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Revista Interamericana de Bibliografía (RIB)
Número: 2
Título: 1998

AUTHOR INDEX TO LA ENCICLOPEDIA DE EDUCACIÓN

NOTE: Authors are listed alphabetically, with anonymous works alphabetized by title. Authors’ names have been expressed in their native language and on occasion have been corrected. Reference is by “Volume number(s) (Roman): issue number(s) (Arabic). page numbers (Arabic).”

Bain, Alexander (Scotland; 1818-1903). “La ciencia de la educación.” III:6.468-609; IV:7.3-121. [This influential philosopher recommended a pro-science, anti-Classical curriculum. In the Enciclopedia, Book II, “Los métodos,” appears first (cf. Education as a Science, third edition (London, 1879) 173-386; then Book I, “Bases sicológicas,”.[1]-172. Internal evidence suggests that the source of the version published in the Enciclopedia was a French translation (see Berra 1878:702).

Barnard, Henry (United States; 1811-1900). “Auxiliar para inspectores de escuelas.” I: 1.223-35. [“Este cuestionario es el más completo de todos los que conocemos formulados para la adquisición de informes” (223). It appears in AJE, “Common Schools in Connecticut,” I.

(Supplementary number, 1855), 686-96; and was originally developed between 1838 and 1842 and published in Barnard’s Connecticut Common School Journal in January 1855 (see Wells 1915). The questionnaire deals with physical plant, equipment, examinations, subject matter, texts, methods, and the background and preparation of instructors. It is the source of Varela’s own abridged questionnaire, which appeared in La educación del pueblo (1964a [1874]:II, 227-34).

_____. “Escuela Normal en Kussnacht, en el cantón de Zurich.” I: 2. 550-57. [From AJE, XVII (January, 1868), 361-65; also, AJE, XIII (June 1863): 332-34.]

_____. “Educación primaria en Alemania (sacado del Diario Americano de Educación, de Barnard).” III:6, 610-43. [From “Primary Education in Germany,” AJE, VIII (June, 1860), 348-70; also in Barnard’s National Education in Europe (Hartford, 1854), 17-ff.]

_____. “Escuelas normales en los Estados-Unidos.” II:4.495-590; III:5.73-111. [An historical and descriptive study of normal schools, organized by state. Based chiefly on AJE, XVII (September, 1868), 681-782, 785-820.]

_____. “Instrucción pública en Prusia: Escuelas secundarias. (Sacado del Informe Anual correspondiente a 1867-68, presentado al Senado de los Estados Unidos).” IV:7.122-210. [Most of this portion of Barnard’s Report, his initial one as first Commissioner of the U. S. Department of Education, appeared in AJE, XVII (April, 1868), 433-508. See Warren 1974:112-17 on the cumbersome original document of some 900 pages, characterized as “ponderous and profoundly unreadable” (114).]

_____. “Instrucción pública en Zurich.” I:2.523-49. [A translation of AJE, XVII (January, 1868), 337-60.]

Bateman, Newton (United States; 1822-1897). “Para pueblo americano educación americana.” I:1.45-57. [Bateman is considered the organizer of public schools in Illinois, and has been called “the Horace Mann of the West.” This essay is “The American Idea of Popular Education,” published as part of Bateman’s “Sixth Biennial Report of the Superintendent of Public Instruction” for the State of Illinois (1865-66), pp. 180-208. The title comes from a speech by James Pyle Wickersham (United States; 1825-1891), which had appeared in Spanish translation in Sarmiento’s Ambas Américas, 2 (1867). One sentence from the Wickersham article is quoted, without credit, in Varela’s thirteenth letter to El Siglo: “La república es un organismo, no un mecanismo; crece, no se hace” (1 de febrero de 1868: Varela 1945:112). Wickersham was one of several United States educatorswhom Sarmiento unsuccessfully attempted to bring to Argentina to assist in the establishment and administration of schools.]

Berra, F[rancisco] A. (Argentina-Uruguay; 1844-1906). “¿Cómo se debe instruir?” II:4.591-636. [Signed “Montevideo, Junio de 1879.” On perception, sense-training, and object lessons.]

_____. “La reforma de la ortografía.” III:5.44-72. [Signed “Montevideo, Julio de 1879.” Toward a more consistent representation of speech sounds with 24 consonant graphemes, eliminating h ( zero), k ( c), qu ( c), x ( cs), y ( i); and giving r, c, and g one value each.]

Bert, Paul (France; 1833-1886). “Informe sobre la ley de la enseñanza primaria (proyecto de Barodet), presentado a la Cámara de Diputados de Francia.” IV:8. 556-638. [”El informe que publicamos fue presentado a las oficinas de la Cámara, el 6 de Diciembre de 1879.”]

Buisson, F[erdinand Édouard] (France; 1841-1932). “Las escuelas norte-americanas.” “Grammar schools.” II:3.281-312. Sample exercises and student productions. [The author was an inspector of public instruction in France and head of the Commission sent to Philadelphia’s World Fair in 1876. Buisson wrote a “Rapport sur l’instruction primaire à l’Exposition universelle de Philadelphie en 1876, presenté à M. le Ministre de l’Instruction Publique au nom de la commission envoyée par le ministère à Philadelphie,” (Paris, 1878, 688 pp.). The source used by the Enciclopedia was probably Buisson’s Devoirs d’écoliers américains, recueillis a l’éxposition de Philadelphie, 1876 (Paris: Hachette, 1877). Berra (1878:697-98) describes this work as “una colección de composiciones literarias hechas por alumnos de las escuelas norte-americanas. Deben poseerla los maestros principiantes ó poco adelantados, para tener idea de esta clase de trabajos.”]

_____. “Lo que son las escuelas norte-americanas.” I:2.661-80. [From p. 664 to the end, the Enciclopedia presents a set of “Lecciones de los estudiantes americanos, recogidas en la Exposición de Filadelfia (1876).” Types of lessons and the answers supplied by students are given, along with the students’ ages and schools.]

Colonna, Salvatore (Italy; born 1842). “De la pedagogía. Discurso inaugural del curso de pedagogía.” I:2.647-60. [From Colonna’s Corso completo di pedagogia elementare (1872). Berra (1878:704) writes: “El Sr. Colonna ha enseñado la pedagogía en varias escuelas normales y su obra ha sido de las más generalizadas en la enseñanza pedagógica italiana. Se vulgarizan en ella las doctrinas de Rayneri y constituye el manual más extenso de que pueden disponer los maestros y aspirantes de Italia.”]

Currie, James (Scotland). “Materias y métodos de enseñanza primaria.” I:1.203-22; I:2.635-46; II:3.231-40; II:4.485-91. [The author was Principal of the Church of Scotland Training College. These passages appeared in AJE in September, 1860 (IX, 229-293). Cf. Currie’s Principles and Practice of Early and Infant School Education, Edinburgh. In 1890, Appleton published a Spanish translation of the work, by F. Ramírez: see Ponce (1902:24).]

De Salve. “La instrucción pública en Argelia. (Exposición universal de París, 1878).” III:5.112-21. [Signed “Argel, 10 de Febrero de 1878.”]

Delon, Mme. Fanny Ch. (France; 1839-1873) and Delon, M. Charles (France; born 1839). “Ejercicios y trabajos para los niños según el método y los procedimientos de Pestalozzi y de Froebel.” IV:8.491-555; V:9.3-56. [Hands-on activities for young students. The Delons’ book, Méthode intuitive. Exercices et travaux pour les enfants selon la méthode et les procédes de Pestalozzi et de Froebel, was published in Paris (Hachette, 1873).]

Droz, Mr. [Numa] (Switzerland; 1844-99). “La instrucción primaria en Suiza. Informe presentado al Consejo Federal Suizo en 1878.” II:3.156-230. [Droz was Head of the Department of the Interior. The Enciclopedia omits the first chapter of the work, on the development of article 27 of the Swiss constitution, but the text of the article itself is given. The Report opposes centralization of primary education and supports free, obligatory, lay public instruction.]

“Escuelas comunes.” II:3.42-60. [On public schools and the value of popular education: schools combat poverty and crime and promote productivity. A translation of portions of the review-article “Annual Report of the School Committee of the City of Boston, 1864,” The Biblical Repertory and Princeton Review, XXXVIII (January, 1866), 25-47.]

Fairchild, Rev. James Harris (United States; 1817-1902). “Co-educación de los sexos.” I:2.508-22. “Discurso pronunciado en una reunión de presidentes de Colegio en Springfield, Illinois [10 July 1867].” [This piece appeared in AJE (XVII [September, 1867], 385-99) as “Co-education of the Sexes.”]

Ferry, Jules François Camille. (France; 1832-1893). “Plan de estudios decretado en Francia por el Ministro de la Instrucción Pública y Bellas Artes, Jules Ferry, el 2 de agosto de 1880.” V:9.208-71. [On the work of this Positivist equalitarian, and supporter of universal education, see Pontiel 1966:283-5, 294.]

Fouillée, Alfred Jules Émile (France; 1838-1912). “La reforma de la enseñanza filosófica y moral en Francia.” V:9.173-207. [The author was a specialist in the history and pedagogy of philosophy.]

García, Manuel R. (Argentina; 1826-1887). “La economía doméstica enseñada como ciencia.” II:4.492-94. [García, Argentine minister in Washington after Sarmiento, was sent to the Philadelphia World’s Fair in 1876. This passage, on the system of educating women onbudgetary matters, was taken from García’s “Informes sobre la educación en los Estados Unidos” (1879), sent to the Argentine government.]

Hart, James Morgan (United States; 1839-1916). “Las universidades alemanas.” IV:7.211-311; IV:8.313-432. [Hart, son of John Seely Hart, was a philologist and educator who visited Germany from June, 1872 to 1874. Upon his return, he became Chair of English literature and Modern Languages at the University of Cincinnati, and published his German Universities: A Narrative of Personal Experience, Together with Recent Statistical Information, Practical Suggestions, and a Comparison of the German [,] English and American Systems of Higher Education (New York: G. P. Putnam’s Sons, 1874).]

Hart, John Seely (United States; 1810-1877). “Escuelas para la educación profesional de maestros.” II:2.372-98. [Hart was the Principal of the State Normal School at Trenton, New Jersey, later Trenton State College. This essay appeared in AJE as “Schools for the Professional Education of Teachers” (XVII [September, 1867], 401-24).]

Hullah, John. (England; 1813-1884). “Informe presentado al Consejo de Educación de Inglaterra y Gales, sobre la instrucción musical en las escuelas elementales del continente europeo, 1879-1880.” V:9.290-318. [Dated “Londres, Agosto 20 de 1879.” The author was a composer and teacher, and served as musical inspector of training schools in the United Kingdom.]

Johonnot, James (United States; 1823-1888). “Principios relativos a la enseñanza y su aplicación. De los poderes mentales.” V:9.57-120. [Johonnot was Head of the State Normal School at Warrensburg, Missouri. This selection is a translation of Chapters II and III of his Principles and Practice of Teaching (New York: D. Appleton and Company, 1894 [1878]), pp. 25-66, entitled “The Mental Powers” and “Objective Course of Instruction.” The Chilean educator J. Abelardo Núñez translated this work for Appleton in 1885.]

[Kiddle, Henry (England-United States; 1824-1891) and Alexander J. Schem (Germany-United States; 1826-1881)]. “Year-Book of Education de 1878: La instrucción obligatoria.” II:3.275-80. [This article, translated by Varela, studies the effects of compulsory attendance laws. Those of Uruguay and other South American countries are too recent for study, according to Varela. The article recommends that such laws not be imposed where they cannot be enforced, but claims that they will be a necessity someday. From Kiddle and Schem’s Year-book of Education for 1878, (New York: E. Steiger, London: Sampson, Low & Co., 1878), s. v. “Compulsory Education,” (pp.36-38). The Year-book series was designed as a set of annual supplements to Kiddle and Schem’s Encyclopedia of Education (1878).

_____.”Year-Book of Education de 1878: Museos de Educación.” II:3.272-4. [A survey of Education Museums around the world, in part inspired by the 1876 Philadelphia Exposition. Varela’s introductory note states that in 1876 a Museo Pedagógico was proposed for Montevideo, but that then the plan was dropped “por la falta de recursos” (272). In addition to a brief description of the Ontario “depósito educacionista,” the article includes samples of student work, object-lesson materials, and texts. Except for last section, the passage comes from Kiddle and Schem’s The Year-book of Education for 1878, s.v. “Museum, Educational” (p. 131).]

Lalor, John (Ireland; 1814-1856). “Naturaleza y valor de la educación.” I:1.283-93; I:2.429-39; II:3.249-71. [Cf. AJE, “Nature and Objects of Education. Prize Essay on the Expediency and Means of Elevating the Profession of the Educator in Society. Published by the Central Society of Education. London” (XVI, [March, 1866], 633-64). This essay, a survey of the meaning of education, with emphasis on physical activity, was also published in by Barnard in True Student Life (Hartford, 1873, 2nd ed, 33-64), and in a separate volume (2nd ed. 1872: see Steiner 1919:98).]

Latorre, Lorenzo (Uruguay; 1840-1916). “Ley de Educación Común” (Montevideo, agosto 25 de 1877). I:1.17-23.

Laveleye, Émile de (Belgium; 1822-1892). “La instrucción pública en Alemania.” I:1.58-83. [Extracted from L’Instruction du peuple (Paris, 1872), pp. 101-34.]

_____. “La instrucción pública en el Canadá.” I:2.418-28. [From L’Instruction du peuple, pp. 155-67.]

_____. “La instrucción pública en Inglaterra.” I:2.399-417. [From L’Instruction du peuple, pp. 134-55.]

_____. “La instrucción pública en Noruega.” II:4.477-84. [L’Instruction du peuple, pp. 301-12.]

_____. “La instrucción pública en Suecia.” II:4.459-76. [L’Instruction du peuple, pp. 281-301.]

Mann, Horace (United States; 1796-1859). “De la fisiología en las escuelas públicas (Informe de 1842).” II:3.61-105. [From Mann’s “Sixth Report” to the Massachusetts Board of Education. In this passage Mann “submits the opinions of eminent physicians in regard to the importance of the study of physiology and hygiene to the young” (Barnard 1969 [1861]:380).]

_____. “Informes sobre Educación: Primer informe.” I:1.124-47. [A brief introduction quotes Henry Barnard’s assessment of the value of Mann’s “Reports” to the Massachusetts Board of Education (See AJE, V (1858), 622, 637). Before the actual “Report,” there is a document entitled “Primer informe anual de la Comisión de Educación,” signed by Edward Everett et al., Boston, Febrero 1º de 1838 (125-29). The Enciclopedia adds an introductory commentary: “Los Informes de Horacio Mann tienen para nosotros un interés que puede llamarse de actualidad, porque escritos con el propósito de propender al mejoramiento de la instrucción pública en el Estado de Massachusetts, se refieren a un orden de cosas que era muy semejante, aunque algo superior, a aquel en que a ese respecto, se encuentran todas o la mayor parte de las Repúblicas Sud-Americanas” (124).

_____. “Informes sobre educación: Informe sobre las casas de escuelas: Suplementario del primer informe anual.” I:2.440-64. [Dated “Boston, Mayo 27 de 1838.”]

Mansfield, Edward D. (United States; 1801-1880). “La educación americana: sus principios y sus elementos. Dedicado a los maestros de los Estados Unidos.” V:9. 272-89. [A brief discussion of personal qualities and training necessary for teachers. Chapter IV of Mansfield’s American Education, its Principles and Elements, dedicated to the Teachers of the United States (1850).]

Marcel, C[laude] (France; 1793-1876). “Conversaciones sobre objetos.” I:1.236-67, 276-82. These passages are from Marcel’s Language as a Means of Mental Culture (London, 2 vls). “Conversations on Objects” appeared in the AJE in March and June of 1862, 21-52 and 330-56); the material from pp. 330-352 is not translated in the Enciclopedia, which skips directly to the section “Specimen of Conversations on Objects” (353-56). These materials stress sense training as a way to demonstrate “la analogía que existe entre las funciones de las facultades físicas y mentales.”]

“Memoria sobre la instrucción primaria en Portugal. Presentada en la Exposición Universal de París de 1878.” III:5.122-42.

Montt, Manuel (Chile; 1809-188). “Ley Orgánica de Instrucción Primaria.” I:2.359-62.

Morelli, D[omenico] (Italy; 1826-1901) et al. “De la enseñanza del dibujo, informe presentado por la Comisión Especial de Dibujo, al VII Congreso, etc.). I:1.102-23. Possibly from the volume described by Berra (1878:702) as “Actas del VII Congreso Pedagógico Italiano, Nápoles, Septiembre de 1871.”]

Morrison, Thomas (Scotland). “Métodos de Instrucción. Principios generales.” I:1.181-202. [Parts of Morrison’s teaching manual Manual of School Management, for the Use of Teachers, Students and Pupil-Teachers (Glasgow, n.d.) were published in AJE as “Methods of Instruction. General Principles” in the September 1860 issue (IX, 294-320); the Enciclopedia passage goes only through page 314. The material also appeared in Barnard’s 1860 Papers for the Teacher, Second Series, pp. 294-320.]

Page, David P. (United States; 1810-1848). “Teoría y práctica de la enseñanza: Sistemas y métodos para la buena dirección de las escuelas, Extractos.” V:9.132-72. [Selections from Chap. VI-VIII of Page’s The Theory and Practice of Teaching (1847). See AJE V, 819-26, “Memoir and Processes of Teaching”; however, the Enciclopedia’s version of the text is not from AJE, which ends at p. 147 of the Spanish translation. There was an 1872 translation published in Santiago, Chile by Mariano Sánchez Fontecilla.]

Pape-Carpantier, Mad. Marie (France; 1815-1878). “Utilidad de las lecciones sobre objetos.” I:2.558-87. [A series of five lecture-demonstrations. Famous for her work with Fanny and Ch.Delon, Cours d’éducation et d’instruction Primaire (Paris, Hachette, 1869-75), and especially as a pioneer of the salles d’asile, nursery-schools originally designed for the children of working mothers in industrial areas, and whose teacher training was directed by Pape-Carpantier in 1847 in an newly-opened Paris school. See Anderson 1975:32; Compayré 1904:501-504.]

Pardo, Manuel (Peru; 1834-1878). “República del Perú. Reglamento general de instrucción pública” (1875). II:3.1-41. [During his Presidency of the 1870’s Pardo was responsible for many progressive educational reforms in Peru. See Cornejo Foronda 1953.]

Payne, William H. (United States; 1836-1907). “Naturaleza y valor de la superintendencia.” III:5.218-58. [Cf. Payne’s School Supervision (1875).]

Peña, Carlos María de (Uruguay; 1852-1918), José Arechavaleta (Spain-Uruguay; 1838-1912) and Daniel Muñoz (Uruguay, 1849-1830). “Informe sobre los exámenes de la escuela municipal, de tercer grado número 2.” IV:8.431-90. [Peña, according to Ardao (1950:107) “el primero de los racionalistas del 72 convertido al positivismo, intentó encontrar equilibrio con las ideas clásicas.” Arechavaleta, who was born in Bilbao, Spain, was a botanist who coordinated examinations in the municipal school.]

Pérez, José Joaquín (Chile; 1801-1889). “Ley que permite a los disidentes fundar y sostener en Chile escuelas privadas.” I:2.362.

_____. “Reglamento general de instrucción primaria.” I:2.362-71.

Phelps, William Franklin (United States; 1822-1907). “Extractos del ‘Manual del maestro’.” V:9.121-31. [On “character formation” in the student. From Phelps’ The Teacher’s Handbook, for the Institute and the Classroom (New York: A. S. Barnes & Company, 1874), pp.198-213. Phelps was a leader in the Normal School movement, and, after meeting Sarmiento in 1866, arranged for some twenty-two teachers from Winona, Minnesota to go to Argentina (see Phelps 1905; Luiggi 1959:50). Phelps’ Handbook was particularly relevant to the educational needs of sparsely-populated areas of Latin-America, for it was “a guide for rural school teachers and conductors of rural teacher’s institutes” (Michelson 1940:203). Later in the century Clodomiro Quiroga (Argentina; 1838-1899) translated the Handbook into Spanish.]

_____. “Institutos de maestros.” III:5.158-217. [On teaching guidelines and the organization of teachers’ conventions. This segment is from Part II, Chapters VI-X, pp. 42-72, and Parts IV-V, Chapters XXXIII-LXIV, pp. 214-335 of Phelps’ Teacher’s Handbook.]

Rayneri, Giovanni Antonio (Italy; 1810-1867). “De la pedagogía,” I:1.84-101. [An introductory note identifies this passage as the Introduction to “De la pedagogía” (Della pedagogia: libri cinque (Torino, 1859-1869). Berra (1878:705) calls Rayneri “hasta ahora la primera autoridad pedagógica de Italia ... La Pedagógica, sin dejar de inspirarse en las obras alemanas, tiende a conciliar la ciencia de la enseñanza con las doctrinas del catolicismo, y el espíritu actual con las tradiciones de la escolástica ... Es una de las producciones más serias de la pedagogía italiana.”]

Romero, Emilio (Uruguay). “De la agricultura en las escuelas primarias” (Montevideo, 24 de julio de 1878). I:1.148-80.

Rosenkranz, Johann Karl (Germany; 1805-1879). “La pedagogía como sistema.” III:5.143-57; III:6.379-437. [The translation found in the Enciclopedia is from a fuller text than that of AJE, XXVIII (1878), 25-32. The author was Doctor of Theology and Professor of Philosophy at the University of Koenigsberg. Paedagogik als System was originally published in 1848. This translation is basically Part II of the work, about half its total extension. Thursfield (1945:194) suggests that in the United States the Herbartian movement of the 1890’s was anticipated by the coverage given to Rosenkranz and William Russell in AJE.]

Russell, William (Scotland-United States; 1798-1873). “Cultivo de las facultades reflexivas. Tesis dedicadas a los jovenes maestros.” II:3.241-48. [This study of the “reflective faculties” (memory, conception, consciousness, reason, understanding, and judgment) appeared in AJE, IV (September, 1857), 199-218. The passage translated was the second part of Russell’s Intellectual Education, which Barnard published in Volumes II-IV of AJE (1856-1857), and in Papers for Wisconsin Teachers (1859), pp. 1-156. Russell contributed to AJE “probably its ablest American treatment of educational psychology . . . Russell’s emphasis upon the moral “duties” of man as based upon natural science rather than upon revealed religion or metaphysics was satisfactory to American religious liberalism and American transcendentalism” (Thursfield 1945:189-90).]

Sarmiento, D. F. (Argentina; 1811-1888). “Ley de Educación Común de la Provincia de Buenos Aires”; “Reglamento para los Consejos Escolares de distrito de la Provincia de Buenos Aires” (Buenos Aires, Mayo 1º de 1876). I:1.27-44.

_____. “Ortografía americana.” II:3.313-17. [This note to the Consejo de Educación de la Provincia de Buenos Aires appeared in La Educación Común, 15 March 1877. See Sarmiento, Obras completas, XXVIII (Buenos Aires: Luz del Día, 1952), 315-20.]

Schlegel, J. J. “Las escuelas normales en Suiza.” II:4.319-95; III:5.3-43. [The fifth part of Statistique de l’instruction publique en Suisse en 1871, by Hermann Kinkelin.]

Sheldon, E[dward] A[ustin] (United States; 1823-1897). “Instrucción moral.” II:4.396-422. [A survey of object-lesson activities, through the fourth grade, from Sheldon’s A Manual of Elementary Instruction, for the Use of Public and Private Schools and Normal Classes; containing a Graduated Course of Object Lessons for Training the Senses and Developing the Faculties of Children (sixth edition, revised and enlarged. New York: American Book Company, 1862, pp. 390-424). Sheldon was Superintendent of Schools in Oswego, New York, and a proponent of Pestalozzian object teaching, a movement to which AJE devoted more than 600 pages (Thursfield 1945:204). See Dearborn 1969 (1925).]

Spencer, Herbert (England; 1820-1903). “¿Cuál es el saber más útil?” I:2.465-507. [A translation of Spencer’s first of four essays on education, “What Knowledge is of Most Worth?” These essays were written for journals during the period 1854-1859, and published as a book in 1861: see Low-beer (1969:29).]

_____. “De la educación intelectual.” I:1.294-333. [Spencer’s second major essay, “Intellectual Education.”]

_____. “La educación fisica.” II:4.423-58. [Cf. “Physical Education,” fourth of Spencer’s major essays.]

_____. “La educación moral.” III;6.438-67. [From “Moral Education,” the third major education essay by Spencer. The final paragraph is omitted in the Spanish translation.]

Thayer, Gideon F. (United States; 1793-1864). “Cartas a un joven maestro.” I:1.268-75; I:2.626-34; II:3.148-55. [Thayer, born in Watertown, Massachusetts, was Principal of the Chauncy Hall School, Boston, and a founder of the American Institute of Instruction, serving as its President from 1849 to 1852. The “Letters to a Young Teacher” were first published as a volume in 1858. The three letters published in the Enciclopedia appeared in AJE in 1856 (I, 357-58, 561-66; II, 391-98, 657-64). They also appeared in Barnard’s 1860 volume Papers for Wisconsin Teachers, 1-104. Mattingly (1975:110) states: “Thayer’s tenure [as President of the American Institute of Instruction] marked the recognition by the teaching profession that upright moral character as reflected in a young man’s cultivated manner had to be considered a professional qualification alongside the fruits of formal training.”]

Varela, José Pedro (Uruguay; 1845-1879). “Condiciones de esta publicación y prospecto de la obra.” I:1.1-8.

_____. “Prefacio.” I:1.9-16.

_____. “Reglamento de la ley de educación común” (Montevideo, 25 setiembre de 1877). I:1.23-26.

_____. “La escuela primaria” (tomado de “La educación del pueblo”). II:5.259-320; III:6.321-78. [Parte III, Chaps. XIII-XXV of La educación del pueblo (1964a:I, 125-334).]

Von Raumer, Karl. (Germany; 1783-1865). “Vida y sistema de Pestalozzi.” I:2.588-625; II:3.106-47. [Cf. “The Life and Educational System of Pestalozzi,” AJE, III (June, 1857), 401-16 and IV (September, 1857), 65-126. Raumer’s history of teaching “long served as a standard organization and text on the history of the development of educational theory and practice since the days of the Revival of Learning” (Cubberley 1948:825). According to Thursfield (1945:141, n. 9), the translation to English which served as the basis of the AJE abridgment was that of Professor J. Tilleard, and was originally published in the British Educational Expositor during 1853-1854, and in book form in 1855.]

Willson, Marcus (United States; 1813-1905). “De la enseñanza de los colores.” I:1.334-57. [From Willson’s Manual of Information and Suggestions for Object Lessons, in a Course of Elementary Instruction (fourth edition: New York, 1882), pp. 96-129.]

[INDEX] [ARTICLE] [AUTHOR INDEX TO LA ENCICLOPEDIA DE EDUCACIÓN] [NOTES] [WORKS CONSULTED] [APPENDIX]