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SYMBOLIC FRENCH AND ENGLISH VOCABULARY A (“ VOCABULAIRE SYMBOLIQUE ANGLO-FRANCAIS"). For Students of every Age, in all Classes ; in which the most useful and common words are taught by illustrations. By L. C. RAGONOT, Professor of the French Language. With 850 woodcuts, and nine whole-page copper-plates.
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22nd Edition, revised. 30th thousand, crown 8vo, 3s. 6d. cloth, TNTUITIVE CALCULATIONS; the most Concise Methods ever published. With an Appendix on Decimal Computation, Coins, and Currency.
By DANIEL O'GORMAN.
ENGLISH JOURNAL OF EDUCATION.;
INTRODUCTORY ADDRESS. The history of educational periodicals will probably at some future period be regarded with an interest which, at the present day, it would be no easy matter to evoke. It is questionable whether now, or for some years to come, such a history could be fairly written, even by one best acquainted with the subject and most interested in it. To an extent much greater than is generally supposed, it is involved in mystery. And who cares to penetrate into such a mystery? What practical purpose would it subserve? Would it raise the teachers of the last thirty years in public estimation ? Would it even present a tolerably fair outline of the rise and progress of what is popularly and properly termed the “education movement?” Many other such questions relative to educational periodicals might be asked, but it would be an unenviable task to answer them. It is one which may be becomingly evaded.
We feel more strongly than words can express the weight of responsibility which devolves upon us by our undertaking to conduct The English Journal of Education, a periodical established years before the oldest of its contemporaries in educational literature was started. It has a history—we had almost said a mystery-peculiarly its own. We confess that we are not in the secret. It may be that many of our readers know more about it than we do, and we know enough about it to tell those who are quite-or almost strangers to it that perhaps there is not another periodical issued in this present month that has so curious a history. Certain it is that some of the best known educationists of the present day have, at various times, contributed to its pages; but whether at any time it has had any material influence on education of any sort, it seems to us impossible to say. It may be that we over-rate the importance of an educational periodical. It may be that such a question as “ What good has it done ?” may be unfair, if not impertinent. We shall certainly not atempt to criticise the efforts of our predecessors. We shall not even volunteer a passing remark on the general character of the volumes for the last few years. Our silence on such a
hor of the membehat the fact is profession ge
subject would, on the present occasion, be significant enough under any circumstances ; but when we ourselves make a point of calling attention to an omission which might be deemed unintentional, we cannot be ignorant of the construction which will be placed on our policy. It is therefore but just to state candidly our conviction that the character of such a periodical as The English Journal of Education is dependent not so much upon an individual, or upon a few individuals, as upon the scholastic profession generally.
Possibly-probably-we shall be told that the fact is that nine-tenths, or perhaps ninety-nine per cent., of the members of the scholastic profession care nothing whatever about educational periodicals generally, or The English Journal of Education particularly. Our reply is, “So much the worse for the fact." If it is a fact, it is a disgrace to the profession. This is strong language, and we should hesitate to use it were we not persuaded that the educators of the present day are not indifferent to practical means of combining to render their profession as honourable in the public estimation as it is, and always has been, and ever will be in the estimation of those who regard education as one of the most important works in which a human being can engage. The shallow-brained pedant who rejoices in the appellation of “Principal” of what he bombastically styles a “ Classical, Mathematical, and Commercial Academy," lays flattering unction to his little soul, and vainly struts about his " little kingdom," believing that all the world regards him as an ornament to his profession, and his profession as honourable, as in reality it is; whilst, on the other hand, there is not in the profession a lady or gentleman distinguished for learning and educational aptitude who is not compelled too frequently to deplore that the scholastic profession, if not absolutely despised, is not sufficiently honoured by the majority of the public.
The foregoing remarks naturally suggest the inquiry, Would teachers, by energetically supporting an educational periodical, raise their profession in the estimation of the public? We venture to reply affirmatively; but we must observe that by the term "energetically supporting an educational periodical," we do not understand simply subscribing to it and reading it regularly. An educational periodical with such support would be no better-or very little better than a successful trade speculation on the part of its proprietors. The way--the only way—in which an educational periodical can be energetically supported in the professional sense of the term, is by teachers
especially experienced principals-making it a general medium of intercommunication on subjects connected with the teaching-service-on all that relates to the theory and practice of education. That they are incompetent to do this, no one can reasonably believe. It is certain that they must either be unwilling to do it, or that they doubt the utility of doing it.
We believe that many are unwilling to do it. An overweening self