, throws more light upon the plans of Dr. Barnard with regard to the reports of the National Commissioner of Education. He states that in the original plan

This document [namely, report on technical instruction] would have constituted Part IV of a comprehensive survey of national education in different countries which he [Dr. Barnard] had commenced in 1854 in view of a thorough discussion of the condition and improvement of public instruction in the United States.

Parts I and II of the survey of national education in different countries were to treat of elementary and secondary education, as follows:

Part I, in the German states, and in Belgium, Holland, Denmark, France, Norway and Sweden, Russia, Turkey, Greece, Italy, Spain, Portugal, Great Britain.

Part II, in the American states, with a comparison of the systems and condition of public schools in the United States with those of more advanced states in Europe. Part III, in universities, colleges, and other institutions of superior instruction. Part IV, professional classes and special instruction, including schools of theology, law, medicine, teaching, agriculture, commerce, engineering, navigation, mines, technology, etc.

Part V, supplementary instruction, including libraries, lectures, evening schools, etc. Part VI, societies, museums, and collections for the promotion of education, science, literature, and the arts.

In the prefatory note Dr. Barnard states that the information relating to systems of elementary and secondary instruction had been collected and prepared for publication in the office of the Department of Education, and that it would be communicated in a few days to the secretary of the interior, with a plan for its speedy completion and publication.

As we read over this conspectus, we cannot help seeing that Dr. Barnard had begun to form a noble ideal of the work of the Bureau of Education (or "Department of Education," as it was named in the first law of Congress which organized it).

Dr. Barnard sent in his resignation as Commissioner of Education, to take effect March 15, 1870. His successor, General John Eaton, endeavored as far as possible to realize in the conduct of the office the ideas of Henry Barnard, and to incorporate in them such new features as recommended themselves from time to time. He began from the first to lay much stress upon the collection of statistics of the institutions and systems in the United States, showing their actual working results. This direction given to the report by General Eaton has been followed subsequently with somewhat increased emphasis. But in the administration of Colonel N. H. R. Dawson, my predecessor, an attempt was made to return more nearly to the ideas of Dr. Barnard by the preparation and publication of a series of circulars of information giving a history of the founding and conduct of the colleges and universities in the several states. The publication of this series has continued to the present date, and is now (in 1901) nearly completed.

At my request, General Eaton has written out for me a brief account of Dr. Barnard's connection with the Bureau of Education, which I will now read:

SIR:

WASHINGTON, D. C., May 29, 1901.

In reply to your request for " a brief account of Dr. Henry Barnard's connection with the Bureau of Education, mentioning the devices which he invented that came down to his successors," it is difficult for me to answer in full. My indebtedness to him personally was very great, but how much of this indebtedness came to me thru the bureau, and how much thru his writings and other works previously, and from personal acquaintance with him, it would perhaps be impossible to relate. His publications I had studied, beginning with the period in which he was connected in one way or another with Dr. Absalom Peters, Superintendent Randall, Dr. Wilder, and Professor N. A. Calkins, in publishing the American Journal of Education and the College Review, in the fifties, before the College Review was dropped from the title. At different times also I enjoyed opportunities to study on the ground what I could see of his administration of state systems, both in Connecticut and in Rhode Island; and I knew how he had influenced educational efforts in Charleston, S. C., in New Orleans, and elsewhere in the South. Indeed, I knew that he had suggested to the secretary of the department the taking of illiteracy in the census when that item was first included. Altho I had been acquainted with the work of Horace Mann while a teacher in Massachusetts schools in different places, perhaps I knew more of that period of educational revival thru Dr. Barnard in which he had been so prominent. I had gathered what I could from his trip to Europe, and of his labors as president of the university at Madison, Wis., and at St. John's College at Annapolis. To me he seemed to be the most eminent man at the time in the country in the knowledge of educational literature, and I felt great misgivings when I was called by General Grant to become his successor.

While I was Commissioner of Education I had visited him as state superintendent of schools, and had drawn upon him by letter. How much I had received from him in these various ways and how much came to me thru his efforts in the bureau, I repeat, it will be difficult to state. As early as 1854 he had made a movement for the establishment of a central office for educational information.

In response to a petition from a body of educators, especially made up of state and city superintendents of schools, prepared and presented by Hon. E. E. White, thru General