UNIVERSITY OF CALIFORNIA AT LOS ANGELES Eflicatioial Late of Henry Barnard A Study in the History of American Pedagogy STATENORMAJLSCHOGi, LQ9 AJI^OOS. -'-''A I WILL S. MONROE LELAND STANFORD JUNIOlt UNIVERSITY, PALO ALTO, CALIFOUNIA SYRACUSE, N. Y. C. W. BARDEEN, PUBLISHER 1893 Copyright, 1893, byC. W. BARDEEN Library 695 CONTENTS PAGE I. BOYHOOD AND SCHOOLDAYS, 1811 TO 1838 ... 9 II. STATE SUPERINTENDENT OF CONNECTICUT, 1838 TO 1842.... 12 III. STATE SUPERINTENDENT OF RHODE ISLAND, f 1842 TO 1849 16 IV. PRINCIPAL OF STATE NORMAL SCHOOL AND STATE SUPERINTENDENT OF CONNECTICUT, 1851 TO 1855 18 Y. COLLEGE PRESIDENT, 1858 TO 1867 20 VI. UNITED STATES COMMISSIONER OF EDUCATION, 1867 TO 1870 22 VII. EDITOR OF THE AMERICAN JOURNAL OF EDU- CATION, 1855 TO 1893 , 23 VIII. BIBLIOGRAPHY, 1811 TO 1893 32 The Educational Labors of Henry Barnard Educational Labors of Henry Barnard I. BOYHOOD AND SCHOOLDAYS, 1811 TO 1838 Henry Barnard was born at Hartford, Connecticut, January 24th, 1811. He received such early instruc- tion as the district schools of seventy-five years ago afforded, which, as he himself tells us, he remembers with gratitude, not because of the quality or quantity of the instruction, but because "it was a common school, a school of equal rights, where merit and not social position was the acknowledged basis of distinc- tion, and, therefore, the fittest seminary to give the schooling essential to the American citizen." And this district school with all its. shortcomings was an experience that helped him not a little in his later life when he took up the work of educational reform. /His college preparatory work was done at the Munson, Massachusetts, Academy and the Hopkins Grammar School in New Haven. He entered Yale College in 1826, when yet less than sixteen years old, and was graduated four years later with class honors and a record for intellectual accomplishments that was not common. > He won two prizes during his college career one for English and the other for Latin com- position ; and distinguished himself in the literary 10 EDUCATIONAL LAHORS OF HENEY BARNARD societies for strong oratorical powers. He was for a time president of the Linonian Society, for which he wrote a drama that met with general commendation, and by good critics was pronounced sufficiently strong to be brought ont for the stage. L During his third and fourth years in college he acted as assistant libra- rian, where he acquired an experience with bibliog- raphy which has served him so well in his editorial work, especially in editing the American Journal of Education. J / Leaving college he entered upon a course of study preliminary to the practice of law. In connection with his legal studies, he continued his reading in classical and historical authors Homer, Virgil, and Cicero, Bacon, Gibbon, and Burke. It was during this time that he was formally initiated as a schoolmaster. At the request of President Day of Yale College he took charge of and conducted for a time an academy at Wellsboro', Pennsylvania// This, as he himself tells us, was more like a " district school " than a New England academy ; but the young disciple of Kent and Blackstone made the most of his opportunity, and gained no small^amount of practical knowledge in the management of a school, which he turned to good account in his subsequent career. Returning to Con- necticut he continued his law studies until he was admitted to the bar. This was in the winter of 1835. LHis college vacations and other intervals of leisure had been spent in travel through New England and the States of the South and West; land now after his I. BOYHOOD AND SCHOOLDAYS, 1811-1838 11 admission as an attorney and counselor-at-]aw in Con- necticut, at the suggestion of some of his eminent friends (Everett, Ticknor, and Sillirnan) his father made provisions out of his slender means to enable him to carry out his long cherished desire of a trip to\ Europe before entering upon the practice of law. He travelled over large portions- of England, Scotland, and Switzerland on foot, noting the scenery, visiting the galleries, and studying the libraries, as well as the social conditions of the people their homes, schools, occupations, and institutions of charity. He took with him letters of introduction which secured for him the personal acquaintance of Wordsworth, Carlyle, De Quincy and other writers of note then living. His study of foreign social conditions and institutions was another important factor in his preparation for edu- cational work in the new world. / The serious illness of his father made it impossible for him to enter upon the practice of law immediately upon his return from Europe; ano^in 1837, without i his knowledge or consent, he was nominated and i elected to a seat in the Connecticut Legislature^ : Rarely has a young man of Mr. Barnard's fine powers been elevated to an office, unsought, of such great trust and usefulness. ^For three successive years he continued a member of the House of Bepresentati /es, during which time he took an active interest in the appropriations for the education of the deaf, dumb,, and blind, for the completion of the geological sur- vey, the reorganization of the county jails, and the 12 EDUCATIONAL LABORS OF HENRY BARNARD incorporation of public libraries. But, as the Con- necticut Common School Journal remarks : "The most signal service rendered by him to the State was in originating and carrying through both Houses of the Legislature in 1838, with unprecedented unanimity, an 'Act to provide for the better supervision of the common schools', the commencement of a new era in our school history.'' This bill was presented by Mr. Barnard in a speech that will long be remembered for its force and clear- ness ; it was referred to a joint select committee on education, who reported on the same favorably ; the rules of the House were suspended and the bill passed to its third reading without a dissenting voice. Sub- sequently it passed the Senate by a unanimous vote. [By this Act the office of Secretary of the Board of Commissioners of Common Schools, or State Super- intendent of Public Instruction of Connecticut, was created. ,' II. STATE SUPERINTENDENT OF CONNECTICUT, 1838 TO 1842 Mr. Barnard was a member of the Board of Com- missioners as constituted by the act, and at his sug- gestion the Rev. Thomas H. Gallaudet was elected secretary; but as he declined the position, Mr. Bar- nard was unanimously elected. 1 . He at first also declined to accept it, because of his desire to enter upon law-practice, the work for which he had fitted himself at great expenditure of time and money. At this time, too, he was urged to form a desirable partnership with his former law-instructor, Hon. Wyllis Hall, then Attorney-General for the State of II. STATE SUP'T OF CONNECTICUT, 1838-1842 13 New York ; but the solicitations of his friends and [the desire on his own part to see the schools of Con- necticut improved, induced him to accept the post] His duties as prescribed by the Board were (1) to ascertain by personal inspection of the schools and by written communications of school officers and others, the actual condition thereof ; (2) to prepare an abstract of such information for the use of the Board and the Legislature, with plans and suggestions for the better organization and administration of the school system ; (3) to attend and address at least one meeting of such parents, teachers, and school officers, as were disposed to come together on public notice, in each county, and as many local meetings as other duties would allow; (4) to edit and superintend the publication of a journal devoted exclusively to the promotion of common school education ; and (5) to increase in any practical way the interest and intelli- gence of the community in relation to the whole sub- ject of popular education. Of Mr. Barnard's four years' activity at the head of the Connecticut common school system, Horace Mann said in the Massachusetts Common School Journal : ' ' The cold torpidity of the State soon felt the sensations of returning vitality. Its half-suspended animation began to quicken with a warmer life. Much and most valuable informa- tion was diffused. Many parents began to appreciate more adequately what it was to be a parent ; teachers were awakened ; associations for mutual improvement were formed ; system began to supersede confusion ; some salutary laws were enacted ; all things gave favorable augury of a prosperous career, and it may 14 EDUCATIONAL LAHORH OF HENRY BARNARD txj further ntllrmcd that the cause was so administered as to give occasion of offence to no one. The whole movement was kept aloof from political strife. All religious men had reason to rejoice that a higher tone of moral and religious feeling was making its way into schools, without giving occasion of jealousy to the one-sided views of any denomination." Mr. Barnard's first annual report to the Legislature, ' May, 183D, is a .scholarly and comprehensive survey of the varied conditions under which educational work was then carried on in Connecticut. Kent in in his Commentaries on American Law says of it: "It is a bold and startling document, founded on the most painstaking and critical inquiry, and contains a minute, accurate, comprehensive, and instructive exhibition of the practical con- dition and operation of the common school system of education." This report was a record of the year's work, and contained statistical information from more than twelve hundred schools. Mr. Barnard had attended school conventions in each of the eight counties ; addressed more than sixty public meetings ; inspected over two hundred schools while in session ; communi- cated with two-thirds of the teachers of the State ; and superintended the publication of the Connecti- cut Common School Journal, more than 60,000 copies of which had been circulated during the year. Mr. John W. Stedman writing many years later to Hon. Stiles T. Stanton of this period says : " When I read, now some four weeks gone, the communica- tion of Governor Harrison to the Legislature, covering and com- mending to its favorable consideration a letter of Henry Barnard, ' my own thoughts at once went back to the old district schools of this town, badly located, badly seated, badly ventilated and warmed, and where cruel flogging was the almost hourly *-,*' IL STATE SUP'T OF CONNECTICUT, 1838-1842 15 habit of the master ; and while I was gratified to know that this state of schools no longer existed, I felt it was owing in no small measure to Dr. Barnard's persistent and well directed efforts by pen and voice, that such houses and such masters, all over the State and all over the country, had given place to better structures and better teachers." Besides the four reports made to the Legislature, Mr. Barnard edited various educational documents in | connection with the Common School Journal, and 1 / was active in the recommendation and distribution \ of standard books on teaching; but "in an evil hour the whole fabric was overthrown." Change of the / political complexion of the Legislature brought about the abolition of the Board of Commissioners of Com- mon Schools of Connecticut ; and Mr. Barnard, whose j administration had been characterized by "great sobriety of thought, patient application to details, and the highest practical wisdom, as well as by the enthusiasm of a generous heart," had the mortification to see the labors of four of the best years of his life ruthlessly swept from the statute books. The Con- necticut Legislature had blundered ; Mr. Barnard had been wronged, and the schools of the commonwealth would suffer. Horace Mann, in an oration delivered at Boston, July 4th, 1842, said : "Four years ago, a new system was established in Connecti- cut, which was most efficiently and beneficially administered, under the auspices of one of the ablest and best of men ; but it is with unspeakable regret that I am compelled to add, that, within the last month, all her measures for improvement have been swept from the statute-book." Dr. "Wickersham is authority for the statement that i Mr. Barnard is the father of teachers' institutes./ 16 EDUCATIONAL LAIIORS OF HENRY BARNARD "The first teachers' institute in the United States," he says, " was held in Connecticut in 1839 under the direction of Henry Barnard ; " although Mr. Boone, in his Education in the United States, credits the first institute to Ohio. III. STATE SUPERINTENDENT OF RHODE ISLAND, 1843 TO 1849 "An act to provide for ascertaining the condition of the public schools in this State, and for the improv- ment and better management thereof " passed in the Rhode Island Legislature, October, 1843 ; and on the Oth of December, Governor Fenner issued a circular to the people of the State in which he announced that the services of Hon. (Henry Barnard had been secured "to collect and disseminate in eyery practicable way information respecting existing defects and desirable improvements in the organization and administration of our school system, and to awaken, enlighten, and elevate public sentiment in relation to the whole sub- ject of popular education." Mr. Barnard was reluc- tant to accept the Rhode Island superintendency, having begun work on a history of education in the United States ; but upon the solicitation of his friends he yielded to the advice of Governor Fenner, that it was " better to make history than write it." /Mr. Barnard began his work in Rhode Island with theQieartyf coiiperation of both Houses of the Legisla- ture and the press of the State, and in less than four years he had demonstrated to all who had witnessed III. STATE SUP'T OF EHODE ISLAND, 1843-1849 17 his success his right to high rank as an organizer and a etiucator>f A writer in the North American Review for July, 1848, says of his work : ' ' Public confidence lias been secured ; the two political parties are of one mind about school reform. In 1846 all the towns of the State, for the first time since the colony was planted, taxed themselves for school purposes. In three years one hundred and twenty thousand dollars have been raised for school-houses out of the city of Providence ; and the traveller is now delighted at the external neatness, the internal convenience, and in some instances the architectural beauty of the school-houses that have every- where sprung up. Teachers of a high order have been intro- duced ; good wages axe paid; and a vigilant supervision has been established." -J //Mr. Barnard remained at the head of the Rhode Island schools for five years, when he retired because : ^ of failing health. On retiring he was presented with aLhandsome)testimonial by the teachers of the State, and the following resolution was adopted by the unanimous vote of the Senate and House of Repre- sentatives, and the Governor was instructed to com- municate the same to Mr. Barnard : " Resolved, unanimously, that the thanks of this General Assembly be given to the Hon. Henry Barnard for the able, faithful, and judicious manner in which he has for the last five years fulfilled the duties of Commissioner of Public Schools in the State of Rhode Island."/ 1 Rev. Edwin M. Stone, Historian of the Rhode Island Institute of Instruction, thus summarizes Mr. Barnard's labors : "During the five years of service of Mr. Barnard more than eleven hundred meetings were held expressly to discuss topics connected with the pubHc schools, at which upwards of fifteen hundred addresses were delivered. One hundred and fifty 18 EDUCATIONAL LABORS OF HENRY BARNAKD of these meetings continued through the day and evening ; up- wards of one hundred through two evenings and a day . fifty through two days and three evenings ; and twelve, including teachers' institutes, through the entire week. In addition to this class of meetings and addresses, upwards of two hundred meetings of teachers and parents were held for lectures and dis- cussions on improved methods of teaching and for public exhi- bitions or examinations of schools. In addition to all this, more than sixteen thousand educational pamphlets and tracts were distributed gratuitously through the State, and upwards of twelve hundred bound volumes on teaching purchased l-y the teachers or added to public or private libraries. Before Mr. Barnard left the State, a library of at least five hundred volumes had been secured for twenty-nine out of the thirty-two towns." IV. PRINCIPAL OF STATE .NORMAL SCHOOL AND STATE SUPERINTENDENT OF CONNECTICUT, 1851 TO 1855 "Hopes long deferred, but still cherished," had their fulfilment/June 4th, IS^ljfohen^Dr. Barnard, as principal of the State Nor- mal School and Superinten- dent of Common Schools of Connecticut, had the satis- faction of delivering the dedicatory address on the completion of the Normal DR. BARNARD IN i&M. school building at New Brit- ain./7 The blighting influence of demagogues and the political bias of ten years before had been swept away, the schools Jiad been rescued from hopeless retrogression ; andfDr. Barnard was (with one accoro!) IY. STATE SUP'T OF CONNECTICUT, 1851-1855 19 appointed principal of the school which he had sug- gested in his report thirteen years earlier. To the duties of principal of the State Normal School were added those of State Superintendent, that the school might enjoy his experience in organization and the State realize the full measure of his educational reform Q.W Rev. Dr. Bushnell at the dedication of the New Hntain school said of Dr. Barnard : " After encountering years of untoward hindrance here, win- ning golden opinions meantime from every other State in the republic, and from ministers of education from almost every nation of the old world, by his thoroughly practical understand- ing of all that pertains to the subject ; after raising also into vigorous action the school system of another State, and setting it forward in a tide of progress, he returns to the scenes of his beginnings and permits us to congratulate both him and our- selves in the prospect that his original choice and purpose are finally to be fulfilled." ^After four years more of educational activity in his native State, in compliance with the advice of his physicians Dr. Barnard resigned the office of princi- pal of the State Normal school and Superintendent of Common Schools in Connecticut, January, 1855, and was succeeded in office by John D. Philbrick, who for two years had been his associate/ The Con- necticut Common School Journal said of his retire- ment: ' ' We can but express the regret which we feel in common with every good citizen, teacher, and active promoter of educa- tional improvement, that Mr. Barnard, who has been for so many years our guide, counselor and friend, should retire at all, and especially with shattered health, from the field of his many labors, at a time when his long deferred hopes of a better day 20 EDUCATIONAL LABORS OF HENRY BARNARD for our common schools arc beginning to be realized, and the seed which he scattered with a bountiful broadcast, is now springing up into an abundant harvest. But we will not forget in our hour of success the earnest and able advocate of that cause when neglected and unpopular. We will not forget the gener- ous and indomitable spirit which prompted him in the outset of his public life to plead that cause, without fee or hope of reward, before a cold and unwilling audience, in the highest council of the State ; which induced him to abandon a professional career for which he had made a most costly and diligent preparation, and in which, steadily pursued, he was sure to win distinction and wealth ; which has enabled him to turn a deaf ear to the voice of political ambition, and to close his heart to the seductions of popular applause, so easily gained by one possessed of his powers of oratory in the discussion of questions of temporary interest ; which has led him to decline positions of the highest literary dignity in college and university that he might give himself up unreservedly to the improvement of the common sehools." Y. COLLEGE. PRESIDENT, 1858 TO 1867 // In August, 1858, Dr. Barnard was elected Chancel- lor of the University of Wisconsin and agent of the Normal Regents. During a stay of nearly two years in Wisconsin he did much to uplift the common schools as well as conduct the affairs of the Univer- sity. The first year he organized a system of oral and written examinations of the normal classes in colleges, academies and high schools. The next year he began a series of teachers' institutes, and the repub- lication from the American Journal of Education of papers on the organization, instruction, and discipline of schools for the teachers of Wisconsin. Four volumes were issued and more than a thousand copies distributed among the teachers of the State. By Y. COLLEGE PRESIDENT, 1858-1867 21 n means of examinations, institutes, and other profes- sional gatherings of teachers he was enabled to reach three-fourths of the teachers of the State in 1860. .: In consequence of severe illness, which was followed by a prolonged physical prostration from which he did not; recover for two years, he tendered his resig- nation as Chancellor of the University of Wisconsin, June, 1860, but it was not accepted until February of the next year. The old St. John's College (founded 1784) at An- napolis, Maryland, closed its doors at the beginning of the civil war and did not re-open until 1866. At~7 that time Dr. Henry Barnard was elected president,*] and upon him the work of re-organization devolved.'" In a communication to the executive committee of the visitors and governors on the re-organization of St. John's College, submitted June 28th, 1866, Dr. Barnard's broad professional spirit and loyalty to the common schools is markedly apparent. He says : \ "Holding it to be the duty and privilege of every educated man, and especially of all institutions charged with any portion of the higher instruction of youth, to cooperate in the general educational movements of the State, I propose, with the appro- bation of the Board, to invite the State Teachers' Association to hold their annual meetings at Annapolis, at such periods of the year as will enable them to occupy our halls and class-rooms for their public exercises, and to accept the hospitalities of the col- lege during the sessions. I propose also to open to the public school teachers of the State any of our courses of instruction connected with their own instruction, free of tuition, and to arrange the time for the lectures in the history, principles, and methods of education so as to facilitate their attendance." 22 EDUCATIONAL LABORS OF HENRY BARNARD / / In less than a year he resigned the presidency of / St. John's College to become the first United States I Commissioner of Education.-^ VI. UNITED STATES COMMISSIONER OF EDUCATION, 1867 TO 1870 H The act establishing the Bureau of Education was approved March 2d, 1867; and March 14th, Hon. Henry Barnard was appointed the first United States Commis- sioner of Education. By his (extended acquaintance with educational systems and institutions in Europe and America, and with his DR. BARNARD IN 1870. fine library of pedagogical books and reports, Dr. Barnard was enabled to enter upon the duties of his office with little or no delay. The first step taken was to make known the pro- visions of the act establishing the Bureau and the information which it sought. This was done by rjneans of circulars to superintendents and institutions. A (searching) inquiry was at once instituted into the administration, instruction, and management of ele- mentary schools, secondary schools, colleges, profes- sional and special schools, societies for the advancement of education, school funds and educational endow- ments, legislation with respect to schools, school architecture, charitable and reformatory institutions, U. S. COMMISSIONER OF EDUCATION, 1867-1870 23 school documents, and memoirs of teachers and bene- factors of education. The results of his investigations were embodied in a scholarly report of eight hundred and fifty-six pages, submitted to the Senate and House of Representatives, June 2d, 1868. This report, which will always take classic rank as an official educational document, not only includes a survey of national and State legisla- tion in our own country, but embraces as well a comprehensive account of public instruction in Switz- '^erland and Prussia. Dr. Barnard held the office of Commissioner of Education until March loth, 1870, when he was suc- ceeded by John Eaton. In this position, as in all the other offices of trust which he had held, he displayed rare zeal and insighr; and well could Ray Palmer in the International Review for January, 1874, say of this first United States Commissioner of Education : "Perhaps no man in the United States has done as much to ! advance, direct, and consolidate the movement for popular edu- cation. In looking back to the commencement of his life-long labors, it would seem that he must contemplate with eminent satisfaction the progress of public sentiment and the good results already attained, as well as the brightening prospects for the future. He has done a work for which his country and coming generations ought to thank him and do honor to his name." VII. EDITOR OF THE AMERICAN JOURNAL or EDUCATION, 1855 TO 1893 The crowning work of Dr. Barnard's long and active life is that monumental cyclopeedia of peda- gogical literature, the American Journal and Library 24 EDUCATIONAL LABORS OF HENRY BARNARD of Education, thirty-one large octavo volumes of over eight hundred pages each. Early in his educational experience iu Connecticut the need of a journal devoted exclusively to the history, theory and prac- tice of systems, institutions, and methods in different countries, with special reference to the conditions and wants of our own, became apparent to Mr. Barnard ; and in a measure he supplied this want in the publi- cation of the Connecticut Common School Journal. But a review more philosophic and comprehensive was needed if the teachers of America were to be broadened and the schools lifted. At the meeting of the American Association for the Advancement of Education, held at the Smithsonian Institution, Wash- ington, December 26, 1854, Dr. Barnard submitted a " Plan of Central Agency for the Advancement of Education in the United States," one of the features of which was the publication of a journal of educa- tion, to be issued monthly or quarterly, embracing accounts of systems, institutions, and methods of education, as well as' current educational thought. The plan was approved, and a standing committee was appointed to carry it into execution as fast as the funds of the Association would permit. But the absence of funds and of pledges of pecuniary cooper- ation prevented the committee from carrying the plan into execution ; so that Dr. Barnard on his own responsibility decided to undertake its publication. The original announcement of the American Jour- nal of Education was issued as a circular May, 1855. In this circular Dr. Barnard says : VII. AMERICAN JOURNAL OF ED'N, 1855-1 S93 25 " In the great educational movement now going forward on this continent, and especially throughout all the States in which the English language prevails, there has seemed for many years to the undersigned to exist, if not a demand, at least the want of not only an American Association of the friends of universal education, but also of a series of publications which should, on the one hand, embody the matured views and varied experience of wise statesmen, educators and teachers in perfecting the organ- izition, administration, instruction and discipline of schools of every grade through a succession of years, under widely varying circumstances of government, society, and religion ; and on the other hand, expose real deficiencies, excite to prudent and efficient action, and serve as a medium of free and frequent com- munication between the friends of education in every portion of these great fields." Upon this broad basis the new journal was an- nounced. The first number of the Journal appeared in Au- gust of that year; the second number appeared the following January, the third in March, and the fourth in May. Volume I. was completed May, 1856. It contained 768 pages and included an account of the meetings of the American Association for the Ad- vancement of Education ; Bishop Huntington's mon- ograph " Unconscious Tuition," since become an educational classic; educational movements and sta- tistics in Russia, Belgium, Great Britain, France, Holland, Germany, and the American States ; ac- counts of the Lawrence Scientific School at Cam- bridge, the Peabody' Institute at Danvers, the Amer- ican Asylum for the Instruction of the Deaf and Dumb at Hartford, and the Perkins Institution for the Blind at Boston, with steel portraits of the found- 26 EDUCATIONAL LABORS OF HENRY BARNARD ers of these institutions; methods of teaching Latin, Greek, Mathematics, and the physical sciences ; edu- cation among the Hebrews and the Cherokee Indians; educational biographies of Ezekiel Cheever, the patriarch of New England schoolmasters, and Thomas H. Gallaudet, the pioneer advocate of education for deaf mutes; besides various articles on school disci- pline, improvement practicable in American colleges, .crimes of children and their prevention, education of women, etc. The Westminster Review said of it : "The first volume of i\\e American Journal of Education we received with unmingled pleasure, save in the regret that Eng- land has as yet nothing in the same field worthy of comparision with it." Upon the completion of this volume the editor said : "Should the Journal be sustained by a liberal subscription list, and should the health of the present editor admit of the requisite labor, it will be continued for a period of five years, or until the issue of ten volumes, conducted substantially on the plan of Volume I." Dr. Barnard's acquaintance with schoolmen and institutions in Europe during his travels of 1835-6 and his visit to London in 185-i to attend the educa- tional exhibit and congress at St. Martyn's Hall was supplemented by correspondence and exchange of letters and educational documents, thus enabling him to accumulate a vast library of the choicest and most instructive parts of the educational literature of all times and peoples. Important articles and mono- graphs from these various sources he had translated VII. AMERICAN JOURNAL OF ED'N, 1855-1893 27 at his own expense ; and the first ten volumes of Journal contain no less than forty-five articles from : von Raumer's Geschichte der Piidagogik, all of Volume III. of Savigny's Geschichte des Romischen Rechts im Mittelalter, portions of Bonghi's Publica Instru- zione, and numerous other articles from standard foreign works published in Germany, France, Switzer- land, Italy, and Great Britain. Upon the completion of the ten volumes promised, realizing the importance and scope of the work before him, he decided to continue the publication of the Journal ; and March, 1862, he wrote in the preface to Volume XL: . " With a moderate encouragement from the thoughtful and active friends of educational improvement, we shall continue our quarterly issues until they have at least reached six (more) volumes." Volume XVI. was completed in 1866, and two volumes of the Journal were published at irregular intervals' during Dr. Barnard's connection with St.. John's College and the Bureau of Education. In the prefatory note to Volume XXI. he wrote : "With this number (for January, 1871) we resume the regu- lar publication of the American Journal of Education which has- been somewhat interrupted, although not positively suspended, during our connection with the Department and Office of Edu- cation. We hope to receive sufficient encouragement to enable us to continue our articles, original and selected, on the existing conditions and movements of education until we have something ' like a comprehensive survey of the past history and present con- ; ditions." With little to encourage him in his great undertak- ing save the consciousness of the need of such a pub- 28 EDUCATIONAL LABORS OF HENRY BARNARD lication,Pr. JBarnard continued to edit the American Journal of Education for ten years more, or until the completion of the work ajsit stands to-day in thirty-one large octavo volumes, f Every project that has been of lasting benefit to the people seems to have required some martyr to its cause before posterity could reap its harvest. Dr. Barnard edited nnd printed ibe American Journal of Education out of his own private fortune, putting into it fifty thousand dollars more than he had realized therefrom. In a letter to the late Robert Herbert Quick, written January 24, 1878, he says : "The publication of the Journal has proved pecuniarily dis- astrous. The subscriptions, paid in from year to year, have never met the expenses of publication. My small income has been reduced by the deprivation of office and the pressure of the times. No publisher can be induced to undertake the responsi- bility of the Journal; and to carry on the work to a point where the encyclopaedic scope of the undertaking could be seen and appreciated has involved my little property in mortgages, and myself in obligations which I am now making a desperate effort to meet. If I am successful in disposing of enough sets or volumes of the Journal to meet the obligations which mature before the first day of May, I shall continue the publication to *he close of Volume XXVIII. If I am not successful, the plates (23,000 pages with more than 1,000 illustrations of school struc- tures) which have cost over $40,000, will go into the melting-pot for type metal, and the volumes on hand will be sold to buyers who may apply within a given time, and at the expiration of that time, will be converted into pulp by the paper makers, and the avails thus realized will be applied, as far as they go, to meet i my obligations ; and thus will end with me an enterprise which i has absorbed my best energies for the last twenty years." Mr. Quick wrote in reply to the New England '.Superintendents : VII. AMERICAN JOURNAL OF ED'N, 1855-1893 29* " I would as soon hear that there was talk of pulling down one of our cathedrals and selling the stones for building material." But this calamity was averted through the interest and activity of a few professional educators in this country and Europe chiefly Dr. Harris and Mr. Quick. A corporation with a capital stock of twenty-five thousand dollars two thousand dollars of which was paid in at the time of incorporation was organized under the laws of the State of New Jersey, July, 1891, as the Henry Barnard Publishing Company, with Dr. W. T. Harris, president. There has also been organ- ized the Henry Barnard Society, membership in which entitles the holders to special reductions in the pur- chase of any of the Henry Barnard publications. These organizations have in view two munificent ends to relieve Dr. Barnard of financial embarrass- ment in the closing years of his life, and to bring to- the attention of teachers and others the wealth of educational literature contained in his American Journal of Education. This great work of Dr. Barnard's is not a school journal or review, in the accepted use of those words,, but as Mr. Quick has aptly remarked a vast encyclo- paedia of educational literature. In the domain of his- torical pedagogy, it gives accounts of the development of human culture, both theoretical and practical,, under varying conditions of race, climate, religion and government ; the attempts at systematic training of children in the family and schools, by parents and teachers, among the nations of the East through the 30 EoDCATioNAr, LABORS OF HENRY BARNARD writings of Confucius in China, the Vedas and Bud- dha in India, Zoroaster in Persia, the Ptolemies in Egypt, and Mosee, Solomon, and the rabbis in Pales- tine; among the Greeks, through the institutions of Pythagoras and Solon and the teachings of Socrates and Aristotle ; among the Romans through the di- dactics of Cato, Seneca, and Quintilian ; among the modern nations of Europe through the schools peculiar to the early Christians those of Chrysostom and Basil, the Catechetical school at Alexandria, the mo- nastic and cloister schools of Saint Jerome and Ter- tullian, the court schools of Charlemagne and the educational labors of Alcuin,the modifications wrought through the influences of Arabian learning with the establishment of Mohammedanism in the Seventh century, the domination of the religious conceptions of Abelard and Scholasticism, the rise and growth of universities and the awakening of the scientific spirit, the revival of letters and the study of the classics, the long-protracted struggle between humanism and realism, and the gradual expansion and realization of universal education. These are some of the lines of historical thought more or less fully developed that one finds in studying the historical development of the human intellect in these thirty-one volumes of Dr. Barnard's Journal. Systems of education in the old world and in the new, normal schools and other insti- tutions devoted to the professional training of teachers, the organization and curricula of colleges and technical schools, institutions for criminals and defective classes, physical education, school architecture, and VII. AMERICAN JOURNAL OF ED'N, 1855-1893 31 other departments of theoretical and practical peda- gogy find full and clear expression in the twenty- seven thousand pages of choice literature printed in the American Journal of Education. Oscar Browning says in the Encyclopaedia Britan- nica : "The great work of Henry Barnard, the American Journal of , Education, has valuable papers on almost every part of our sub- ject (education) ; it is by far the most valuable work in our Ian- \ guage on the history of education." President D. C. Gil man, in an article devoted to the educational development of our country, published in the North American Review for January, 1876, says : "It is the best and only general authority in respect to the progress of American education during the past century. The t comprehensiveness of this work and its persistent publication under many adverse circumstances, entitle the editor to the grateful recognition of all investigators of our system of instruc- tion." Besides the American Journal of Education, Dr. Barnard has published a Library of Education of fifty-two volumes of spe- cial treatises. These treat- ises are reprints from the Journal and cover educa-^j tional aphorisms ; studies and conduct; the kinder- DB. BARNARD IN 1893. ^ artCn a " d child-Culture ; Pestalozzi and Pestaloz- zianism ; primary and elementary schools; subjects 82 EDUCATIONAL LABORS OF UKNKY BARNARD and methods of grammar and high schools; national education in Europe; state and city school systems in America; art schools and museums; representative [teachers and benefactors of education ; and other sub- jects discussed at length in the Journal. VIII. BIBLIOGRAPHY, 1811 TO 1893 HENRY BARNARD. The American Journal of Edu- cation. Volumes I. to XXXI. Hartford, 1855 to 1893. Normal Schools. Hartford, 1851. National Education in Europe. Hartford, 1854. -Annual Report of the Department of Educa- tion, 1867-68. Washington, 1868. School Architecture and Plans for Graded Schools. Washington, 1867. -Report on the Condition of the Public Schools of Rhode Island for 1845. Providence, 1846. -Report and Documents Relating to the Pub- lic Schools of Rhode Island for 1848. Providence, 1849. Competitive Examinations for Admission to Public Service. Addresses and Proceedings of the National Teachers' Association. Ogdensburg, 18(54. WILLIAM F. ALLEN and DAVID E. SPENCER. Higher Education in Wisconsin. Washington, 1889. C. W. BAKDEEX. Educational Journalism. An ad- dress before the New York State Teachers' Associ- ation. Syracuse, 1885. VIII. BIBLIOGRAPHY, 1811-1893 33 THOMAS W. BICKNELL. A Brief History of Educa- tional Journalism in New England. Proceedings of the International Congress of Educators. Wash- ington, 1886. ROGIERRO BONGHI. Iiistruzione Publiche ncgli Stati Uniti. Korne, 1870. RICHARD G. BOONE. Education in the United States. New York, 1890. OSCAR BROWNING. Encyclopaedia Britannica. Yol. VII. New York, 18TS. F. BUISSON. Dictionnaire de Pedagogic. Tome Pre- mier. Paris, 1882. NICHOLAS MURRAY BUTLER. The Barnard Relief Movement. Educational Review, New York, April, 1892. NOAH PORTER. Henry Barnard : His Labors in Con- necticut and Rhode Island. Connecticut Common School Journal, Hartford, January, 1855. * * * Common Schools in Rhode Island. North American Review, Boston, July, 1818, EVERT A. and GEORGE L. DUYCKINCK. Cyclopaedia of American Literature. Vol. II. Philadelphia, 1881. J. G. FITCH. Notes on American Schools and Train- ing Colleges. London, 1S90. EDWARD M. GALLAUDET. Life of Thomas Hopkins Gallaudet. New York, 1888. DANIEL C. GILMAN. Education in America. North American Review, New York, January, 1876. S. G. GOODRICH. Recollections of a Lifetime. New York and Auburn, 1857. 34 EDUCATIONAL LABORS OF HENRY BARNARD WILLIAM T. HARRIS. Analytical Index to Barnard's American Journal of Education. Washington, 1892. - Circulars Relating to the Henry Barnard Pub- lishing Company. Washington, C. II. HENRY. The Common School System in Con- necticut. New York Remeio, New York, April, 1842. JAMES KENT. Commentaries on American Law. Volume II. Boston, 1884. HENRY KIDDLE and ALEX. J. SCHEM Cyclodasdia of Education. New York, 1883. B. H. LAWRENCE. The Basis of a Teacher's Library. Journal of Education, Boston, June 2, 1881. A. LE ROY. Les Ecoles dans 1'Amerique du Nord. Tournai et Bruxelles, 1853. HORACE MANN. Ninth Annual Report of the Massa- chusetts Board of Education. Boston, 1846. MARY MANN. Life of Horace Mann. Boston, 1891. * * * National Cyclo'ptelia of American Biog- raphy. Volume I. New York, 1892. RAY PALMER Universal Education. International Review. New York, January, 1874. FRANCIS W. PARKER. Books on Education. Practi- cal Teacher. Chicago, June, 18S5. JULES PAROZ. Histoire Universelle de la Pedagogic. Paris, 1883. ELIZABETH P. PEABODY. Barnard's Journal of Edu- cation. Sunday Herald, Boston, June 12, 1881. JOHN D. PHILBRICK. Henry Barnard, the American VIII. BIBLIOGRAPHY, 1811-1893 35 Educator. Massachusetts Teacher, Boston, Janu- ary, 1858. City School Systems in the United States. Washington, 1885. * * * Political Economy and Education. West- minster Review, London, October, 1854. ALONZO POTTER. The School: Its Ohjects, Rela- tions, and Uses. Boston, 1843. ROBERT HERBERT QUICK. * * * Journal of Edu- cation, London, July, 1875. GEORGE RIPLEY AND CHARLES A. DANA. The New American Cyclopaedia. Volume II. New York, 1878. P. A. SILJESTROEM. The Educational Institutions of the United States. Translated from the Swedish by Fredrica Rowan. London, 1853. BERNARD C. STKINER. The History of University Education in Maryland. Baltimore, 181)1. THOMAS B. STOCK WELL. A History of Public Educa- tion in Rhode Island. Providence, 1S76. JAMES GRANT WILSON, AND JOHN FISKE. Appleton's Cyclopaedia of American Biography. Volume I. New York, 1888. JAMES PYLE WICKERSHAM. A History of Education in Pennsylvania. Lancaster, 1SS6. HERMANN WIMMKR. Die Kirche und Schulein Nord Amerika. Leipzig, 1853. ALBERT E. WINSIIIP. Dr. Barnard. Journal of Edu- cation, Boston, June 19, 1S90. -THE SCHOOL BULLETIN PUBLICATIONS.- Biographies of Great Teachers. 1. John Anio.t Conifnltu, Bifhop of the Moravian* ; Ait Lift and Educational Work*. By 8. S. I.AfiiiE. Cloth, ISmo, pp. 229, $1.00. The recent wide celebration of the 900th anniversary of the birthday of tills greatest of educational reformers innkeshls biography indispensable. We have also reprinted hit) famous text-book, the Orbit fictut, with 151 illustrations, price $3.00. 2. A nioffrajtiical Memoir of Samuel Uartlib, with Bibliographical Notices of works published by him. By II. DIRCKS. Cloth. 12mo, pp.124, $2.00. It was this Uartlib to whom Milton addressed his " Small Tractate of Education," and who brought Comenlusto England. He was foremost ID educational movements of the time, and this rare volume, of which we purchased the remainder of the edition, Is of great value. 3. A Memoir of lioytr Ancfiam, by SAMUEL JOHNSON, LL.D.; and Selec- tions from the Life of Tftomat Arnold, by Dean STANLEY. Edited, with In- troductions and Notes by JAMES S. CAIU.ISLB. Cloth, 16mo, pp. 252, $1. Besides the biography of Ascham in full this volume contains selections from " The Schoolmaster," with fac-simile of the ancient title-page. We also publish Ascham's Complete Works in four handsome volumes at $5.00. From Stanley's " Life of Arnold " those chapters have been taken which refer to his work as a teacher, and are published without change. Thus the book gives in small compass and at a low price all that is most impor- ant in the lives of these two great teachers. . *J U. An Old Educational Reformer. Dr. Andrew Bell. By J. M. D. MEIKI.E- JOHN. Cloth, ICmo, pp. 182, $1.00. Dr. Bell was the founder of the Monitorial System that swept over Eng- land and America in the early part of this century, and was at that time the most famous teacher in the world. Prof. Meiklejohn has made his biography as entertaining as it is important in the history of education. 5. Pestaloszi: his Aim and work. By Baron DE GUIMPS. Translated by MARGARET CVTHBERTSOX CROMBIE. Cloth, 12mo, pp. 336, $1.50. " A teacher knowing nothing of Pestalozzi would be like the lawyer that has never heard of Blackstone. We commend this book strongly as specially adapted to younger students of pedagogy." Ohio Ed'l Monthly, June, 1889. 6'. Autobiography of Friedench Froebel. Translated and annotated by EMILIE MICIIAEUS and II. KEATLKV MOORE. Cloth, 12mo, pp. 183, $1.50. '" He writes so simply and confidentially that no one can fail to under- stand everything in this new translation. It would be of great benefit to ' American youth for fathers and mothers to read this book for themselves, instead of leaving it entirely to professional teachers." Xew York I It raid. 7. EiiMijs on Educational Reformers. By R. H. QCICK. Cloth, ICmo, pp. 331, $1.50. f Its vivacious style makes it the most interesting of educational histories. We publish separately at 15 cts. each these chapters: I. The Jesuits, II. Co- nienius, III. Locke, IV. Rousseau, V. Basedow, VI. Jacotot, VII. Pestalozzi. C. W. BARDEEX, Publisher, Syracuse, N. Y. -Tim SCHOOL BULLETIN PUBLICATIONS.- John Amos Comenius, 1. John Amos Comenius, Bishop of the Moravians, his Life and Educational Works. By S. 8. LAUIIIE. Reading Circle Edition. Cloth, 16mo, pp. 272. gi. oo. This edition differs from those hitherto published (1) in being in- dexed by head-lines, (2) in the Inser- tion of five portraits, and (3) in the addition of a bibliography, with fif- teen photographic reproductions of pages from early editions of his works. The core of the book is the account of The Great Didactic, pages 73-153, the best treatise on Method ever published, at once broad, sound, suggestive, and practically helpful. As a contribution both to the history of education and to its theories this book occupies a unique place, and is indis- pensable in even a small library of teachers' books. '2. The Orbis Pictus of John Amos Comenius. Cloth, 8vo, pp. 232. $3.00. This beautiful volume is a reprint of the English edition of 1727, but with reproduction of the 151 copper-plate illustrations of the original edition of 1058. A copy of the rare original commands a hundred dollars, and this reprint must be considered a most important contribution to pedagogical literature. The Orbis Pictus was not only the first book of object lessons, but the first text-book in general use, and indeed, as the Encyclopaedia Britannica states, " the first children's picture-book." The book is a beautiful piece of work, and in every way superior to most of the fac-similes we have so far been presented with. N. Y. World. We welcome this resurrection of the Orbis Pictus, which has lain too long in suspended animation. The master-piece of Comenius, the prince of European educators of the 17th century, was the greatest boon conferred on the little ones in primary schools. Nation. The old wood illustrations are reproduced with absolute fidelity by a photographic process, and as the text follows closely letter by letter the old text, the book is substantially a copy of the rare original. Literary World. 3. The Place of Comenius in the History of Education. By NICHOLAS MUR- RAY BUTLER. Paper. 16mo, pp. 20 . 15 cts. It. The Text- Books of Comenius. By WM. H. MAXWELL. Paper, 8vo, pp. 24. 29 Illustrations. 25 cts. Everyone who feels that he cannot afford that beautiful volume, the Orbis Pictus, should invest a quarter in this, and find out what Comenius did. Educational Courant. C. W. BARDEEN, Publisher, Syracuse, N. Y. -THE SCHOOL BtTLLFTIX IV/ILfCA 7Y0.V&- John Henry Pestaloz/J. Pttalo:zi ,///>. t im nml \York. By BAHON DE ftcntFfl. Translated by Margaret Cuthberteon CYomble. Cloth, 12mo, pp. 33C. $1.50. Among the best books that could be added to the teacher's library- The C/tautauyuan, Oct., 1889. It is sufficient to -ay that the book affords the fullest material fur u knowledge of the life of the great educational reformer. Littrary World, June 22, 1889. The most satisfactory biography of Pestalozzl accessible to English readers. Wisconsin Journal of Edu- cation, Aug., 1889. There is not a teacher anywhere who cannot learn something by the penisal < f this work. Science, June 7, 1889. The work is a timely reminder how far we have strayed in following the deity of "examination ", which should have been kept in its place as the handmaid of education. TJie Schoolmaster, London, Fob. 10, 1889. 2. Pestalozzi and Pestalazzianlsm. By li. II. Quick. Paper, 16mo, pp. 40. 15 cts. S. Lessons in Numbers, as given in a Pestalozzian Scfiool, Cheain, Surrey, The Master' a Manual. By C. REINER. Cloth, 16mo, pp. 224. 81-50. It. Lessons in Form, or, (in Introduction to Gfomttry as yiren in a Pesta- lozzian School, Cheam, Surrey. By C'. REINER. Cloth, 16mo, pp. 215. $1.50. Both 3 and 4 in one volume, 82.00. These works were prepared in 1835 under the supervision of Dr. C. Mayo in the first English Pestalozzian school, and have particular value as repre- senting directly the educational methods of the great reformer. 5. Object Lessons ; or Words and Things. By T. G. ROOPEK. Leatherette, 16mo, pp, 56. 50 cts. This little work is at once philosophical and practical. It gives the basis on which the theory of object-teaching rests, adds hints as to how it may be made useful, and then gives a lesson on The Duck, which for interest and suggestiyeness has nowhere been equalled. It partakes of the true spirit of Pestalozzi. 6. Thf Pestalozzian Series of Arithmetics, Based upon Pestalozzi's method of teaching Elementary Number. By JAMES II. HOOSE. Boards, ICmo, First Year, Pupil's Edition, pp. 156, 35 cts. Teacher's Edition, contain- ing the former, with additional matter, pp. 217. 50 cts. Second Year, Pupil's Edition, 50 cts. In many schools this system is considered the only true method. C. W. BARDEEN, Publisher, Syracuse, N. Y. THE SCHOOL BULLETIN PUBLIC A T1ONS.- Friedricli Froebel. 1. Autobiography of Friedrich, Froebel. Translated and annotated by EMH.Y MICHAELIS and II. KEATLY MOORE. Cloth, 12mo, pp. 183. gl.tO. Useful and interesting * * * among the best that could be added to the teacher's library. The Chautau- quan, Oct., 1889. There is no better introduction to the Kindergarten. Wisconsin Journal Of Education, Sept., 1889. 2. Chill and Child-Nature. Con- tributions to the understanding of Froebel's Educational Theories. By the Baroness MARENIIOLTZ VON BUELOW. Cloth, 12mo, pp. 207. $1.50. It is a fit companion to the Autobiography and the two are published in the same style a capital idea and a royal pair of volumes they make. Educational Couranl, Oct., 1889. Its design is to illustrate the theory and philosopy of Froebel's system. It does this so clearly and pleasingly as to give no excuse for criticism. * * * * The volume is one profitable for every mother, as well as every teacher of children. Chicago Interocean, Sept. 14, 1889. 3. The First Three Years of Childhood. By B. PEREZ, with an Intro- duction by Prof. Sully. Cloth, 12mo, pp. 294. $1.50. The eminent English psychologist, Prof. Sully, says that Perez combines in a very happy and unusual way the different qualifications of a good ob- server of children, and that he has given us the fullest account yet pub- lished of the facts of child-life. Journal of Pedagogy, April, 1889. h. The Kindergarten System. Principles of Froebel's System, and their bearing on the Education of Women. Also remarks on the Higher Educa- tion of Women. By EMILY SHIRREFF. Cloth, 12mo, pp. 200. $1.00. 5. Essays on the Kindergarten. Being a selection of Lectures read be- fore the London Froebel Society. Cloth, 12mo, pp. 175. $1.00. 6. Primary Helps. By W. N. HAILMAKK. A Kindergarten Manual for Public School Teachers. Boards, 8vo, pp. 58, with 15 full page plates. 75 cts. 7. The New Education. Edited by W. N. HAILMANN. Vol. VI., the last published. Cloth, 8vo, pp. 146. $2.00. 8. The New Education. By Prof. J. M. D. MEIKELJOHN. Paper, 16mo, pp. 35. 15 Cts. C. W. BARDEEN, Publisher, Syracuse, N. Y, THK SCHOOL BULLETl\ PUBLICATIONS.- The Science of Education, 1. Ontlim* of Pedagogics. By W. REIN, Director of the Pedagogical Seminary at the University of Jena. Translated by C. C. and Ida J. Van Llew, with additional Notes by the former. Cloth, 12mo, pp. 208. $1.25. This is the standard text-book of the Herbartian system, now becoming generally recognized everywhere. S. Apperception, or " A Pot of Oreen Feather*.'"' By T. O. HOOPER. Leatherette, ICino, pp. 58. 60 cts. This Is a popular presentation of one of the main features of the Her- bartian system, and Is published at the suggestion of \V. T. Harris, LL.D., Commissioner of Education, who says of it : "The idea of 'apperception' is the most important fruit thus far de- veloped by the study of the psychology of i>edagogics. R. II. Quick, the eminent English authority, refers in the highest terms to a short mono- graph on pedagogics which he had recently discovered, entitled A Pot of Oreen Feathers." S. Education and Educator*. By DAVID KAY. Cloth, 12mo, pp. 490. $2.00. Discusses with force and felicity some of the most important problems of pedagogy, and is a recognized standard. 4. The Theory of Education. By \V. T. HARRIS. Paper, 16mo, pp. 54. 15 cts. Discusses especially the principles that underlie oral education. f>. A Small Tractate of Education. By JOHN MILTON. Paper, 16mo, pp. 26. 15 cts. Considered by Oscar Browning in the Encycloptedia Britannica, as "far more important in the literature of the subject than the treatise of Locke." G. Sex in Mind and Education. By II. MAUDSLEY. Paper, 16mo, pp. 42. 15 cts. "A masterly treatment of a delicate subject." -V. E. Journal of Ed" n. 7. Education as viewed by Thinkers. Paper, IGmo, pp. 47. 15 cts. 8. Lectures on the Science and Art of Education. By JOSEPH PAYNE. Cloth, 16mo, pp. 384. $1.00. The full analyses and indexes in this edition make it easy to collate and compare all that the author has uttered upon any topic suggested. 9. The Philosophy of Education, or the 7'rinciples and Practice-of Teaching. By THOMAS TATE. Cloth, 16mo, pp. 440. $1.50. This is without a rival in its clear presentation and abundant illustra- tions. The author is not content with giving directions. He shows by specimens of class-work just what may be done and should be done. 10. The First Three Years of Childhood. By II. PEKEZ. With an intro- duction by Prof. JAMES SULLY. Cloth, 12mo, pp. 294. $1.50. The Journal of Pedagogy says (April, 1889) : " Some of the greatest ques- tions relating to primary education can be solved by an accurate observation and correct interprecation of the infant mind, and as the author of this vol- ume combines the proper qualifications for the work with ample opportun- ity, his observations and deductionsAre entitled to the highest confidence." C. W. BARDEEN, Publisher, Syracuse, N. Y. * 3 4 2 UCLA-ED/PSYCH Ubrary LB 695 B2M7 I III! II I I L 005 620 637 Education Library LB 695 B2M7 UC SOUTHERN REGIONAL LIBRARY FACILITY A 001 114457 3 UNIVERSITY of CALIFORNIA LOS AJNGELES T YrT1 A T1VT