The authority I have had recourse to most frequently is Raumer (_Geschichte der Pädagogik_). In his first two volumes he gives an account of the chief men connected with education, from Dante to Pestalozzi. The third volume contains essays on various parts of education, and the fourth is devoted to German Universities. There is an English translation, published in America, of the fourth volume only. I confess to a great partiality for Raumer—a partiality which is not shared by a Saturday Reviewer and by other competent authorities in this country. But surely a German author who is not profound, and is almost perspicuous, has some claim on the gratitude of English readers, if he gives information which we cannot get in our own language. To Raumer I am indebted for all that I have written about Ratke, and almost all about Basedow. Elsewhere his history has been used, though not to the same extent. C. A. Schmid’s _Encyclopädie des Erziehungs-und-Unterrichtswesens_ is a vast mine of information on everything connected with education. The work is still in progress. The part containing _Rousseau_ has only just reached me. I should have been glad of it when I was giving an account of the Emile, as Raumer was of little use to me. Those for whom Schmid is too diffuse and expensive will find Carl Gottlob Hergang’s _Pädagogische Realencyclopädie_ useful. This is in two thick volumes, and costs, to the best of my memory, about eighteen shillings. It was finished in 1847. The best sketch I have met with of the general history of education is in the article on _Pädagogik_ in _Meyers Conversations-Lexicon_.[2] I wish someone would translate this article; and I should be glad to draw the attention of the editor of an educational periodical, say the _Museum_ or the _Quarterly Journal of Education_, to it. I have come upon references to many other works on the history of Education, but of these the only ones I have seen are Theodore Fritz’s _Esquisse d’un Système complet d’instruction et d’éducation et de leur histoire_ (3 vols., Strasburg, 1843), and Carl Schmidt’s _Geschichte der Pädagogik_ (4 vols.). The first of these gives only the outline of the subject. The second is, I believe, considered a standard work. It does not seem to me so readable as Raumer’s history, but it is much more complete, and comes down to quite recent times. For my account of the Jesuit schools and of Pestalozzi, the authorities will be found elsewhere (pp. 34 and 383). In writing about Comenius I have had much assistance from a life of him prefixed to an English translation of his _School of Infancy_, by Daniel Benham (London, 1858). For almost all the information given about Jacotot, I am indebted to Mr. Payne’s papers, which I should not have ventured to extract from so freely if they had been before the public in a more permanent form.