CHAPTER XXVIII

RETROSPECT AND PROSPECT

OUTLINE

Evolution in education may be interpreted from the standpoint of the development of individualism. Individualism was first fully recognized in the teachings of Christ, but was repressed during the Middle Ages. While it reappeared during the Renaissance, Reformation, and other movements, it soon lapsed, but a complete break from tradition occurred with Rousseau in the eighteenth century.

For a time individualism dominated, but education since then has endeavored to afford latitude to the individual without losing sight of the welfare of society.

[Sidenote: Progress of individualistic tendencies during the days of primitive man,]

[Sidenote: Oriental nations,]

[Sidenote: Jewish, Athenian, and Roman civilizations,]

[Sidenote: Christian development,]

[Sidenote: and the Middle Ages;]

=The Development of Individualism.=--The discussion of present day tendencies that has just been given, together with the account of educational evolution in the preceding chapters, serves to show how far modern times have progressed in the ideals and practice of education. This may perhaps be best appreciated from the standpoint of the development of individualism. To follow such an interpretation back to the beginning of the history of education, it may be stated that during the day of primitive man no real distinction was made between society and the individual, and practically all advancement was impossible, for no one looked much beyond the present. With the appearance of the transitional period in the Oriental countries, the individual had begun to emerge, but was kept in constant subjection to the social whole, for man was quite enslaved to the past. As the Jewish, Athenian, and Roman civilizations developed, the beginnings of individualism were for the first time clearly revealed, and some regard was had for the future. Then, through the teachings of Christ, there came to be a larger recognition of the principle of individualism and the brotherhood of man. Owing to a necessity for spreading these enlarged ideals among a barbarous horde of peoples, individualism was repressed, and throughout the Middle Ages the keynote was submission to authority and preparation for the life to come. The cultural products of Greece and Rome largely disappeared, and all civilization became restricted, fixed, and formal.

[Sidenote: the Renaissance,]

[Sidenote: the Reformation,]

[Sidenote: and realism;]

[Sidenote: Puritanism and Pietism;]

But the human spirit could not be forever held in bondage, and, after almost a millennium of repression and uniformity, various factors that had accumulated within the Middle Ages produced an intellectual awakening that we know as the ‘Renaissance.’ Its vitality lasted during the fifteenth century in Italy and to the close of the sixteenth in the Northern countries, but by the dawn of the seventeenth century it had everywhere degenerated into a dry and mechanical study of the classics. This constituted a formalism almost as dense as that it had superseded, except that linguistic and literary studies had replaced dialectic and theology. A little later than the spread of the Renaissance, though overlapping it somewhat, came the allied movement of the ‘Reformation.’ This grew in part out of the disposition of the Northern Renaissance to turn to social and moral account the revived intelligence and learning. Yet here also the revival failed in its mission, and the tendency to rely upon reason rather than dogma hardened into formalism and a distrust of individualism. Again, in the seventeenth century, apparently as an outgrowth of the same forces, intellectual activity took the form of a search for ‘real things.’ The movement that culminated in ‘sense realism’ appeared, but this small and crude beginning of the modern scientific tendency was for some decades yet held within limits. Associated with this realistic tendency, on the religious and political sides also appeared a quickening in such forms as ‘Puritanism’ and ‘Pietism,’ which likewise degenerated eventually into a fanaticism and hypocrisy.

[Sidenote: and Rousseau and the destructive tendency.]

[Sidenote: The present tendencies in education seem to harmonize the individual interest with those of society.]

=The Harmonization of the Individual and Society.=--Thus the way was opened for the complete break with tradition and authority that occurred in the eighteenth century. This tendency, while in France at least most destructive and costly, was the inevitable result of the unwillingness to reshape society and education in accordance with changing ideals and conditions. Hence Rousseau undertook to shatter all educational traditions. But his recommendation of isolated education, so palpable in its fallacies, prepared the ground for the numerous social, scientific, and psychological tendencies (see pp. 218-222) that were destined to spring up in modern education and for the consequent improvement in the aim, organization, content, and method of education. Of course modern education has advanced infinitely beyond anything implied by Rousseau or even the later reformers of the past century, but it is out of his attempts at destruction that has grown this nobler structure. For a time individualism triumphed and ground authority under its heel, but when this extremity had been passed, the problem became how to harmonize the individual with society, and to develop personality progressively in keeping with its environment. Thus the nineteenth and twentieth centuries have put forth conscious efforts to justify the eighteenth and to bring out and develop the positions barely hinted at in its negations. It is not alone the individual as such that has been of interest in the modern period, but more and more the individual in relation to the social whole to which he belongs, as only in this way can the value of his activities be estimated.

[Sidenote: Recent definitions of education show this.]

[Sidenote: The educational problem of the future.]

This is revealed in the works of those who followed Rousseau, and especially in the attempts of recent educational philosophers to frame a definition of education that shall recognize the importance of affording latitude to the individual without losing sight of the welfare of the social environment in connection with which his efforts are to function. Thus Butler, though recognizing the individual factor, especially stresses the social by declaring education to be “the gradual adjustment of the individual to the spiritual possessions of the race.” Then he further declares: “When we hear it sometimes said, ‘All education must start from the child,’ we must add, ‘Yes, and lead into human civilization;’ and when it is said on the other hand that ‘all education must start from a traditional past,’ we must add, ‘Yes, and be adapted to the child.’” And the balance between the two factors of the individual and society is even more explicitly preserved in Dewey’s statement “that the psychological and social sides are organically related, and that education cannot be regarded as a compromise between the two, or a superimposition of one upon the other.” In the same way Bagley has made ‘social efficiency’ the main aim in educating the individual to-day, and both elements are carefully considered by all modern writers in discussing educational values. Thus the central problem in education of the twentieth and succeeding centuries is to be a constant reorganization of the curriculum and methods of teaching, and this reconstruction must be such as to harmonize a due regard for the progressive variations of the individual with the welfare of the conservative institutions of society. It must include a continual effort to hand on the intellectual possessions of the race, but also to stimulate all individuals to add some modification or new element to the product. In this way there may develop unending possibilities for both the individual and society.

SUPPLEMENTARY READING

Graves, F. P., _History of Education before the Middle Ages_ (Macmillan, 1909), chap. XII; _History of Education during the Transition_ (Macmillan, 1910), chap. XXIII; _History of Education in Modern Times_ (Macmillan, 1913), chap. XII; Monroe, P., _Textbook in the History of Education_ (Macmillan, 1905), chap. X.

INDEX

Abelard, 70, 76.

Academy, in Germany, 158; in England, 159, 177, 410; of Franklin, 196; Lancasterian, 242; in South, 258; in New York, 260; in Massachusetts, 268; in United States, 274, 331, 414.

Adventure schools, 93.

Agassiz, 398, 413.

Agricola, 112.

Agricultural training, 295 ff., 424.

Alcotts, The, 293.

Alcuin, 61 ff.

Alexandria, 29, 30, 46.

Alsted, 171.

_American Annals of Education_, 305.

_American Journal of Education_ (Russell) 304, (Barnard) 316 ff.

American Sunday School Union, 238.

Andover Theological Seminary, 299.

Anselm, 70.

Antioch, 46.

Apologists, 45.

_Apostles’ Creed_, 48.

Apperception, 338, 341.

Aquinas, 71 f.

Archimedes, 30.

Aristophanes, 19.

Aristotle, 19, 24 ff., 27, 45, 58, 70 f., 165, 182.

Ascham, 117.

Assyria, 5.

Athens, 14 ff.

_Atrium_, 170.

Averroës, 67.

Avicenna, 66, 79.

Babylonia, 5.

Bacon, Francis, 23, 164 f., 166, 171, 174, 206.

Bacon, Roger, 163.

Bagley, W. C., 445.

Barnard, 309, 312 ff.

Basedow, 220, 223 ff., 231.

Bateus, 169.

Bell, Andrew, 239 f.

Benedict, St., 55.

Bentham, 387.

Berkeley, 192.

Blackstone, 387.

Blankenburg, 354.

Blow, Susan E., 366 f.

Board schools, 241, 388 ff., 425.

Boccaccio, 104.

Bölte, 366.

Boëthius, 57 f.

Bonnal, 279.

Boyle, 163.

Brathwaite, 156.

Bray, Thomas, 232.

Brinsley, 119.

British and Foreign Society, 239 f.

Brooks, Charles, 293.

Brothers of Sincerity, 66.

Brothers of the Christian Schools, 140.

Brougham, 387.

Bruni, 105.

Buchanan, James, 245.

Budæus, 110.

Bugenhagen, 128, 145.

Bülow, Baroness von, 354.

Burgdorf, 281 f.

Burgher schools, 93 f.

Burrowes, T. H., 323.

Butler, N. M., 444.

Cæsarea, 46.

Calvin, 130, 193, 197.

Cambridge, 117, 149, 177, 392.

Campe, 225, 228.

Capella, Martianus, 57.

Carlisle, 299.

Carpenter, Mary, 299.

Carter, J. G., 305, 309.

Cassiodorus, 57.

Castes, 5 ff.

Castiglione, 156.

Catechetical schools, 46.

Catechumenal schools, 43 f.

Cathedral schools, 46 f., 54, 131.

Catholepistemiad, 273.

Chantry schools, 94 f., 132.

Charity schools, 231 ff.

Charlemagne, 61 ff.

Charles VIII, 110.

Chavannes, 291, 292.

Cheke, 117.

China, 5.

Chivalry, 83 ff.

Christianity, 29, 42 f.

Chrysoloras, 104.

Cicero, 58, 108, 116, 151.

Circulating schools, 234.

Clement of Alexandria, 46.

Clinton, De Witt, 260.

Cockerton Judgment, 391.

Colburn, Warren, 293.

Colet, 93, 117 f.

College of Clermont, 137.

College of France, 111, 385.

College of Guyenne, 111.

College of William and Mary, 192.

Combe, 403, 405, 410, 416.

Comenius, 167, 168 ff., 224, 353.

Commercial education, 422 f.

Communal collèges, 384.

Concentration, 340, 345 f., 350, 429.

Condillac, 205.

_Conduct of the Understanding_, 180.

_Connecticut Common School Journal_, 313.

Continuation school, 298, 374, 377, 383, 420.

Copernicus, 163.

Corderius, 111, 130.

Cordova, 66.

_Corpus Juris Civilis_, 76, 79.

Correlation, 341, 344, 350.

Council of Whitby, 56.

Court schools, 105 ff.

Cousin, 291 f., 408.

Creativeness, 356 ff.

Culture epochs, 341, 344, 346.

Cygnæus, 363.

D’Alembert, 205.

Dame schools, 266.

Dana, James D., 412.

Darwin, 398, 413, 437 f.

_Decree of Gratian_, 76, 79.

Defectives, 300, 426 ff.

De Garmo, Charles, 348, 351.

Delayed maturing, 221.

Delinquents, 142, 300.

Descartes, 138.

Dewey, John, 364, 429 ff., 444.

Dialectic, 20, 58, 71, 76, 127.

Didascaleum, 14, 18, 21.

Diderot, 205.

Diophantus, 30.

Discipline, Locke’s, 180 ff.

Districts, 266 f.

Divided schools, 267.

Dock, Christopher, 195.

Donatus, 58.

Double translation, 117.

Duns Scotus, 71.

Eaton, Amos, 412.

Écoles maternelles, 383.

Edessa, 46.

Edward VI, 132.

Edwards, Ninian W., 325.

Egypt, 5.

Eisleben, 128, 145.

_Elementarwerk_, 224.

Elementary education, with Hindus, 7; with Jews, 9; in Sparta, 13; in Athens, 14; in Rome, 33, 36 f.; monastic, 56; with Charlemagne, 62; humanistic, 105 ff., 113 f.; Sturm, 115; Zwingli, 129; Jesuit, 134; Port Royal, 139 f.; Reformation, 144 ff.; Innovators, 156; Comenius, 171; German realists, 175; colonial Virginia, 191; colonial New York, 194; colonial Pennsylvania, 195; colonial Massachusetts, 197; England, 231, 244 ff., 387 ff., 409; S. P. G., 234; monitorial, 240; France, 243, 381, 408; United States, 246, 415; New York, 258 f.; Herbartian, 347; Prussia, 377; Canada, 392 ff.; Germany, 407.

Eliot, Charles W., 403.

Elyot, 156.

_Emile_, 208 ff.

Encyclopedists, 204 ff.

Épée, Abbé de l’, 428.

Epicureans, 28, 46.

Episcopal schools, 46 f.

Erasmus, 113, 117, 125.

Eratosthenes, 30.

Erigena, 64.

_Essay concerning the Human Understanding_, 180.

Euclid, 30, 58.

_Evening Hour of a Hermit_, 279.

Faculty psychology, 27, 182 ff., 222, 434.

Falloux, 382.

_Father’s Journal_, 278.

Felbiger, 374.

Fellenberg, 219, 295 ff.

Feudalism, 83 f., 90.

Fichte, 290, 351.

Field school, 253.

Formal discipline, 23, 182 ff., 404, 434.

Forster, W. E., 388.

Fortbildungsschulen, 298, 377, 420.

Francis I, 110.

Francke, 175 f.

Francke Institutions, 346.

Frankland, 158.

Franklin, Benjamin, 159, 261.

Frederick Barbarossa, 76.

Frederick the Great, 373.

Frederick William I, 373.

Frederick William III, 290, 375.

Frederick II, 67, 75.

Free School Society, 260.

French Revolution, 204.

Frick, 346.

Froebel, 168, 175, 219, 243, 334, 351 ff., 368, 430 f.

Froebel Union, 365.

Fulda, 63.

Galen, 79, 164.

Galileo, 163.

Galloway, S., 325.

Gild schools, 92 f., 132.

Gifts, 354, 359 f.

Gnosticism, 30, 45.

Goddard, H. H., 427.

Grammar schools, Rome, 36 f.; cathedral, 47; monastic, 57; Charlemagne, 61; chantry, 94; England, 118 f.; America, 120; New Amsterdam, 194; Massachusetts, 197; Virginia, 253; South, 258; United States, 274, 331.

Granada, 66.

Gratian, 76, 79.

Gravel Lane School, 234.

Gray, Asa, 413.

_Great Didactic_, 169, 170 ff., 175.

Griscom, 242, 292, 305.

Grocyn, 117.

Grüner, 352.

Guericke, 163.

Guizot, 382.

Guyot, 293.

Gymnasium, Athens, 15, 17, 21; Melanchthon, 114; Sturm, 115 f., 128, 157, 176; Prussian, 378, 406.

Hall, Samuel R., 304.

Hampton, 299.

Hanus, P. H., 437.

Harvard, 149, 177, 198.

Harvey, 164 f., 206.

Haüy, Abbé, 428.

Hawley, Gideon, 259.

Hecker, 176, 373, 378.

Hellenistic philosophy, 29.

Henry VIII, 131.

Herbart, 168, 175, 219, 243, 334 ff., 363, 368.

Herbart Society, 348, 351.

Hieronymians, 112 ff.

High school, 242, 269, 306, 311, 331, 414.

Hillegas, M. B., 436.

Hippocrates, 79.

Hofwyl, 295 ff.

Home and Colonial School Society, 246.

Hopkins, Edward, 120.

_How Gertrude Teaches Her Children_, 282, 286.

Humanistic education, 102 ff., 164.

Hume, 335.

Hutton, 398.

Huxley, 220, 399, 402, 404, 416.

India, 5 ff.

Induction, 165, 173 f.

Industrial education, of gilds, 91 f.; La Salle, 141; Virginia, 191, 193; Massachusetts, 197; Philanthropinum, 229; monitorial, 240; charity, 249; Pestalozzi, 278 ff.; Fellenberg, 295 ff.; Europe, 298 ff.; present status, 419 ff.

Infant School Society, 246 f.

Infant schools, 243 ff.

Initiatory ceremonies, 5.

Innovators, 156.

Irnerius, 76.

Isocrates, 28.

Jansenists, 138 ff.

_Janua Linguarum_, 169, 174.

Jarrow, 56.

Jefferson, 253, 270.

Jesuits, 133 ff.

Jews, 9 f.

Joule, 398.

Judaism, 29.

Jullien, General, 291 f.

Justinian, 54, 76.

Kant, 227.

Keilhau, 353.

Kepler, 163, 165.

Kerschensteiner, 420.

Kindergarten, 354, 358 ff., 364 ff.

Kitchen school, 267.

Krüsi, 289.

Lancaster, Joseph, 239 ff.

Lagrange, 398, 408.

Lange, Karl, 346.

Langethal, 352.

Laplace, 398, 408.

La Salle, 140.

Latin schools. See Grammar schools.

_Laws, The_, 23.

_Leonard and Gertrude_, 278 f.

Leopold of Dessau, 225.

Lewis, S., 325.

Liberal studies, 23, 56 f., 122.

Libraries, 307.

Liebig, 398, 406.

Liebenstein, 354.

Lily, 113, 118.

Linacre, 117.

Locke, 154 ff., 158, 179, 206, 213, 335.

Louis XII, 110.

Louis XIV, 140.

Louis XV, 207.

Louis Philippe, 382.

Loyola, 132 f.

Ludus, 36 f.

Luther, 114, 125 ff.

Lycées, 384, 408.

McClure, William, 292.

McMurry, C. A., 348.

McMurry, F. M., 348, 351.

Malpighi, 164.

Mann, 293, 304, 306 ff., 415.

Manual training, in United States, 298 f.; Cygnæus, 363; in France, 383.

Many-sided interest, 336 ff.

Marwedel, Emma, 366.

Mason, 293.

_Massachusetts Common School Journal_, 307.

Maternal schools, 244.

Maurus, Rabanus, 63 f.

Mayer, 398.

Mayo, Charles, 246, 291.

Medici, 105.

Melanchthon, 114, 128, 131, 145.

Mendel, 398.

Merchant Taylors’, 92, 120.

Meriam, J. L., 432.

_Methodenbuch_, 224.

Middendorf, 352.

Mills, Caleb, 325.

Milton, 152, 155, 157.

Mittelschule, 377.

Mohammed, 65.

Mohammedanism, 27, 65 ff.

Monastic schools, 49, 54 ff., 132.

Monitorial system, 239 ff.

Montaigne, 153 f., 155.

Montessori, 433.

Moore, E. C., 437.

Moors, 66.

More, 23, 117.

_Morrill Act_, 413.

Morton, Charles, 158.

_Mother Play and Nursery Songs_, 358 f., 360.

Motor expression, 356.

Moving school, 267.

Mulcaster, 155 f.

Murphy, Judge A. D., 257.

Nägeli, 285, 293.

Napoleon, 381, 408.

National Education Association, 350.

National Society, 233, 239 f.

Naturalism, 180, 277.

Nature study, 415.

Neander, 129.

Neef, 292.

Neomazdeism, 29.

Neoplatonism, 30.

Neopythagoreanism, 29.

Neshaminy, 196.

Nestorius, 46.

Neuhof, 278.

_New Atlantis_, 23, 166.

Newlands, 398.

_New Testament_, 48.

Newton, 164 f., 177, 206, 398.

Niccoli, Niccolo de’, 105.

_Nicene Creed_, 48.

Nicolovius, 290.

Nisibis, 46.

Normal schools, Carter, 305; Mann, 307 f.; Massachusetts, 320; Middle states, 322, 324; Zedlitz, 374; France, 382, 408.

Notre Dame, 76.

Novalis, 321.

_Novum Organum_, 165.

Oberlin, 244.

Oberrealschule, 378 f., 406.

Observation, 276 ff., 280, 286 ff., 337, 343.

Occam, William of, 71.

Occupational work, Froebel, 363; Europe and United States, 364; Dewey, 429 f.

Occupations, 354, 359 f.

_Orbis Pictus_, 170, 174, 224.

Ordinance of 1787, 271.

Origen of Alexandria, 46.

Oswego methods, 293 f., 415.

Otherworldliness, 43 ff., 75, 101, 121.

_Outlines of Educational Doctrine_, 337.

Owen, 244 f., 387.

Oxford, 117, 149, 177, 392, 409.

Pädagogium, 176.

Palace school, 61.

Palæstra, 14, 17, 21.

Pancratium, 13.

Pansophia, 167, 169, 171 ff.

Parishads, 7.

Parker, Colonel F. W., 293, 350, 364, 429.

Parochial schools, 193 f.

Peabody, Elizabeth P., 366.

Peabody Educational Fund, 329.

Peacham, 156.

Penn, 120.

Penn Charter School, 195.

Pentathlum, 13 f.

Permissive laws, 256 f., 263 f., 269, 273, 320, 322, 324 f., 328.

Persia, 5.

Pestalozzi, 156, 168, 175, 219, 243, 277 ff., 363, 368, 415.

Peter the Lombard, 71 f., 76, 79.

Petrarch, 103 f.

Philanthropic movement, 229 ff.

Philanthropinum, 223 ff.

Philip Augustus, 76.

Philonism, 29.

Philosophical schools, Athens, 27 f.

Pickering, Timothy, 261 f.

Pietists, 176 f.

Plamann, 289.

Plato, 19 ff., 45, 56 f.

_Politics_, 24.

Poor schools, 261.

Port Royal, 138 ff.

Prelection, 135.

Primitive peoples, 4 f.

Princes’ schools, 116.

Priscian, 58.

Progymnasien, 379.

Protagoras, 18 f.

Prussian-Pestalozzianism, 289, 293, 308.

Psychological movement, 220 f., 415 f.

Ptolemy, 58.

Public schools, England, 120, 410.

Public School Society, 247, 261, 322.

Pythagoras, 18 f., 23, 45.

Quadrivium, 23, 57, 62.

_Quarterly Register_, 305.

Quintilian, 58.

Rabelais, 155.

Raikes, 237.

Ramus, 111.

Ratich, 167, 175.

Raymund of Toledo, 67.

Realgymnasien, 378, 406.

Realism, 151 ff., 162, 179.

Realprogymnasien, 379.

Realschulen, 176, 378 f., 406.

Rechahn, 228.

Reformation, 125 ff.

Reformschulen, 379.

Rein, W., 342, 346.

Renaissance, 70, 95, 101 ff.

_Republic, The_, 21 ff.

Reuchlin, 112, 114.

Reyher, Andreas, 175.

Rhetorical schools, Athens, 28, 30; Rome, 36, 38 f.

_Rhode Island School Journal_, 314.

Ritter, 220, 285 f., 293.

Ritterakademien, 157, 176.

_Robinson Crusoe_, 216, 225, 345.

Rochow, 228.

Rogers, W. B., 413.

Rolland, 381.

Rollin, 140.

Rome, 29 f., 32 ff.

Rousseau, 156, 175, 179, 206 ff., 231, 277, 285 ff., 363, 368, 416, 443.

Rush, B., 261.

Russell, W., 304.

St. Paul’s school, 93, 118, 132.

St. Yon, 141.

Salomon, 364.

Salzmann, 220, 225, 228, 231, 284.

Saxony, 145.

Schelling, 352.

Schlegels, The, 352.

Scholasticism, 69 ff., 76.

_Scholemaster, The_, 117.

_Science of Education_, 337.

Scientific movement, 152, 163, 166 f., 219 f., 397 ff.

Secondary education, Athens, 15, 17; Plato, 21; Aristotle, 25; Rome, 36; gild schools, 92; humanistic, 105 ff.; French, 111; German, 114 ff.; England, 118 f., 132, 158, 390 f., 409; Jesuit, 134; Port Royal, 138 ff.; La Salle, 141; Reformation, 147 f.; America, 158 ff., 274, 414; Comenius, 171; realists, 176; colonial, 191 f., 193 f., 195 f., 196 f.; charity schools, 235; monitorial, 242; Virginia, 253 f.; other Southern states, 256 f.; New York, 258 f.; Massachusetts, 268; Carter, 306; Mann, 319, 331; Herbart, 347; Prussia, 373, 378 ff.; France, 384, 408; Canada, 394; Germany, 406.

Seguin, 426 f., 433.

Self-activity, 356 ff.

Semler, 176.

Sense realism, 152, 162 ff., 169, 173, 175 f., 179.

_Seventh Annual Report_, Mann’s, 293, 308.

Sheldon, E. A., 293.

Simultaneous method, 143.

Skeptics, 28.

Smith, Adam, 387.

Social realism, 153 ff.

Sociological movement, 218, 357, 415 ff.

Socrates, 19 f.

Sophie, 217.

Sophists, 17 ff.

Sparta, 12 ff.

Spencer, 220, 400 ff., 416.

S. P. C. K., 232.

S. P. G., 234 ff.

S. P. K. G., 236.

Stanz, 279 ff.

Stevens, Thaddeus, 263.

Stoics, 28, 45.

Stowe, David, 305.

Stoy, 345 f.

Strassburg, 115, 128.

Sturm, 115 f., 128, 131.

Süvern, 290.

Sunday schools, 237 f.

_Swiss Family Robinson_, 225.

Syllabaries, 281, 283.

Table of fractions, 283.

Table of units, 281, 283, 293.

Technische Hochschulen, 380, 406.

Theodore of Gaza, 113.

Thorndike, E. L., 435.

_Thoughts concerning Education_, 179 f.

Tieck, 352.

Toledo, 66.

Torricelli, 163.

Trinity Church School, 235.

Trivium, 57.

Trotzendorf, 129.

Türck, 290.

Tuskegee, 299.

University, Athens, 29, 39; Alexandria, 28, 39; Rhodes, 29, 39; Rome, 29, 39; Pergamon, 29; mediæval, 74 ff.; Paris, 75 ff., 110; Bologna, 75 ff.; Salerno, 75; Erfurt, 111; Leipzig, 111; Heidelberg, 111; Tübingen, 111; Ingoldstadt, 111; Vienna, 111; Wittenberg, 111; Marburg, 111; Königsberg, 111; Jena, 111; after Reformation, 148 f.; Halle, 177; Göttingen, 177; Yale, 177; Princeton, 177, 196; Columbia, 177; Pennsylvania, 177; Virginia, 254; Georgia, 256; Michigan, 326; France, 381; Cornell, 413; Johns Hopkins, 413.

University of the State of New York, 259.

Vaux, Robert, 247.

Vergerio, 105.

Verona, 105.

Vestibulum, 169 f.

Visconti, 105.

Vittorino da Feltre, 105 ff.

Vives, 117.

Vocational education, 219, 240, 249.

Volksschulen, 145, 377, 407.

Voltaire, 204 ff., 287.

Voluntary schools, 388 ff., 425.

Vorschulen, 380.

Wandering students, 78.

Wehrli, 295.

Weiss, Professor, 352.

Wessel, 112.

_What Knowledge Is of Most Worth_, 400.

Whitebread, 387.

Wilderspin, 245.

William of Champeaux, 76.

Williams, Roger, 120.

Wimpfeling, 112, 125.

Wirt, W. A., 432.

Witmer, L., 427.

Woman’s education, Hindu, 7; Sparta, 14; Athens, 15; Aristotle, 25; Rome, 34; Convent, 56; Luther, 127; realists, 156; academies, 160; Comenius, 171; charity schools, 278; Pestalozzi, 278; Fellenberg, 297; Mann, 309; France, 385.

Woodbridge, W. C., 305.

Woodhouse, John, 158.

Würtemberg, 145.

Wyss, 255.

Yocum, A. D., 436.

York, 56, 61.

Youmans, E. L., 403, 405.

Yverdon, 283.

Zedlitz, von, 374.

Ziller, 289, 295, 341 f., 345 f., 347.

Zoroastrianism, 29.

Zwingli, 129.

Printed in the United States of America

[Transcriber’s Note:

Page 218 line 8, Emile changed to read _Emile_ for consistency.

Obvious printer errors corrected silently.

Inconsistent spelling and hyphenation are as in the original.]