Chapter 90

THE SCHOOL SYSTEM OF THE UNITED STATES

=Literature.=--_Boone_, Education in the United States; _Williams_, History of Modern Education; _Barnard_, _American Journal of Education_; _Horace Mann_, Annual Reports; United States Commissioners Reports, especially the more recent ones.

Each state in the United States has its own independent system of education; there is no national system. In 1867 Congress established a National Bureau of Education, the function of which is "to collect statistics and facts showing the condition and progress of education in the several states and territories, and diffuse such information respecting the organization and management of schools and school systems and methods of teaching as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country." The bureau issues an annual report, which is replete with information concerning the educational interests of our own and other lands.

The United States government has given vast tracts of the public domain, as well as large sums of money, to the various states, out of which have been created, in some cases, large school funds which yield a permanent income.[181] Up to 1876 the United States had granted nearly eighty million acres of land for educational purposes.

The Bureau of Education is obliged to rely on such statistics as its correspondents are willing to give, yet its work has been so valuable, its information so extensive and accurate, and its educational purpose so high, that cordial cooeperation is generally given. This annual report is the finest issued by any nation in the world.[182]

THE STATE SYSTEMS

=Administration.=--At the head of each state school system, there is an executive officer usually called the State Superintendent of Public Instruction. He is chosen for from two to five years, sometimes by popular vote, sometimes by the joint houses of the Legislature, sometimes by the State Board of Education, and in some cases is appointed by the governor. His duties are to make reports, to examine teachers, to inspect schools, to distribute school moneys, to hear appeals in school matters, and to have general oversight of the educational interests of the state. In some states there is a State Board of Education that cooeperates with the State Superintendent. The interests of education seem to be best conserved when there is a non-partisan State Board of Education, which appoints the executive officers and has general charge of the schools.

The second administrative unit is the county, over which is placed a Superintendent of Schools. He is chosen by popular vote or is appointed by the State Board of Education, and holds office generally about three years. He must visit the schools, examine teachers, hold institutes, distribute school moneys, and oversee the educational work. The number of schools under the inspection of the county superintendent is often so great, and the territory so large, that his work cannot be well done. In many cases the compensation is so small that he is obliged to devote a part of his time to some other occupation. The work is of sufficient importance to demand the full time of a competent man; and the salary ought to be proportionate to such needs.

The next division is that of the township, though in most states the school district is the next unit. The so-called "township system" has been adopted in several states, and recommended in others. This system has a board of education which appoints teachers, purchases supplies, and manages the schools of the whole township. The district system has outlived its usefulness. It maintains more schools than are warranted by the small number of pupils. Many of these could be abandoned in favor of better schools in neighboring districts, to which the children could be sent. It often secures for its trustee a man of limited education and narrow views, who conducts the school on the cheapest plan possible, while the larger territory of the township furnishes better material from which to choose; it limits its educational plan to the most elementary course, whereas the "township system" contemplates a central high school open to all children of the township. The "township system" also admits of the employment of a special school inspector or superintendent if desired. In some instances, two or more townships unite in the employment of such a superintendent.

=School Attendance.=--The school age commences at from four to six and extends to from eighteen to twenty-one, varying greatly in the different states. The United States Commissioner's Report now covers the period of from five to eighteen. On this basis he reports that 71.54 per cent of the children who are of school age are enrolled in the schools, while the average attendance is about 69 per cent of the enrollment. This is a very low percentage as compared with that in Germany, France, and England. The longer period covered by us (five to eighteen) thus acts unfavorably. The natural period of the child's life to be devoted to education is from six to fourteen.

School attendance in the United States is by no means so regular as it should be, even during the period (six to fourteen). To remedy this, compulsory education laws have been passed in most states. They cover periods varying from eight consecutive weeks and a total of twenty weeks during the year, to the full school year. These laws are generally a dead letter, partly because of their own weakness, and partly because of the indifference of the people. Compulsory attendance to be effective must cover the whole school year, and must carry a sufficient penalty for non-enforcement.

=The Schools.=--The schools of the United States may be classified as follows: 1, the _elementary school_ having an eight years' course which should be completed at fourteen; 2, the _secondary school_ with a four years' course that fits for college or its equivalent training; 3, the _undergraduate school_ or college with its four years' course; and the _graduate school_ or university. The elementary school is generally separated into primary and grammar grades, and is sometimes preceded by the kindergarten. The secondary school usually offers commercial or other practical courses to those who do not wish to prepare for college. Colleges differ greatly in the scope of their work and in their courses of instruction. Most universities open their doors to those who are not graduates of colleges. In all states the elementary and the high schools are free, while in some, particularly the western states, the entire expense of the child's education from kindergarten to university is defrayed at public expense.

=Support of the Schools.=--The annual cost of the schools of the country is about two hundred and fifty million dollars. About two thirds of this is raised by local tax, about one fifth by state tax, and the balance is derived chiefly from permanent funds, etc. The preponderance of the local tax shows that to each community is intrusted the important matter of deciding as to the quality of school it will maintain. The American people have always been liberal toward education, and no money is voted so freely by legislative bodies as that necessary for the education of the young.

=The Teachers.=--There are over 440,000 teachers in the United States, of whom about 28 per cent are men and 72 per cent women. Only about 10 per cent of these have had a professional training. The average term of service is five years, and about 100,000 new teachers are needed every year. To supply this number the normal schools and other institutions for training teachers are utterly inadequate, and will remain so until the average term of service is lengthened.

The principal institutions for training teachers are the normal school, the city training school, the pedagogical departments of universities, and teachers' training classes. To these may be added the teachers' institute and the summer school, which while they stimulate and instruct the teachers, cannot be said to give them a professional training.

The course of the normal school usually covers three years, and embraces both the theory of education and practice in teaching children. Within the last few years, many colleges have established chairs of pedagogy, but the work remains inadequate for a professional training so long as practice in teaching is not added to the requirements.

Teachers are appointed by local boards generally for one year, though they often remain undisturbed year after year. The average monthly salary of men in 1902 was $49.05, and of women $39.77.

So long as professional training of the teacher guarantees neither permanence of position nor adequate remuneration, many men and women with ability to teach will be tempted to devote their energies to other work, leaving the nation's most sacred trust, the education of its children, to those who will not or cannot properly prepare themselves for that great responsibility.

But there is in present tendencies no need for discouragement. Everywhere brave men and women are preparing themselves in earnest for the high calling of teacher, hopeful that the future will bring them the recognition they deserve.

With free schools, abler teachers, consecrated to their calling, and better courses of instruction; with a people generous in expenditures for educational purposes, a cooeperation of parents and teachers, and a willingness to learn from other nations; with the many educational periodicals, the pedagogical books, and teachers' institutes to broaden and stimulate the teacher,--the friends of education in America may labor on, assured that the present century will give abundant fruitage to the work which has so marvelously prospered in the past.

FOOTNOTES:

[181] In 1836 there was a large surplus in the national treasury, which, by act of Congress, was ordered "to be deposited with the several states, in proportion to their representation in Congress." The amount so distributed equaled about $30,000,000. Most of the states receiving this deposit set it aside as a permanent school fund. See Boone, "History of Education in the United States," p. 91.

[182] See an article by M. Stevens on "The National Bureau of Education," in the _New York School Journal_, Vol. LVI, p. 743, for a full description of this bureau and its work.

APPENDIX

RECENT EDUCATIONAL MOVEMENTS

=Literature.=--Proceedings of the National Educational Society; Reports of the Commissioner of Education; Yearbooks of the National Society for the Scientific Study of Education; Parker Memorial Number of the New York School Journal, April 5, 1902.

In order to bring the history of education down to the present and awaken an interest in questions that are now occupying the attention of educational thinkers, a brief study of recent educational movements, theories, and organizations is here presented. Such study should serve as an introduction of the young teacher to the actual world of thought, in which he is to live, and present to him the questions which he must aid in solving.

=The National Educational Association.=--One of the most potent factors of education in the United States is the National Educational Association, founded in Philadelphia in 1857. The purpose of this organization, in the language of the preamble to its constitution, is, "To elevate the character and advance the interests of the profession of teaching, and to promote the cause of popular education in the United States." It holds its meetings annually in different parts of the country, attracting large numbers of teachers of all ranks and from every section.[183] There are eighteen departments, each of which holds special sessions during the time of the general meeting, which occurs early in the summer vacation. The department of superintendence, however, holds a midwinter meeting which attracts the leading educators of the country.

Very valuable service has been rendered by the Association through its committees that have been appointed from time to time to investigate and report upon special problems. Among the notable reports may be mentioned the following: Report of the Committee of Ten on Secondary Schools; Report of the Committee of Fifteen on Elementary Schools; Report of the Committee on Normal Schools; Report of the Committee on Rural Schools.

The discussions of the Association are preserved in an annual volume of proceedings. Its committee reports often appear also in special bulletins. It must be admitted in general that the National Educational Association fulfils its mission, as outlined in the preamble quoted, in an admirable way.

THE NATIONAL BUREAU OF EDUCATION

While the United States has no national system of education, each state having entire charge of its own educational affairs, there is a national bureau whose office is twofold; namely: (1) to collect statistics, and (2) to diffuse information concerning educational affairs. This bureau was established by Congress in 1867, and since 1869 it has been a bureau of the Department of the Interior. Henry Barnard was appointed the first commissioner, and he has been succeeded in that office by John Eaton, N. H. R. Dawson, William T. Harris, and Elmer E. Brown, the present incumbent.

This bureau fosters the interests of education in three important directions: (1) by its publications; (2) by its maintenance of a pedagogical library, the most extensive in the country; and (3) by its pedagogical museum, in which every feature of educational enterprise is exhibited.

The most valuable service rendered, however, is through its publications. It issues an annual report which has grown to two large volumes of more than twenty-four hundred pages, in which are found statistics concerning all kinds of schools and educational enterprises throughout the United States. Nor are its investigations limited to our own country and its territories. Educational movements in other countries are described from time to time by experts with a view to furnish complete information concerning current educational history throughout the world. These reports are recognized as by far the best furnished by any country.

In addition to the annual report the bureau issues many pamphlets bearing upon special topics and furnishing valuable information.

In view of the fact that such vast interests are involved,--the instruction of over twenty million pupils, requiring the service of more than half a million teachers, involving the expenditure of nearly three hundred million dollars per annum, and of vital interest to the whole population,--many educators believe that the bureau should be elevated to the dignity of a department of the government with a cabinet officer at its head.

THE QUINCY MOVEMENT

In 1873 the School Board of Quincy, Massachusetts, took a new and very important departure, namely, that of calling an educational expert to take charge of their schools. They realized that the office of a school board is to administer the external matters, but trained experts should have entire direction of the internal affairs of the schools, such as discipline, methods of instruction, course of study, etc. They called Colonel Francis W. Parker (1837-1902) to the superintendency and said to him practically: "We will furnish the equipment and the teachers, and it is your business to run the schools. We will not interfere with your methods or your plans, but will hold you responsible for results." Colonel Parker, who had just returned from a careful study of European schools, accepted this responsibility and at once began reforms in primary education not second in importance to those of Horace Mann a generation earlier. The "New Education" and "Quincy Methods" began to be discussed everywhere, and Quincy became the educational Mecca for teachers from every part of the land. Some of the reforms inaugurated were the following: Text-books were abolished, the learning of the alphabet discontinued, mere memorizing of facts discountenanced, nature work was emphasized, concrete methods employed, and all school work made natural and interesting. The results in comparison with those of other schools were phenomenal, and it was recognized that a great reform movement had been started.

Doubtless, like reformers generally, Colonel Parker was too extreme. Some of his innovations were later modified, even by the originator himself. Nevertheless, the Quincy Movement did incalculable good by breaking up the formalism that prevailed, by making the work practical and interesting, by offering suitable material, by improving the methods of instruction, and by awakening great interest in educational problems among both the teachers and the public at large. For this great work at Quincy, for his many years' service as the head of the Chicago Normal School, and for his stimulating influence upon elementary education throughout the country, Colonel Parker deserves a place among the foremost educators of recent times. The example of the Quincy School Board in placing an educational expert over their schools has been followed by many cities. The office of city superintendent has been created, and to him is now committed duties that formerly were undertaken by members of the School Board who were without professional training. This change marks a decided step forward in the educational progress of our country.

THE HERBARTIAN MOVEMENT

One of the most important educational movements of recent years, is that inaugurated by the disciples of Herbart[184] in this country. At the meeting of the New England Association in Denver in 1895 a number of men, most of whom had studied under Stoy and Rein in Germany, formed the National Herbart Society, whose purpose was declared to be "the aggressive discussion and spread of educational doctrines." This society was the outgrowth of the Herbart Club, formed three years before at Saratoga. It is now known as the National Society for the Scientific Study of Education. It holds semiannual meetings in connection with the National Association, but is not a department of said Association. It issues "Yearbooks" which contain the results of the investigations of its members and which are valuable contributions to current educational literature.

Among the most important educational theories brought forward by this school may be mentioned that of Apperception, the Doctrine of Interest, the Correlation of Studies, Concentration, the Culture Epoch Theory, and Character Building as an end of education. The practical application of these theories to school problems has not been neglected. There is no doubt that the Herbartian teachings have served to bring education in this country to a scientific basis. The members of this society have been among the foremost contributors to the pedagogical literature of the last decade.

VARIOUS TENDENCIES

=Child Study.=--The old psychologists based their theories and deductions upon a study of the activities of the adult mind. Modern educators have turned their attention to the being whom they are to educate--the child. Questionnaires have been issued and syllabi formulated concerning many characteristics of children, such as their fears, their imaginations, their lies, their views of God, etc., for the purpose of discovering laws governing the same. While as yet the movement cannot claim to have added much to educational theory, it has stimulated careful study and observation of children, brought teachers into more genuine sympathy with them, suggested suitable material for instruction, and fostered rational discipline. It offers an unlimited and fruitful field for further investigation.

=Parents' Meetings.=--In the early history of the race parents assumed the entire education of their offspring. When schools became numerous and teachers efficient, parents largely absolved themselves from direct responsibility in the matter of education. To arouse proper interest and to unite all the agencies of the community in this work, parents' meetings have been organized in many places. Thus the patrons of the school have not only been led to cooeperate with their teachers, but also to study educational problems. Such organizations have strengthened the hands of the teachers, stimulated educational interest, and aroused a genuine and intelligent pride in the work of the school.

=Manual and Industrial Training.=--The marvelous industrial development of recent years, together with the attitude of labor unions towards apprenticeships, creates a demand for a reconstruction of courses of study. Much of education that was secured in the shop and field must now be furnished in the school. "Educate the whole child" is the watchword. The motor activities must be trained as well as the mental activities. Indeed, the latter cannot attain their proper development without the former. Hence, manual training has been adopted as a part of the curriculum.

=Material Improvements.=--A careful study of the ventilation, lighting, seating, and other hygienic conditions, as well as construction of school buildings, has characterized recent times. In many places not only school materials, but also text-books, are furnished free of cost to the pupil. Physicians are also employed periodically to visit the schools and examine the children as to the condition of eyes and ears, as to the prevalence of disease, and as to their general health. Safeguards are inaugurated to prevent the spread of contagious diseases. All of these material measures are founded upon the theory that only under best conditions can the best results be obtained in education, and therefore it is true economy for the community to furnish these conditions.

FOOTNOTES:

[183] The membership at the Boston meeting in 1903 was 34,984. This, however, is far in excess of the average attendance.

[184] See p. 278.

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SCHROEDER, CHR. Das Volksschulwesen in Frankreich.

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INDEX

_A. B. C. der Anschauung_, Herbart's, 281.

Abelard at University of Paris, 141. Benedictine teacher, 118. leader of scholasticism, 122.

Academies, in French school administration, 296, 297.

Agricola, Johannes, school course of, 176 _n_.

Agricola, Rudolphus, father of German humanism, 153, 158. lectures of, 158.

Ahriman, principle of darkness in Persian religion, 39.

Albigenses, reformers in France, 165.

Alcohol, Arabians discover, 145.

Alcuin of England, Benedictine teacher, 118. teacher of Charlemagne, 127.

Alexander the Great, pupil of Aristotle, 65.

Alexandria, catechetical school at, 107, 108. Museum of, 50. Saracenic school at, 140. school of rabbis at, 44. seat of philosophy, 107.

Alexandrian library fostered by the Ptolemies, 50.

Alfred the Great, becomes king, 130. character and history of, 130. education of, 131. encourages education of higher classes, 302. establishes monasteries, 131. founds Oxford University, 131. influence on English education, 131. literary work of, 131. statesmanship of, 130.

Algebra, modern form of, 145.

_Allgemeine Paedagogik_, Herbart's, 281.

Ambrose, St., bishop of Milan, 114.

America, discovery of, 165.

American Revolution, establishes principle of self-government, 239.

Analects of Confucius, 28.

Analytical method of Aristotle, 67.

Anatomy, in Milton's scheme of education, 219.

Annual Reports, Horace Mann's, 286. of Bureau of Education, 310.

Anselm, founder of scholasticism, 122.

Antioch, catechetical school at, 107.

Antioch College, Horace Mann president of, 288.

Apostles, active in education, 101.

Apostles' Creed, taught during Charlemagne's reign, 128.

_Apostolic Constitution_ quoted, 113.

Apprentice schools, in France, 299.

Aquinas, Thomas, Benedictine teacher, 118. leader of scholasticism, 122.

Arabians, services to education, 145.

Architecture, in Milton's scheme of education, 219.

Aristotle, analytical method of, 67. Athenian philosopher, 56. called the Stagirite, 65. pedagogy of, outlined, 66, 67. pupil of Plato, 65. teacher of Alexander the Great, 65.

Arithmetic, in Charlemagne's reign, 128. in Chinese schools, 24. in India, 32, 33. in Jewish education, 43. in Milton's scheme of education, 219. in monastic education, 119. in Roman schools, 78.

Arrondissements, in French school system, 297.

Art, in Athens, 56. in Egypt, 47.

Arts, seven liberal, 118, 127.

Aryans, in Greece, 53. in India, 30. in Persia, 36.

Asceticism, influence on civilization, 116.

Ascham, Roger, English educator, 190. method of, 191. _Scholemaster_, 190. tutor to Elizabeth, 190.

Assistant teachers, 307.

Astrology, applications of, 120.

Astronomy, applications of, 120. Arabians' services to, 145. Copernican system, 148.

Astronomy taught in Egypt, 50. taught in Mohammedan schools, 145. taught to Jews, 43.

Athenian education, criticism of, 59.

Athenian educators, 61-67. Aristotle, 65-67. Plato, 63-65. Socrates, 61, 62.

Athens, 56-60. aesthetic education in, 58, 59. Aristotle founds Lyceum at, 66. art and literature in, 54. center of learning, 75. contrasted with Sparta, 56. criticism of education in, 59. democratic government in, 57. history of, 56. home in, 57. laws of Solon, 57. Pericles, Socrates, Plato, Aristotle, 56. philosophers from, at Museum of Alexandria, 50, 51. play important factor in child life, 57. Romans study at, 74. study of poets, 57, 59. training of children, 57. woman's status in, 58, 90.

Attendance, compulsory, in English schools, 306. in French schools, 297, 298. in German schools, 291, 292. in United States schools, 312.

Augustine, St., _City of God_, _Confessions_, 114. conversion of, 114. influence of, 18, 115. life of, 114. pedagogy, 115. services to education, 101. works of, used in monasteries, 119.

Augustus, age of, 74, 75.

Azarias, Brother, on La Salle, 228. on the Simultaneous Method, 227.

Babylon, Saracenic school at, 140. school of rabbis at, 44.

Bacon, Francis, character of, 206. Comenius applies principles of, 214. degradation of, 207. Inductive Method introduced, 207, 208. influence of, 18. life of, 205. Montaigne's influence on, 195. new era in education, 209. _Novum Organum_, 207. object teaching of, 189. on Jesuit schools, 186, 187. pedagogy of, 208, 209. political advancement of, 206. reforms of, 204.

Bagdad, caliphs foster education, 145. Saracenic school at, 140.

Barrett, influences Horace Mann, 285.

Basedow, _Elementary Book_ (_Elementarbuch_), 251. failure of, 254. life of, 250. methods of teaching, 250. pedagogy of, 253, 255, 256. Philanthropin established, 251, 252. professor at Soroee, 251. writings of, 255.

Basel, center of printing industry, 162.

Basil the Great, life of, 106. pedagogy of, 106. services to education, 101.

Beautifying of schoolrooms, 197, 198.

Bell, Andrew, founds National Schools, 305. Monitorial system of, 307.

Belles-Lettres, in Chinese education, 25.

Benedict, St., principles of, 117.

Benedictines, growth of, 117. principles of, 117. schools founded by, 118. teachers, 118.

Berlin Conference, 236 _n_.

Bernsdorf, Danish minister of education, 251.

Besant, Walter, on Rabelais, 193, 194, 195.

Bible, only literature of early Christians, 95. study of, 153. translated by Alfred the Great, 131. translated into German, 168.

Biographies of educators, 18.

Blankenburg, Froebel's school at, 276.

Bluntschli, advice to Pestalozzi, 260.

Board of Education in United States school system, 310, 311.

Board schools, established in England, 305.

Boatman, third caste in Egypt, 48.

Boccaccio, humanistic leader of Italy, 155, 157. influences of, 151.

Body, care of, 221, 230.

Bologna, university established at, 124.

Boniface, of Germany, Benedictine teacher, 118.

_Book of Method_, Basedow's, 255.

Books, school, adoption of, 290.

Bouillon, Godfrey of, leads first crusade, 137.

Brahma, Hindu worship of, 33.

Brahmanism, Buddha seeks to overthrow, 35.

Brahmans, highest caste in India, 29, 30, 31, 32, 34. marriage of, 32.

Brotherhood of man, value of principle, 91.

_Brothers of the Christian Schools_, La Salle organizes, 227.

Brown University, Horace Mann at, 285.

Browning, on Milton's scheme of education, 220.

Buddha, religion and spirit of, 35.

Buddhism, in China, 21, 22, 27. in India, 31. religion based on moral acts, 35.

Budding Intellect, Chinese degree, 26.

Bulfinch, on Charlemagne, 126.

Bureau of Education, U. S., 309.

Burgdorf, Froebel at, 275. Pestalozzi teaches at, 266.

Burgundy, Duke of, taught by Fenelon, 224, 225.

Caen, university at, 141.

Cahors, university at, 141.

Calculating boards, in Athens, 59.

Caliphs, foster education, 145.

Cambray, Bishop of, aids Erasmus, 161.

Cambridge, University of, 141.

Campe, leader of Philanthropin, 254.

Canterbury, cloister school at, 118.

Cantons, in French school system, 297.

Caste system, in Egypt, 47-49. in India, 30, 32.

Catechetical schools, 107, 108. decay of, 110.

Catechumen schools, 104.

Cathedral schools, 139 _n_.

Catholic Church. See Church.

Cavaliers, struggle with Roundheads, 200.

Celestial Empire, civilization of, 20.

Ceylon, Buddhism in, 35.

Charity schools, in China, 23.

Charlemagne, education of, 133. encourages education, 127, 128. history, character, purpose of, 125, 126. influence of, 18. School of Palace established, 127. summary of work of, 128, 129.

Charles V., of Spain, Emperor of Germany, 165, 166.

Chemistry, taught in Mohammedan schools, 145.

Child study, 319.

Children, a sacred trust, 91. home training of early Christians, 94. among Jews, 41, 42. in Athens, 57. in Egypt, 49.

Children, in India, 32. in Persia, 37. in Rome, 76, 77. in Sparta, 69. weak, cast out in Sparta, 69, 73.

China, 20-28. belief in transmigration of souls, 22. civilization of 20. classics of, 25. Confucius, 18, 24, 27, 28. conservative character of, 21. criticism of education, 27. degrees in, 25, 26. elementary schools in, 23, 25. examinations in, 26. geography and history of, 20, 21. government and language in, 21. higher education in, 25. home in, 22. lack of toys, 23. motive for education, 52. relation of parents and children, 22, 23. religion in, 21. science and inventions in, 26. treatment of women in, 22.

Christ, disciples of, 92, 93. influence of, 96, 97. life and character of, 96, 97. methods of, 97, 98. nature study of, 99. principles of, 90, 91. teacher, 97-100. truth preached by, 99. type of perfect manhood, 16. value of teachings of, 89, 95.

Christian education, 89-314. aim of, 91. Alfred the Great's influence, 130, 131. Basil the Great, 106, 107. Benedictines, 117, 118. catechetical schools, 107. catechumen schools, 104. Charlemagne, 125-129. Chrysostom, 105, 106. church connection with, 101. Clement of Alexandria, 109. conflict with pagan education, 111-115. crusades, 102, 136-138. difficulties in establishment of, 95. feudal education, 132-135. first Christian schools, 104, 105. general view of, 89, 101, 103. importance of individual, 91. lessons and principles of, 90, 91. monastic education, 102, 116-120. Origen, 110. St. Augustine, 114, 115. scholasticism, 121-124. seven liberal arts, 119, 120.

Christian education, slow growth of, 92, 93. See also Renaissance, Humanistic educators, Reformation, Protestant educators, Jesuits, Modern educators, School systems, and sixteenth, seventeenth, eighteenth, and nineteenth century education. Tertullian, 112, 113. Teutonic peoples, instrument of civilization, 103. universities, 139-141.

Christiania, university at, 141.

Christianity, influence of, 96, 97. lessons of, 90-92. See also Christian education.

Chrysostom, educational principles of, 105, 106. life of, 105. services to education, 101.

Church, animosities between Catholics and Protestants, 200. authority in Renaissance, 150. controls education, 112, 139. corruption of, 151, 152, 166, 168. degradation of, 151, 152. influence of St. Augustine's writings on, 115. supremacy of, 116. the mother of schools, 102.

Church Fathers, direct educational movements, 101. opposed to pagan literature, 113, 120.

Cicero, called Father of his Country, 82. character of, 82. death of, 82. education of, 81. life of, 81. pedagogy of, 83. _Philippics_ of, 82. Roman consul, 82. services to education, 83. works of, studied in monastic education, 119.

Citizens in Sparta, 68.

_City of God_, St. Augustine's, 114.

Classic languages, Humanists revive study, 149. in Trotzendorf's pedagogy, 178. new interest in, 149, 150.

Classic literature, revival of study of, 155-157. Tertullian excludes, 113.

Clement of Alexandria, pedagogy, 109. pupil of Pantaenus, 109. teacher, 109.

Clermont, Jesuit college of, 183.

Climate a factor in education, 16.

Cloister schools established, 118.

Clothing of children, Locke's rules regarding, 221.

Coeducation, in France, 298. in German villages, 292. in Sparta, 71.

Colleges, in United States school system, 312, 313.

_Colloquies_, Erasmus's, 162.

Cologne, cloister school at, 118. university of, 141.

Comenius, Johann Amos, banished, 212. _Didactica Magna_, 213. education of, 211, 212. educational works of, 214. honors bestowed on, 213. influence of, 18. influence of Bacon on, 214. Latin Bohemian dictionary of, 213. member of Moravian Brethren, 211. object teaching of, 189. Pestalozzi applies principles of, 269. reforms of, 204. settles in Poland, 213. summary of his work, 215. trials of, 212.

Commandments, Ten, oldest writing among Israelites, 44.

_Committee of Council on Education_, in England, 305.

Common schools, importance of, 287. in Germany, 292. in United States, 310.

Commonwealth, established, 200.

Communes, in French education, 300.

Compass, invention of, 148.

Compayre, on Comenius, 214. on Jesuit schools, 185, 187. on Jesuits and Jansenists, 189. on La Salle, 228. on Locke, 221. on Montaigne's pedagogy, 198. on Rabelais's Gargantua, 194, 195. on Rousseau, 242, 246. on the Reformation, 166, 167. on the Renaissance, 121.

Composition, in Chinese education, 25.

Compulsory education, among Jews, 42. Charlemagne introduces, 128. in England, 306. in France, 297, 298. in Germany, 170, 181, 203, 291. in United States, 312. Luther insists on, 174. Plato's scheme of, 65.

_Conduct of Schools_, La Salle's, 228.

_Confessions_, Rousseau's, 242, 243.

_Confessions_, St. Augustine's, 114.

Confucius, altar to, in Chinese schoolrooms, 24.

Confucius, analects of, 28. influence of, 18, 27.

Conrad III., of Germany, leads second crusade, 137.

Constance, cloister school at, 118.

Continuation schools, in Germany, 292.

Copenhagen, university at, 141.

Copernicus, astronomical discoveries of, 148, 202.

Cordova, caliphs of, foster education, 145. Saracenic school at, 140.

Corporal punishment, among Jews, 43. Basil the Great on, 106. Cicero's views regarding, 83. in Jesuit schools, 186. Quintilian's views regarding, 87.

Council, Educational, governs French departements, 297.

Counter-Reformation, 182.

County, school administration of, 310.

Cramer, on the crusades, 138.

Criticism, of Athenian education, 59. of Chinese education, 27. of Egyptian education, 51. of Feudal education, 135. of Hindu education, 34, 35. of Jesuit education, 188. of Jewish education, 44, 186. of Persian education, 38. of Roman education, 80. of Spartan education, 71.

Cromwell, Commonwealth under, 200.

Crusades, influence on education, 102, 103, 136-138. results of, 138.

Curtius, quoted, 72.

Dancing, taught among Jews, 42.

Dante, banishment of, 156. birth of, 155. _Divine Comedy_, 156. education of, 155, 156. humanistic leader of Italy, 155. influence of, 151.

Dark Ages, slow progress during, 101. end of, 148.

David, founder of Hebrew literature, 44.

Dean, M. Ida, on schools in India, 33.

Decimal system originated by Hindus, 34.

De Garmo, on Herbart as a teacher, 279.

Degrees in China, 25, 26. in French Universities, 299.

Demia, Charles, 227.

Democratic government in Athens, 57.

Departements, erect normal schools, 300. in French school system, 297.

Dervishes, in Persia, 38.

Descartes on Jesuit schools, 186.

Deserving of Promotion, Chinese degree, 26.

Dessau, institute at. See Philanthropin.

Dialectical method, of Socrates, 62.

_Dialogues of the Dead_, Fenelon's, 225.

_Didactica Magna_, Comenius's, 213. See Great Didactic.

Discipline, in Chinese schools, 24. in Indian schools, 32. in Jewish schools, 43. in Roman schools, severe, 78.

Discoveries, during Renaissance, 148.

District inspector, in German schools, 291.

District school board, in Germany, 290, 291.

District system of education, in United States, 311.

Dittes, quoted, 42, 274.

Draper, on St. Augustine, 115.

Drieser, on Quintilian, 86 _n_.

Dualistic philosophy, of Zoroaster, 39.

Duns Scotus, Benedictine leader, 118. leader of scholasticism, 122.

Dyeing, in ancient Egypt, 47.

Earth, size of, ascertained, 145.

Eberhard, Count, Reuchlin's friend, 159.

_Education of Girls_, Fenelon's, 224.

_Education of Man_, Froebel's, 277.

Egypt, 46-52. antiquity of its history, 47. caste system in, 47-49. criticism of education in, 51. dyeing, embalming, etc., in, 47. geography and history of, 46, 47. higher education in, 50. home in, 49. influence of priests in, 47, 48. mechanic arts in, 47. military class in, 48. motive for education in, 52. pilgrimages to, for study, 47. polygamy in, 49. status of woman in, 49.

Egyptian education, criticism of, 51.

Eighteenth century education, general view of, 237-240. See also Modern educators.

_Elementary Book_ (_Elementarbuch_), Basedow's, 251, 255.

Elementary education, among Arabians, 145. in Athens, 58. in China, 23. in England, 306. in France, 298, 299. in Germany, 192. in India, 32-34.

Elementary education in Rome, 77. in United States, 312. neglected by Jesuits, 184, 187.

Elizabeth, Queen, taught by Roger Ascham, 190, 192.

Emerson, on the Middle Ages, 147.

_Emile_, Rousseau's, 243-249.

Emulation, as incentive in Jesuit schools, 186, 188.

Engineering, in Ancient Egypt, 47-50. in Milton's scheme of education, 219.

England, administration of schools, 305. attendance in schools, 306. educational enterprise in, 308. school system of, 303-308. support of schools in, 307. teachers in, 307, 308.

English rule in India, 31.

Environment, a factor in education, 16, 17.

Erasmus, _Colloquies_, 162. compared with Luther, 162. humanistic leader, 153. life of, 161. literary authority of world, 162. on Agricola, 158. on Melanchthon, 171. pedagogy of, 162, 163. _Praise of Folly_, 162. studies of, 161. translation of Greek testament, 162.

Erfurt, Francke preacher at, 233. university of, 141.

Erigena, leader of scholasticism, 122. principles of, 122.

Ernst of Gotha, Duke, school law of, 203.

_Essay Concerning Human Understanding_, Locke's, 221.

Essays, Montaigne's, 198.

Essex, benefactor of Bacon, 206.

Eton, college at, 174, 306.

Euclid, used in monastic education, 119.

_Eudemon_, page in Rabelais's _Gargantua_, 194.

_Evening Hours of a Hermit_, Pestalozzi's, 263.

Examinations in Athens, 58. in China, 25, 26.

Exercise, Locke's rules regarding, 221.

_Fables_, Fenelon's, 225.

Factory laws, in England, 306.

Family, the foundation of education, 17. See Home.

Farmers, caste in India, 30. education of, 34. third caste in Egypt, 48.

Fathers of church, opposed to pagan literature, 113.

Faurier, Peter, 227.

Fear, motive for study in China, 24, 27.

Fenelon, compared with Seneca, 225, 226. education of, 223, 224. _Education of Girls_, 224. head of convent of new Catholics, 224. pedagogy of, 226, 227. preceptor of grandson of Louis XIV, 224. priest, 224. reforms of, 204. works of, 225.

Feudal barons, influence of, 133.

Feudal education, 132-135. criticism of, 135.

Feudalism, crusades break power of, 138. defined, 132.

Fichte, Herbart student of, 279.

Finances, school, 290.

Fit for Office, Chinese degree, 26.

Food of children, Locke's rules regarding, 221.

Forest of Pencils, Chinese degree, 26.

Formalism in instruction, 194.

Forsyth, on Cicero, 81, 82, 83.

France, administration of schools, 296, 297. attendance in schools, 297. mother schools in, 298. normal schools in, 297. school system, 296. support of schools, 299, 300. teachers, 300, 302.

Francis I., of France, 165.

Francke, August Hermann, called to University of Halle, 233. education of, 232. founds orphan asylum at Halle, 234. Institutions at Halle, 234, 235. organizes teachers' class at Halle, 228. Privat Docent at Leipsic, 232. _Real-school_, 236. training of teachers, 235. work among poor, 233, 234.

Frankfurt-am-Main, Froebel teaches in, 273.

Frederick Barbarossa of Germany, leads third crusade, 137.

Frederick I., recognizes university at Bologna, 140.

Free schools, established in France, 298-300. in Germany, 293. in United States, 313.

Freiburg-im-Breisgau, university at, 141.

French Revolution, lessons of, 239, 264.

Froebel, Friedrich Wilhelm August, as teacher, 273. at Burgdorf, 275.

Froebel, F. W. A., at Universities of Goettingen and Berlin, 274. at Yverdon, 274. _Education of Man_, _Songs for Mother and Nursery_, 277, Fenelon anticipates, 226. first school of, 275. influence of, 18. kindergarten of, 276. lectures of, 277. life of, 272, 273. object teaching of, 189. on Pestalozzi, 274. school at Griesheim and Keilhau, 275. soldier, 275.

Fulda, cloister school at, 118.

Galileo, punishment of, 117.

_Gargantua_, Rabelais's, 193.

_Gate of Tongues Unlocked_, Comenius's, 214.

Geography, a factor in education, 16. in Milton's scheme of education, 219 in monastic education, 119. Neander favors study of, 179.

Geometry, discovery of Pythagorean theorem, 73. in catechetical schools, 108. in Jewish schools, 43. in Milton's scheme of education, 219. in monastic education, 119.

Germany, administration of schools, 289. attendance in schools, 291. effects of 30 Years' War on, 201, 202. humanism in, 157. school system of, 169, 199, 289-295. State assumes responsibility of education, 174. support of schools, 293. teachers in, 294.

Gibbon, Edward, quoted, 75, 150.

Girls, education of, among Jews, 41. Fenelon advocates education of, 226. in Athens, 58. in China, 22. in Egypt, 50. in Rome, 80. in Sparta, 71. sale of, in India, 31. schools for, in Germany, 181.

Glaucha, Francke pastor at, 233.

Goethe, on the _Emile_, 249.

Goldberg, Trotzendorf rector at, 178.

Goettingen, University of, 280.

Government, administrative school board of, in Germany, 290. democratic, in Athens, 57. no control of schools in China, 23. of Romans, 75.

Government, self, in schools, 178, 179.

Graduate school in United States school system, 312.

Grammar, study of, begun, 59. in Athenian schools, 59. in catechetical schools, 108. in Mohammedan schools, 145. in monastic schools, 119.

Greard on Rousseau, 246.

_Great Didactic_, Comenius's, 213, 214. organization of school system in, 215-217.

Great Teacher, The. See Christ.

Greece, 53-55. art and literature in, 54. Athens and Sparta, 54. geography and history in, 53, 54. manners and customs in, 54. Olympian games in, 54, 55. political freedom in, 54.

Greek culture, influence on Rome, 74, 75, 80.

Greek language, importance of, in human culture, 157. in Milton's scheme of education, 219. in pedagogy of Innovators, 204. introduced into Germany, 160. Reuchlin introduces study of, 160. revival of study of, 150, 151, 153. study of, in Rome, 74. taught in Sturm's school course, 176.

Greek text-books, Neander's, 180.

Greifswald, University of, 141.

Griesheim, Froebel's first school at, 275.

Gruner, Dr., head master of Model School at Frankfurt-am-Main, 273.

Guienne, Montaigne studies at, 196.

Gunpowder, invention of, 148.

Gutenberg, invents printing, 164.

Gymnasia, furnished by State in Athens, 58.

_Gymnasium_, course in, 293. established by Francke, 234. purpose of, 236 _n_.

Gymnastics, taught in Athens, 58. in Sparta, 71.

Hakem III., fosters education, 145.

Hallam, on Agricola, 158.

Halle, Institutions at, 234. Pietists found university at, 231, 232. teacher's class at, 228.

Hamburg, cloister school at, 118.

_Hanlin_, Royal Academy, in China, 26.

Harris, Dr., on Pestalozzi, 271.

Harrow, college at, 174, 306.

Hebrew, revival of study, 153. used in interpreting Scripture, 158, 160.

Hebrew Grammar and Lexicon, Reuchlin's, 159.

Hecker, founds first Prussian Normal School, 228.

Hegel, Aristotle compared to, 67.

Hegira, Mohammedanism dates from, 143.

Heidelberg, center of humanistic movement, 153. Reuchlin at, 160. University of, 124, 141.

Heliopolis, institution for higher learning at, 50.

_Heloise_, Rousseau's, 243.

Helots, in Sparta, 68.

Herbart, Johann Friedrich, enters Gymnasium at Oldenburg, 279. in Bremen and Switzerland, 279. life of, 278. literary activity of, 281. on importance of common schools, 287. pedagogy of, 282, 283. practice school at Koenigsberg, 280. professor of philosophy at Koenigsberg, 280. student of Fichte, 279. teacher in Switzerland, 279.

Herbartians, work of modern, 282, 318.

Herford, on Froebel, 276.

Hesse-Cassel, active in school work, 203.

Hesse-Darmstadt, active in school work, 203.

Hieroglyphics, Rosetta stone furnishes key to interpretation of, 47.

High Schools, connected with common in France, 299. in United States, 313.

Higher education, among Jews, 44. in China, 25, 27. in Egypt, 50. in India, 34. in Rome, 79.

Hindu education, criticism of, 34, 35.

Hindus. See India.

History, a factor in education, 16. natural, taught in Jewish schools, 43. Neander favors study of, 179. taught in Roman schools, 78. taught in schools of prophets, 44.

Holstein, active in school work, 203.

Holy Land, of Greece, at Olympia, 55. pilgrimages to, 136.

Home, foundation of education, 17. in Athens, 57. in China, 22. in Egypt, 49. in India, 32. in Persia, 37. in Rome, 76.

Home, in Sparta, 69. of Jews, 41.

Home training, among early Christians, 94.

Horace, Roman poet, 74.

_How Gertrude teaches her Children_, Pestalozzi's, 267.

Humanism, art of printing aids, 150. decline of, 198. in Germany, 157. in Italy, 149-151. Petrarch founder of, 156.

Humanistic educators, 155-163. Agricola, 158. Boccaccio, 157. Dante, 155. Erasmus, 161. German, 157-163. Italian, 156, 157. mission of, 155. Petrarch, 156. Reuchlin, 159.

Humanities, studied in Jesuit schools, 185.

Hunziker, Professor, on Pestalozzi, 267, 269.

Hurst, Bishop, on Melanchthon, 171.

Huss, reformer, 165.

Ilfeld, Neander's school at, 179.

Iliad and Odyssey, called Bible of Greeks, 69.

Illustrated text-books, first, 215, 229.

Illustration, teaching by, 98.

India, 29-35. Brahminism and Mohammedanism in, 31. Buddha, 35. caste system in, 30. criticism of education in, 34. elementary schools in, 32-34. English reforms in, 31. geography and history of, 29. higher education in, 34. home in, 32. motive for education in, 52. polygamy in, 31. religious ceremonies in schools, 33. schoolhouses described, 33. skill of craftsmen in, 30, 31. status of woman in, 31.

Individual, education for, 91.

Individuality, of children, 88.

Inductive method, Bacon's, 207, 208, 229.

Industrial School, Pestalozzi establishes, 262.

Infant school (_ecole infantine_) in France, 298.

Innocent III., Pope, recognizes University of Paris, 141.

_Inquiries concerning Course of Nature in Development of Mankind_, Pestalozzi's, 269.

Inspector, in German schools, 290, 291. Royal, in English school system, 305.

_Institutes of Oratory_, Quintilian's, 87.

Institutions at Halle, 234.

Instruction, method of, in India, 33.

Introduction, 15-19.

Inventions, Chinese, 26. during Renaissance, 148.

Isaiah, founder of Hebrew literature, 44.

Israel. See Jews.

Italy, humanism in, 149-151. intellectual movement in, 152.

Jansenists, introduce phonic spelling, 189. purpose of, 188. services to education, 189.

Jena, center of Herbartian activity, 279, 282.

Jerome of Prague, reformer, 165.

Jerusalem, Latin Kingdom established at, 137. pilgrimages to, 136. school of rabbis at, 44.

Jesuits, criticism of education, 186. education of, 184. emulation as an incentive, 186. founding of order, 182, 183. growth of society, 184. Loyola, 183. military character of order, 183. opposition of Port Royalists to, 189. school system of, 183-188, 199. spread of power, 184. summary of educational work, 188, 189.

Jews, 40-45. compulsory education among, 42. criticism of education, 44. education in home, 17. esteem of teachers, 43. geography and history, 40, 41. higher education among, 44. home of, 41. mission of, 40. motive for education of, 52. prophets, 44. religion of, 41, 42. schools of, 42. schools of the prophets, 44. schools of the rabbis, 44. status of women, 41. the Talmud, 45. theocratic education of, 40. training of children, 41, 42.

Johnson, Dr., on Ascham's _Scholemaster_, 190, 191.

Justinian, abolishes pagan schools, 115.

Kant, Emanuel, quoted, 254, 255, 281.

Keilhau, Froebel's school at, 275.

Kepler, astronomical discoveries of, 202.

Kindergarten, Froebel founder of, 276. in Prussia, 275. in Switzerland, 276. in United States, 277, 312. prohibited, 275. purpose of, 277.

Knight, chivalry of, 133. education of, 133. seven perfections of, 133.

Knowledge, defined by Confucius, 28.

Koenigsberg, Herbart teaches philosophy at, 280. practice school at, 281.

Koran, Mohammed writes, 143. used as reading book, 145.

Kruesi, Hermann, on Pestalozzi, 260, 261, 265, 266. on the sacrifices of Baebeli, 257. Pestalozzi founds school with, 267.

La Salle, _Conduct of Schools_, 228. organizes Brothers of the Christian Schools, 227. services to education, 228. simultaneous method introduced, 227.

Laborers, third caste in Egypt, 49.

Lancaster, Joseph, establishes Board Schools, 307. monitorial system of, 307.

Land grants, for educational purposes, 310.

Lang, on Basedow's _Book of Method_, 255.

Langethal, Heinrich, joins Froebel, 275.

Language, Ascham's method for study of, 191. classic, see Latin, Greek, classic languages, double translation in teaching, 199. in pedagogy of Innovators, 204. modern conversational method, 197-199. taught in Egypt, 50. taught in Roman schools, 78.

Latin, in Locke's system of education, 222. in Melanchthon's course, 173. in Milton's pedagogy, 219. in pedagogy of Innovators, 204. in Sturm's school course, 176. in Trotzendorf's school course, 188. revival of study, 151, 153.

Latin Kingdom, established at Jerusalem, 137.

Latin Schools, Strasburg _Gymnasium_ the model for, 176.

Latin text-books, Neander's, 180.

Latini, Brunetto, teacher of Dante, 155.

Launcelot, leader of Port Royalists, 188.

Laurie, S. S., quoted, 107, 139, 140.

Law, in Milton's scheme of education, 220. studied in Egypt, 47. taught in _Gymnasia_, 293. taught in schools of prophets and rabbis, 44.

Leibnitz, on Jesuit schools, 187.

Leipsic, University of, 141.

Leonard and Gertrude, Pestalozzi's, 263, 264.

Leopold of Dessau, establishes the Philanthropin, 251.

Letters, forms and names to be learned simultaneously, 88.

Library at Alexandria, 107. at Pekin, 25.

_Literators_, in charge of Roman schools, 78.

Literature, Hebrew, 44. in Athens influences world, 56. lack of Christian, 94. opposition to pagan, 94, 113, 115, 126. pilgrimages to Egypt to study, 47.

_Literatus_, teacher of Roman school, 78.

Local school board in Germany, 291.

_Loci Communes_, Melanchthon's, 172.

Locke, John, education of, 220, 221. educational works of, 221. _Essay Concerning Human Understanding_, 221. his influence on education, 223. Montaigne's influence on, 195, 196. reforms of, 204. tutor at Christ Church, 221.

Logic, in monastic education, 119. taught in Sturm's school course, 176.

Lord's Prayer, taught in Charlemagne's reign, 128.

Louis VII. of France, leads second crusade, 137.

Loyola, founds Jesuit order, 183.

Lucretius, 74. compared with Rabelais, 194, 195.

Lund, university at, 141.

Luther, Martin, Augustinian monk, 168. contrasted with Erasmus, 162. educational reforms of, 166. influence of, 18. lays foundation of German school system, 169. leader German Reformation, 165. life and struggles of, 167. pedagogy of, 169. professor at Wittenberg, 168. Reuchlin on, 160.

Luther, Martin, summoned before Diet of Worms, 168. translates Bible, 168. work marked out by, 175.

Lutheran churches, schools in connection with, 181.

Lyceum at Athens, founded by Aristotle, 66.

Lycurgus, influence in Sparta, 73. laws of, 72.

Lyons, cloister school at, 118.

Macaulay, Lord, on Bacon, 205, 206, 208.

Magi, Persian priests, 37, 38.

Mainz, university at, 141.

Malone, John, on Chrysostom, 105.

Mann, Horace, _Annual Reports_, 286. at Brown University, 285. at Litchfield, 285. educational campaign of, 286. life of, 284, 285. on common schools, 285. president of Antioch College, 288. Secretary of State Board of Education, 286. services to education, 288. statesman, 285, 288.

Manual and industrial training, 320.

Manual training school, Locke advocates, 222.

Maps, early, 120.

Marenholtz-Buelow, Bertha von, disciple of Froebel, 277.

Mariner's compass invented, 148.

Marriage, Christ's teaching on, 91. controlled by State in Sparta, 73.

Martel, Charles, checks Mohammedanism, 144.

Martial training, in Sparta, 69-71.

Martin, on work of Horace Mann, 286.

Massachusetts, new epoch in educational history, 285-287. normal schools established in, 287.

Mathematics, central idea of Pythagorean system, 73. discoveries of Hindus, 35. taught in Egypt, 50. taught in Mohammedan schools, 145.

Matthison, leader of Philanthropin, 254.

Mecca, Mohammed's flight from, 143. pilgrimages to, 145.

Mechanics, third caste in Egypt, 47, 48. third caste in India, 30.

Mecklenburg, active in school work, 203.

Medicine, in Milton's scheme of education, 219. taught in Egypt, 50. taught in _Gymnasium_, 293.

Medicine taught in schools of prophets, 44.

Medina, Mohammed flees to, 143.

Melanchthon, Philipp, colaborer of Luther, 170, 171. early life and studies of, 171. educational work of, 172, 173. first Protestant psychologist, 173. Greek professor at Wittenberg, 171. lectures at Tuebingen, 171. _Loci Communes_, 172. Saxony school plan, 172, 173. service to schools, 172. text-books, 172. work marked out by, 175.

Memory, cultivation of, in Chinese education, 24, 25, 27. in Cicero's pedagogy, 84. in Fenelon's pedagogy, 226. in humanistic education, 163. in India, 32-34.

Memphis, institution for higher learning at, 50.

Merchants, third caste in India, 30.

Methodists, purpose of, 231.

Middendorff, Wilhelm, joins Froebel, 275.

Middle Ages, progress during, 146, 147.

Military class, in Egypt, 48.

Military schools, in China, 27.

Military training, in Persia, 38. in Sparta, 69.

Milton, John, defines education, 217. reforms of, 204. scheme of education, 219, 220. teacher, 218. _Tractate_, 218.

Mines, schools of, in France, 299.

Minister of education in France, 290, 296.

Minnesingers, compositions of, 135.

Missionary enterprise in India, 32.

Model school at Frankfurt-am-Main, 273.

Modern educators, 241-314. Basedow, 250-256. Froebel, 272-277. Herbart, 278-283. Mann, 284-288. Pestalozzi, 257-271. Rousseau, 241-249.

Mohammed, flight of, 143. precepts of, 144, 145. spread of doctrines of, 144. writes Koran, 143.

Mohammedan education, 143-147. five Moslem precepts, 144. history of Mohammedanism, 143-145. scientific progress made, 145.

Mohammedanism, history of, 143-145. in India, 31.

Monasteries, Alfred the Great establishes, 131. benefits to civilization by, 120. center of educational activity, 146. center of religious interest, 120. power of, 116. services to education, 102. suppress scientific discoveries, 116, 117.

Monastic education, 116-120.

Monitorial System, defined, 307.

Montaigne, education of, 196. _Essays_, 197. influence on Locke, 223. pedagogy of, 195, 197, 198.

Montanists, teachings of, 113.

Monte Cassino, monastery at, 117, 118.

Moravian Brethren, Comenius member of, 211, 213.

Moravian School, Comenius teacher of, 212.

Moses founder of Hebrew literature, 44.

Moslemism. See Mohammedanism.

Mother-school (_ecole maternelle_) in France, 298.

Motive of education, among Jews, 52. in Athens, 59. in China, 27, 52. in Egypt, 52. in India, 34, 52. in Persia, 38, 52. in Rome, 80. in Sparta, 69, 71.

Music, cultivation of, among Jews, 42. during Charlemagne's reign, 128. in Athens, 58, 59. in Egypt, 50. in monastic education, 119. in Sparta, 71. in Sturm's school course, 176.

Nantes, university at, 141.

Napoleon, quoted, 97.

National Bureau of Education, in United States, 309, 310.

National Herbart Society in America, 282.

National Schools, Andrew Bell establishes, 305.

Nature study, Christ advocates, 99. inductive methods lead to, 208.

Navigation, in Milton's scheme of education, 219.

Neander, Michael, teacher at Ilfeld, 179. text-books of, 180.

Nero, pupil of Seneca, 84.

Neuhof, Pestalozzi's experiment at, 261, 262.

Nicole, leader of Port Royalists, 188.

Nile, importance to Egypt, 46.

Nile, inundations encourage mathematical study, 50.

Nineteenth century education, general view, 237-240. See also Modern Educators and School Systems.

Nisibis, catechetical school at, 107.

Nitric acid discovered, 145.

Normal schools, in France, 297, 300, 301. in Germany, 290, 294. in Massachusetts, 287. in United States, 314. La Salle establishes first, 228. teachers appointed in, 290.

_Novum Organum_, Bacon's, 207.

Obedience, cardinal Chinese virtue, 23.

Object teaching, beginning of, 266. of Jansenists, 189. Pestalozzi's, 270.

Occam, leader of scholasticism, 122.

Occupation, a factor in education, 16.

Odessa, catechetical school at, 107. first Christian common school at, 105.

Olympia, Holy Land of Greece, 55.

Olympiad, basis for computing time, 55.

Olympian games, influence and character of, 54, 55.

Orations of Cicero, 82, 83.

Oratory, ideal of education in Rome, 77, 78, 80. Quintilian's views regarding, 87.

_Orbis Pictus_, Comenius's first illustrated text-book, 214, 215.

Order of Jesus. See Jesuits.

Oriental civilization, basis of, 89.

Oriental education, aim of, 91. summary of, 51, 52.

Origen, character of, 110. education of, 110. pedagogy of, 110. service to education, 101.

Orleans, university at, 141.

Ormuzd, principle of light in Persian religion, 39.

Orphan asylum, at Halle, founded, 233, 234.

Oxford, cloister school at, 118. Locke tutor at, 221. University of, 131, 141.

Pagan education, conflict with Christian, 111-115.

Pagan literature, opposition to, 94, 113, 115, 120.

Pantaenus, establishes catechetical school, 107.

_Pantagruel_, Rabelais's, 193.

Paper, invented, 148.

_Paradise Lost_, Milton's, 217.

Paris, cloister school at, 118. university at, 124, 140, 141.

Parker, Colonel, on Horace Mann, 284, 286.

Parliamentary grants for school expenses, 306.

Parochial schools, 139 _n_.

Pascal, leader of Port Royalists, 188.

Pastor, superintendent of German schools, 181.

Paul, services to education, 102.

Paul III., Pope, recognizes Jesuits, 183.

Paulsen, on John Sturm, 175, 176, 177. on Neander's text-books, 180.

Pedagogium, established by Francke, 234, 236.

Pedagogue, duty of, in Athens, 56, 58. in Rome, 77.

Pedagogy, begins with history of education, 15. elevated to dignity of a science, 282. of Agricola, 158. of Alfred the Great, 131. of Aristotle, 66, 67. of Ascham, 190-192. of Bacon, 207-209. of Basedow, 251-256. of Basil the Great, 106. of Benedictines, 118, 119. of Boccaccio, 157. of Charlemagne, 127-129. of Christ, 91, 97-100. of Chrysostom, 105. of Cicero, 83. of Clement of Alexandria, 109. of Comenius, 214-217. of Confucius, 28. of Dante, 156. of Erasmus, 162, 163. of Fenelon, 226, 227. of Feudalism, 132-135. of Francke, 234-236. of Froebel, 275-277. of Herbart, 282, 283. of Humanists, 153. of Innovators, 204. of Jesuits, 184-188. of La Salle, 227, 228. of Locke, 221-223. of Loyola, 183. of Luther, 169. of Mann, 285-288. of Melanchthon, 172. of Milton, 218, 219. of Mohammedans, 145. of Montaigne, 195-198. of Neander, 179-181.

Pedagogy, of Origen, 110. of Pestalozzi, 269-271. of Petrarch, 151. of Plato, 63-65. of Port Royalists, 189. of Pythagoras, 73. of Quintilian, 87. of Rabelais, 194, 195. of Ratke, 211. of Reuchlin, 160. of Rousseau, 243-249. of St. Augustine, 115. of Scholastics, 124. of Seneca, 85. of Socrates, 62. of Sturm, 176, 177. of Tertullian, 113. of Trotzendorf, 178, 179.

Pekin, royal library at, 25.

Pendulum, applied to reckon time, 145.

Pensions to teachers, in England, 308. in France, 302. in Germany, 294.

Pericles, Age of, 54, 57. Athenian statesman, 56.

Perioeci, in Sparta, 68.

Persia, 36, 39. criticism of education, 38. geography and history, 36. home, religion in, 37. military education in, 16, 38. motive for education in, 52. state education in, 37, 38. status of women in, 37. training of children in, 37. Zoroaster, 39.

Persian education, criticism of, 38.

Pestalozzi, Johann Heinrich, childhood and character, 257, 258. Christian ministry, 259. failures of, 259, 260, 262. farming, 260. influence of, 18. law, 260. lesson of love taught by, 271. marriage, 261. Neuhof, experiences at, 262. object teaching of, 189. pedagogy of, 269, 271. purposes of, 259. school at Burgdorf, 266. school at Stanz, 264, 265. school at Yverdon, 267, 268. schooling of, 258. unites with Kruesi, 267. work of, 269. writings of, 263, 264.

Peter the Hermit, crusade of, 136.

Petrarch, father of humanism, 155, 156.

Petrarch, influence of, 151-153. lays foundation of modern education, 157.

Pfefferkorn, John, antagonism to Hebrew works, 160.

_Phaedo_, Plato's, 63.

Philanthropin, established, 251. failure of, 252-254. purpose of, 252.

Philip Augustus, of France, aids university at Paris, 141. leads third crusade, 137.

_Philippics_, of Cicero, 82.

Philosophical discoveries, of Hindus, 35.

Philosophy, in Athens, 59. in catechetical schools, 108. in Egypt, 47. in gymnasium, 293. in Jesuit schools, 185. in Mohammedan schools, 145. in Roman schools, 78. in schools of prophets, 44. natural, in Milton's scheme of education, 219. of Christ, 98. scholasticism, 124.

Phoenicians, invent alphabet, glass making, and purple dyeing, 51.

Phonic method of spelling, introduced, 189.

Physical education, in Aristotle's scheme, 66. in Athens, 58. in Erasmus's scheme, 163. in Fenelon's scheme, 226. in Feudalism, 133, 135. in Innovators' scheme, 204. in Locke's scheme, 221, 229. in Luther's scheme, 170. in Milton's scheme, 220. in Persia, 38. in Pestalozzi's scheme, 263. in Plato's scheme, 64, 65. in Rome, 77. in Rousseau's scheme, 244. in Sparta, 70.

Pietism, influence of, 232. purpose of, 231.

Plato, Athenian philosopher, 56. disciple of Socrates, 63. first systematic scheme of education, 65. founds school at Athens, 63. republic, 63. State to have control of citizens, 64. testimony to Socrates, 62.

Play, educational force in Athens, 57, 60. in Fenelon's pedagogy, 226. in Froebel's system, 274.

Poetry, in Athens, 57, 59. in Roman schools, 78. in schools of prophets, 44.

Poitiers, university at, 141.

Political freedom of Greeks, 54.

Political rights, extension of, 239.

Polygamy, in China, 22. in Egypt, 49. in India, 31.

Polytechnic schools, in China, 27.

Port Royalists, purpose of, 189. services to education, 199.

Practical training of Roman children, 79.

Practice school, at Jena, 281. at Koenigsberg, 280. Herbart's, 280.

Prague, battle of, 212. university established at, 124, 141.

_Praise of Folly_, Erasmus's, 162.

Prerau, Moravian School at, 212.

Priests, influence in Egypt, 47, 48.

Primary education. See Elementary Education.

Printing, invented, 26, 148. influence on universal education, 150, 164, 165.

Printing press, invented, 148.

Privat Docent, in German universities, 232 _n._ 2.

_Progymnasia_, in Germany, 292 _n_.

Pronunciation, in Roman education, 76, 78.

Prophets, schools of, 44.

_Prorealgymnasia_, 292 _n_.

Protestant educators, 174-181. _Gymnasium_ at Strasburg, 175. Melanchthon's course of study, 174. Neander, 179. Sturm, 175. Trotzendorf, 178. See also Humanistic Educators and Reformation.

Protestant Reformation, 165-173.

Protestantism, spirit of, among common people, 200. spread of, checked, 182.

Protogenes, establishes school at Odessa, 105.

Provinces, thirteen royal, school administration in, 290.

Prussia, kindergarten in, 275, 276. school system of, 128, 289-295.

Psalms, translated into Anglo-Saxon, 131.

Ptolemaic system of astronomy, 148.

Ptolemies, found Alexandrian library, 50.

Public schools, first Christian, 105, 107. in England, 306. in France, 298. in Germany, 293. in Massachusetts, 286.

Public schools, in Rome, 78. in United States, 313. Quintilian advocates, 88.

Punishment, Basil the Great's views regarding, 106. Cicero's views regarding, 83. Fenelon's views regarding, 226. in Jesuit schools, 186. Montaigne's views regarding, 196, 197. Quintilian's views regarding, 87. Seneca's views regarding, 85. See also Corporal Punishment.

Pupil teachers, 307.

Pupils, number assigned to one teacher among Jews, 43. number of, fixed by State in Athens, 58.

Puritans, struggles with established church, 200.

Pythagoras, life of, 73. mathematical system of, 73. philosophy of, 73.

Quadrivium, second course in seven liberal arts, 118, 119.

Quick, on Ascham, 192. on Basedow's system, 254. on demands of Reformers, 204. on Jesuit education, 186, 187. on Milton, 218. on Pestalozzi, 258, 268, 269, 270. on Ratke, 209, 211. on Rousseau's hatred of books, 241. on the Philanthropin, 251, 252.

Quintilian, education and life of, 86. founds school at Rome, 86. _Institutes of Oratory_, 87. pedagogy of, 87. receives title of Professor of Oratory, 86. works of, studied in monastic education, 119.

Quincy Movement, the, 317.

Rabbis, schools of, 44.

Rabelais, compared with Lucretius, 194, 195. friend of Calvin, 193. _Gargantua and Pantagruel_, 193. influence of Locke on, 223. introduces realism into education, 194. life of, 192, 193. pedagogy of, 194.

Ramadan, fast of, 144.

Ramsauer, on Pestalozzi's method of teaching, 266.

_Ratio Studiorum_, of Jesuits, 186.

Ratke, method of teaching language, 209, 210. pedagogy of, 211. reforms of, 204.

Raumer, on Comenius, 213.

Reading, in Athenian schools, 58. in Chinese schools, 24. in Jewish schools, 43. in monastic schools, 119. in Persian schools, 38. in Roman schools, 78. in schools of India, 32. not taught in Sparta, 71. taught during Charlemagne's reign, 128. taught by Quintilian, 88.

_Real-school_ in Germany, course in, 293. founded, 236.

_Realgymnasia_, 292 _n_.

Realism, in education, 194.

Reformation, as an educational influence, 164-174, 199. conditions at beginning of sixteenth century, 164. instills love for religious liberty, 200. intellectual conditions, 166. invention of printing, 165. Luther, 167-169. Melanchthon, 170-173. spread of educational ideas of, 180.

Registration, book of, in French schools, 299.

Reichstag, school interests represented in, 290.

Rein, Professor Wilhelm, chief exponent of Ziller school, 281. on Herbart's pedagogy, 278, 282. practice school under, 281.

Religion, center of school course, 181. Chinese, 21, 28. Christian. See Christianity. in Egypt, 48, 50. in India, 31, 35. in Milton's scheme of education, 219. in Persia, 37, 39. of Jews, 41, 42, 45. of Romans, 75. taught in Sturm's school course, 177.

Religious freedom attained, 201, 240.

Religious instruction, Cicero advocates, 84. in Egypt, 50. in German schools, 170. Rousseau's views regarding, 247, 248. See also Christian education.

Removal of teachers, causes for, 294, 301.

Renaissance, 148-173. defined, 148, 173. humanistic movement, 149-163. influence on Teutonic race, 149. inventions and discoveries during, 149, 150. revival of classics, 150. universal education advocated, 150, 151.

Reuchlin, humanistic leader, 153. introduces Greek into Germany, 160. professor at Tuebingen, 159. services to Hebrew learning, 159. teacher of Melanchthon, 171.

Revival of learning. See Renaissance.

Revolution, American, lessons of, 239. French, 239, 264. of 1688, 200.

Rheims, first normal school established at, 228.

Rhetoric, in Athenian schools, 59. in catechetical schools, 108. in monastic education, 119. in Sturm's school course, 176. the climax of education, 88.

Richard the Lion-Hearted, leads third crusade, 137.

Rod, discipline of, in China, 24. Montaigne's opposition to, 196, 197. used in Roman schools, 78.

Rollin, reforms of, 204.

Roman church, duty of, to education, 182.

Roman educators, 81-88. Cicero, 81-84. Quintilian, 86-88. Seneca, 84-86.

Rome, 74-80. Age of Augustus, 74, 75. birth of Christ, 74. criticism of education, 80. education in, 77-79. educators of, 81-88. government in, 75. home in, 76. home training of children, 76, 77. influence of Greek culture on, 74. oratory highest art in education, 77, 80. persecution of Christians, 94. philosophers from, visit Museum of Alexandria, 50, 51. practical training of children, 79. religion of, 75. supremacy of, 74. utility the aim of education, 79. woman's status in, 90.

Rosetta stone, furnishes key to interpretation of hieroglyphics, 47.

Rostock, University of, 141.

Rote learning, in Chinese schools, 24.

Rouen, cloister school at, 118.

Roundheads, struggles with cavaliers, 200.

Rousseau, Jean Jacques, _Emile_, 244-248. influenced by Montaigne, 195, 196. life of, 241, 242. on Christ, 97. on education of women, 248. pedagogy of, 243.

Rousseau, Jean Jacques, Pestalozzi applies principles of, 269, 270. scheme of education, as outlined in _Emile_, 244-248. works of, 243.

Rugby, college, founded at, 174, 306.

Russia, serfs freed in, 238.

St. Augustine. See Augustine, St.

St. Gall, cloister school at, 118, 120.

Saint-Simon, on Fenelon, 224.

Saladin, captures Jerusalem, 137.

Salaries of teachers, in England, 308. in France, 300, 302. in Germany, 295. in United States, 314.

Salerno, university at, 140.

Sallust, Roman writer, 74.

Salzburg, cloister school at, 118.

Salzmann, leader of Philanthropin, 254.

Sanskrit, language of India, 30, 34.

Saracens, conquer Holy Land, 136. schools of, 140.

Saxony School Plan, principles of, 172, 173, 174, 177.

Schmidt, Karl, on Alfred the Great, 130. on Aristotle, 67. on corruption of the church, 151. on culture, 43. on emancipation of the individual, 52. on history of humanity, 15, 16. on Johann Sturm, 177. on St. Augustine's _Confessions_, 114. on scholasticism, 123. on teachings of Jesus Christ, 97, 100. on the _Emile_, 249.

Scholasticism, benefits of, 123, 124. defined, 121. downfall of, 123.

_Scholemaster_, Roger Ascham's, 190.

School attendance, in England, 306. in France, 297, 298. in Germany, 291, 292. in United States, 311, 312.

School board, in England, 305. in France, 296. in Germany, 290, 291. in United States, 310.

School fund in United States, 309.

School government, Trotzendorf's reforms in, 178, 179.

School hours, in Athens, 58, 60. in Germany, 292.

Schoolhouses in India, 33. public, none in China, 23.

School inspector, in German schools, 290.

Schoolmaster, German, position of, 295.

"School of the Palace," established, 127.

School pence, expense of English schools met by, 307.

School system, Comenius's organization of, 215. of England, 304-308. of France, 296-303. of Germany, 289-295. of United States, 309-314.

Schools, apprentice in France, 299. catechetical, 107. catechumen, 104. cathedral, 139 _n_. charity, in China, 23. church, 102, 181. cloister, 118. common, 78, 88, 105, 107, 181, 286, 287, 292, 293, 298, 313. elementary. See Elementary Schools. established in Germany, 180. graduate, in United States, 312. _Gymnasium_, in Germany, 293. high. See High Schools. in Athens, under state inspection, 58, 60. industrial, for poor, 262. _infant_, in France, 298. Jesuit, 183-188. Jewish, 42. manual training, 222. Mohammedan, 145, 146. _mother_, in France, 298. national, in England, 305. normal. See Normal Schools. of mines, in France, 299. of the prophets, 44. of the rabbis, 44. pagan, abolished, 115. parochial, 139 _n_. primary, in France, 298, 299. public. See Public Schools. _Real_, in Germany, 236, 293. secondary, in United States, 312. summer, in United States, 313. support of, in England, 306, 307. support of, in France, 299, 300. support of, in Germany, 293. support of, in United States, 313. teachers' salaries in. See Teaching. technical, in France, 299. undergraduate, in United States, 312. voluntary, in England, 306.

Schulthess, Anna, marries Pestalozzi, 261.

Schwegler, on number, 73. on scholasticism, 122, 124.

Schwickerath, on the scholastics, 123. on Luther, 183.

Science, among ancient Egyptians, 47. instrumental in civilization, 239. monastic opposition to, 116.

Science, natural, Neander favors study of, 179. natural, taught in Egypt, 47, 50. of Chinese, 26. Rabelais gives first rank to, 195.

Scientific discoveries, results of, 239.

Scriptures, Holy, in schools, 217.

Secondary schools, in United States, 312.

Secular courses of study established, 118.

Self-government of students, Trotzendorf introduces, 178, 179. the principle established, 239.

Seminar, in Germany, 281.

Seneca, compared with Fenelon, 225, 226. education of, 84. pedagogy of, 85. religious sentiment of, 85. suicide of, 85. tutor of Nero, 84.

Sense-realism, Innovators advocate, 224, 229.

Serapis, temple of, library in, 107, 108.

Servants, fourth caste in India, 30. marriage of, 32.

Seven liberal arts, 118. basis of school instruction, 127.

Seventeenth century, education during, 200-236.

Seventh Annual Report of Horace Mann, 287.

Shaftesbury, Earl of, friendship with Locke, 221.

Shastas, commentary on Vedas, 31.

Shrewsbury, school at, 306.

Siculus Diodorus, Greek writer, 47.

Simultaneous method, inaugurated, 227.

Sixteenth century, education of, 164-199.

Slavery, abolition of, 238.

Slaves, in Athens, 56. in Egypt, 49. in Rome, 77. in Sparta, 68.

Sleep of children, Locke's rules regarding, 221.

Sobieski, John, checks Mohammedan advance, 144.

Social Contract, Rousseau's, 243.

Socrates, Athenian philosopher, 56. death of, 62, 63. dialectical methods of, 62. doctrines of, 62. influence of, 18. life and home of, 61. methods of teaching, 62. personal appearance of, 61. religious belief of, 62.

Solomon, founder of Hebrew literature, 44.

Solon, Athenian lawgiver, 57.

_Some Thoughts Concerning Education_, Locke's, 221.

Songs, church, 107.

_Songs for Mother and Nursery_, Froebel's, 277.

Sophists, teachers of grammar, 59.

Soroee, Basedow professor at, 251.

Sparta, 68-73. coeducation in, 71. contrasted with Athens, 56. criticism of education, 71. history of, 68. home in, 69. Lycurgus, 72, 73. martial training in, 69, 70, 71. physical education in, 16. State control of children, 69, 70, 73. status of woman in, 69-71. tyranny, the spirit of, 56.

Spartan education, criticism of, 71.

Spelling, phonic method introduced, 189.

Spencer, Herbert, on function of education, 217.

Spener, Philipp Jakob, originator of Pietism, 231.

Stagira, Aristotle founds school at, 65.

Stanz, Pestalozzi's school at, 264.

State, assumes responsibility of education in Germany, 174. controls citizens in Plato's scheme of education, 64. controls education in Persia, 37, 38. controls education of Spartan children, 70. controls schools in Athens, 60. interest of, aim of oriental education, 91. supervises English schools, 306. supports schools in France, 298.

State Board of Education, duties of, 311. established, 286.

State school system, in United States, 310.

State support of public instruction in American schools, 310.

Stettin, first Prussian normal school at, 228.

Stoy, Karl Volkmar, establishes practice school at Jena, 281.

Strasburg _Gymnasium_, organization of, 175, 176. Sturm, rector of, 175.

_Studia inferiora_ and _superiora_ of Jesuit schools, 185.

Sturm, Johann, education of, 175. influence of, 177. rector at Strasburg Gymnasium, 175, 176. school course of, 176, 177.

Sulphuric acid, Arabians discover, 145.

Summer school, in United States school system, 313.

Superintendent of schools, duties of, 310, 311.

Superstition of Romans, 76.

Support of schools, in England, 306. in France, 299. in Germany, 293. in United States, 313.

Swinton, on antiquity of Egyptian history, 47. on influence of Egyptian priests, 48.

Switzerland, Herbart in, 279. kindergarten in, 276.

Talich, Hermann, school course of, 176 _n_.

Talmud, extracts from, 45, 46. influence of, 45. on discipline of children, 43. origin of sayings in, 44.

Tax for schools, in United States, 313.

Taylor, Bayard, on Charles V., Emperor of Germany, 166. on Thirty Years' War, 201.

Teachers, in Athens, 58, 59. in China, 23, 24. in Egypt, 49, 50. in England, 235, 307. in France, 300-302. in Germany, 290, 291, 293, 294. in India, 32, 33, 34. in Jesuit schools, 185. in Jewish schools, 43. in Mohammedan schools, 146. in Persia, 38. in United States, 313. professional training of, 163, 170, 188, 228, 235, 280, 294, 307, 313. salaries of, 58, 59, 286, 295, 300-302, 308, 313. tenure of office of, 294, 302, 307, 314.

Teacher's Institute, in United States school system, 313.

Technical schools, in France, 299.

_Telemachus_, Fenelon's, 225.

Tenure of office of teachers, in England, 307. in France, 302. in Germany, 294. in United States, 314.

Tertullian, birth of, 112. conversion of, 112. founder of Christian Latin literature, 113. joins Montanists, 113.

Testament, Greek, Erasmus's translation, 162.

Testament, Old, books of, stimulated by prophets, 44.

Teutonic nations, leaders in civilization, 103, 149.

Text-book, first illustrated, 215.

Thales, father of philosophy, 73.

Thebes, institution for higher learning at, 50.

Theocratic education, of Jews, 40.

Theology, in Gymnasium, 293. in Jesuit schools, 185. in schools of rabbis, 44.

Thirty Years' War, 201, 212.

_Toga virilis_, when assumed, 79.

Toulouse, university at, 141.

Tours, cloister school at, 118.

Township system of education, in United States, 311.

Toys, lack of, in China, 23. of Athenian children, 57. of Persians, 57. of Spartans, 69.

_Tractate on Education_, Milton's, 217, 218.

Tradesmen's castes, in India, 30.

Tradespeople, third caste in Egypt, 48.

Training school, in United States, 313.

Translation, double, for language study, 192.

Transmigration of souls, Chinese belief in, 22.

Trier, university at, 141.

Trigonometry, in Milton's scheme of education, 219. taught by Mohammedans, 145.

Trivium, first course in seven liberal arts, 118, 119.

Trotzendorf, Valentine, discipline and methods of, 178. life of, 178. pupil of Melanchthon, 178. rector at Goldberg, 178.

Tuebingen, center of humanistic movement, 153, 159. university at, 141.

Twelve Tables, of Roman Law, 76.

Undergraduate school, in United States, 312.

Understanding, development of, 189.

United States, administration of schools, 310. attendance in schools, 311. education in, 309-314. land grants for education, 309, 310. State system, 309, 310. support of schools, 313. teachers, 313, 314.

Universal education, advocated by Charlemagne, 128, 131.

Universal education, in German schools, 131, 170.

Universal German Educational Institute, at Griesheim, 275.

Universities, established through scholastic influence, 124. in England, 306. in United States, 312, 313. preparation for, in Germany, 293. privileges granted to, 142. rise of, 139-142. services of, 142. State, in France, 299.

Upsala, university at, 141.

Vasseur, Therese le, wife of Rousseau, 242.

Veda, Bible of India, 30. reading lessons from, 33.

Vergil, Roman poet, 74.

Vespasian, honors Quintilian, 86.

Vienna, university established at, 124, 141.

Vogel, on errors of _Emile_, 244.

Volksschule (common school) in Germany, 292.

Voltaire, condemns Jesuit education, 187. on Fenelon, 227.

Voluntary schools, in England, 305 _n._, 306.

Von Moltke, quoted, 295.

Waldenses, reformers in Italy, 165.

War, preparation for, chief end of education in Persia, 38.

Warens, Madame de, befriends Rousseau, 242.

Warriors, education of, 34. marriage of, 32. second caste in India, 30.

Weigel, Erhard, founds _Real-school_, 236.

Weimar, Duke of, law for compulsory education, 203.

Westminster, school at, 306.

Williams, Professor, on Comenius's services to pedagogy, 214. on Locke, 223. on Ratke, 209. on Sturm's school course, 176, 177.

Winchester, school at, 306.

Winship, Mr., on Mann's Seventh Annual Report, 287, 288.

Wittenberg, center of humanistic studies, 172. Luther professor at, 168.

Women, education of, among Jews, 41. education of, during Charlemagne's reign, 128. education of, in Aristotle's scheme, 67. education of, in Athens, 60. education of, in China, 47. education of, in Egypt, 50. education of, in India, 35. education of, in Persia, 38. education of, in Rome, 80. education of, in Sparta, 71. education of, Rousseau's ideas of, 248. improvement in culture of, 90. Montaigne's contempt for, 198. status of, among Jews, 41, 44. status of, among oriental nations, 90. status of, in Athens, 58. status of, in China, 22, 27. status of, in Egypt, 49, 51. status of, in India, 31, 32, 35. status of, in Persia, 37. status of, in Rome, 76. status of, in Sparta, 69, 71.

Working schools, Locke urges establishment of, 222.

Writing, during Charlemagne's reign, 128. in Athens, 58. in Chinese schools, 24. in Egypt, 50. in India, 32, 33. in Jewish schools, 43. in monastic education, 119. in Persian schools, 38. in Roman schools, 78. neglected in Sparta, 71.

Wuertemberg, active in school work, 203.

Wuerzburg, University of, 141.

Wuttke, quoted, 34.

Wyclif, reformer, 165.

Xantippe, wife of Socrates, 61.

Xenophon, testimony to Socrates, 62.

Yellow Springs, Antioch College at, 288.

Yverdon, Froebel at, 274. Pestalozzi's school at, 267, 268.

Zeus, Olympian festivals in honor of, 55.

Ziller School, 281.

Zoroaster, dualistic philosophy of, 39. founder of Persian religion, 39. religion of, in Persia, 37.

Zwingli, Swiss reformer, 165.

A SYSTEM OF PEDAGOGY

By EMERSON E. WHITE, A.M., LL.D.

Elements of Pedagogy $1.00 School Management and Moral Training 1.00 Art of Teaching 1.00

By the safe path of experience and in the light of modern psychology the ELEMENTS OF PEDAGOGY points out the limitations of the ordinary systems of school education and shows how their methods may be harmonized and cooerdinated. The fundamental principles of teaching are expounded in a manner which is both logical and convincing, and such a variety and wealth of pedagogical principles are presented as are seldom to be found in a single text-book.

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¶ In the ART OF TEACHING the fundamental principles are presented in a clear and helpful manner, and afterwards applied in methods of teaching that are generic and comprehensive. Great pains has been taken to show the true functions of special methods and to point out their limitations, with a view to prevent teachers from accepting them as general methods and making them hobbies. The book throws a clear light, not only on fundamental methods and processes, but also on oral illustrations, book study, class instruction and management, written examinations and promotions of pupils, and other problems of great importance.

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STANDARDS IN EDUCATION

Including Industrial Training

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By CHARLES HUBERT FARNSWORTH, Adjunct Professor of Music, Teachers College, Columbia University. $1.00

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AMERICAN BOOK COMPANY

+-------------------------------------------------+ | Transcriber's Note: | | | | Typographical errors corrected in the text: | | | | Page 234 Pedagogism changed to Pedagogium | | Page 319 Questionaire changed to Questionnaire | | Page 340 Mechlenburg changed to Mecklenburg | | Page 346 Schwickrath changed to Schwickerath | | Page 349 Peslalozzi changed to Pestalozzi | +-------------------------------------------------+