Jews, 32; under the priests in
Egypt, 34; priestly education in
Egypt, 35; patriarchal in heroic
age, 39; æsthetic in Athens, 56;
practical in Rome, 71; Christian
education before the Reforma-
tion, 86, 87, 117, 118; primarily
religious in the early Church,
88-91; catechetical schools, 91,
92; during the middle ages, 93,
94; asceticism dominant, 94-98;
views of the fathers, Chrysos-
tom, Jerome, Augustine, etc., 96-
99; course in monastic schools,
100; in cathedral and parochial
schools, 102, 103; Neander's
statements, 103, 104; Charle-
magne's view and efforts, 104-
106; secular against ecclesiasti-
cal, 106, 107; knightly, 107-
110; female education neglected,
111, 112; growth of scientific
spirit, 113, 114; founding of
universities, 115-117; education
from the Reformation to present
time, 119, 120; revival of learn-
ing, 120; labors of Agricola,
Reuchlin, Erasmus, 125, 128,
131; relation of Reformation to,
135-138; services of Protestant-
ism to, 139, 140; services of
Martin Luther to, 140-147; serv-
ices of Melanchthon to,150-152;
services of Zwingli and Calvin
to, 153, 154; leading tendencies,
154; abstract theological (1550-
1700), 154 et seq.; cffect pro-
duced, 156-158; increase of
schools, 158, 159; success of
Jesuit schools, 168, 169; results
of Jesuit system, 172, 173; re-
action against theological teach-
ing, 173-175; liberal, progres-
sive spirit of seventeenth cent-
ury, 173, 174; progress in nat-
ural science and literature, 174;
Montaigne's views, 176-178; Ba-
con's views, 182, 183; Milton's
views and scheme of studies,
190194; Ratich's memorial,

school, methods, etc., 195-200;
Comenius's works on education,
202-204; Locke's principles and
views, 217-222; further reac-
tion based on religion, 223, 224;
Port Royal school and services,
225-227; Fénelon on "Educa-
tion of Girls," 228, 231; Rollin's
views and principles as to teach-
ing, etc., 235-239; abstract hu-
man tendencies, and results, 247-
249; education in nineteenth
century, 266 et seq.; general ad-
vance, 266; Pestalozzi's services,
266-278; Froebel's work and
success, 278-288; Kindergarten
method, 283, 284; contemporary
education, great advance in, 288-
291; in Germany, 291-296; in
France, 296-302; in England,
302-306; in the United States,
306 et seq.; national university
advocated, 317; grant of public
lands for, 316, 317; compulsory,
322; of both sexes in colleges,
323, 324; transitional period at
hand, 325; prospect in the fu-
ture, 325.

Egypt, people of, advance in civili-
zation, 32; people, pricsts, etc.,
33, 34; priests in charge of edu-
cation, 34, 35; change of system
under Psammetichus, 35, 36.
Eliot, President of Harvard College,
quoted, 324.

46

"Emile," Rousseau's, teaching as to
nature, etc., 250-255.
England, progress in science and
literature in seventeenth century,
174; efforts in behalf of educa-
tion in eighteenth and nineteenth
centuries, 302-306.
Erasmus, eminent scholar, 131; ser-
vices to the Reformation, 132;
edition of Greek Testament, 132,
133; lack of moral courage, 133;
views on education, 133-135.

Farrar, Canon, on Seneca the phi
losopher, 74.

Female education. See Woman.
Fénelon, priest, author, teacher,
227, 228; tutor of grandson of
Louis XIV., 228, 229; mode of
teaching, 229, 230; Telemachus
of, 230; on education of girls,
228, 231, 232; views as to early
éducation, mode of instruction,
etc., 232-234.
France, progress of, in science and
literature in seventeenth century,
174; popular education in, 296,
297; Napoleon's views on edu-
cation, 297; under the Restora-
tion, 297, 298; under Louis Phi-
lippe, 298; Guizot's sentiments,
298, 299; under the second re-
public, 299, 300; present course
and facilities, 300-302.
Francke, A. H., theologian and
teacher, 240, 241; noble devo-
tion to teaching the poor, 241,
242; institutions founded by,
242, 243; views on education,
244, 245; rules for teachers, 245
-247; death of, 247.
Freyssinous, M. de, on education
in France, 297, 298.
Froebel and the Kindergarten, 278-
288; early life of, 278, 279; love
of Nature, 279; education of,
280, 281; enters on educational
work, 282, 2×3; establishes the
Kindergarten, 283, 284; princi-
ples and practice of, 284-286;
summary of educational system
of, 287, 288; death and charac-
ter of, 288.

"Gate of Tongues," by Comenius,
203, 204.

Germany, effect of revival of learn-

ing in, 123-125; opposition of
the monks to education, 123-125;
contemporary education in, 291,
292; government supervision of
education, 292; three grades of
schools, primary, gymnasia, real-
school, 292-295; normal schools,
295; universities of, 296.

Greece, ancient, position, people,
etc., 39; two chief cities of, in
history of education, 39; study
of Greek language after the fall
of Constantinople, 121.

Greek and Latin, on the study of,
264, 265.

Groot, Gerhard, founder of the
Brotherhood of Common Life,

112.

Grote, George, quoted on Pythago-
ras, 46.
Gymnastic training in Sparta, 41,
42; in Athens, 53, 54; Plato's
views on, 62; Seneca's opinion
of, 76.

Harvard, Rev. John, and Harvard
College, 311.

"Hazing" in German schools, 166.
Hindoos, character of, 16, 17;
castes among, 17; education of

children, and teachers of, 18;
higher education among, 19, 20.
History of education. See Education.
Humanists and revival of learning,

120; eminent names among, 125;
Agricola, 125; Reuchlin, 128;
Erasmus, 131; humanism and
theology, 159; movement of, in
eighteenth century, 261; study
of classical antiquity basis of all
culture, 261, 262; fundamental
principles of, 262, 263; leading
representatives, 263, 264; system
of, modified, 264, 265.
Hutten, Von, and "Letters of Ob-
scure Men," 124, 125.
Huxley, Professor, on liberal edu-
cation, 3.

India, education in, 15; religion of,

16; people, castes, and caste sys-
tem, 16, 17; higher education in,
19, 20.

Israel, people of, 26-32; mission
of, in the world's history, 27;
education among, 27, 28; system
of teaching, 28, 29; higher edu-
cation of, 30; schools of the

prophets, 30, 31; religious po-
etry of, 31.

Italy, effect of revival of learning
in, 121-123.

Jahn, Hebrew Commonwealth of,
quoted, 30, 33, 34.
Jansenism, in Roman Catholic
Church, 224, 225; Port Royal
schools, 225, 226; opposed to
the Jesuit system, 226; services
of school of, to education, 226,

227.

Janssen, J., on the schools of the
Brethren of the Common Life,
113.

Jefferson, Thomas, on popular edu-
cation, 315.

Jerome, Saint, on Christian educa-
tion, 97, 98.

Jesuits, founded by Ignatius Loyo-
la, 166; opponents of the Ref-
ormation, 167; principles and
methods, 167, 168; schools of,
very successful, 168; the order
abolished, then re-established,
168; Loyola's plan of studies,
169;
the religious element very
strong in, 170; skill of, in teach-
ing, 171, 172; emulation, length
of course, and results, 171-173.
Jews. See Israel.

Justin Martyr, quoted, 88.

Kahnis, on the tenets of deism,
248.

Kant, on the Philanthropin educa-
tional scheme, 260, 261.
Kindergarten, established by Froe-
bel, 283, 284; mode of teaching
in, 284.

Knightly education, aim of, and
course of study, 107-110.
Köthen, Ratich's school at, 196-200.
Kurtz, on theology in the seven-
teenth century, 155, 156; on the
pietistic movement, 240.

Lancaster, Joseph, labors of, for
education, 305.

Languages, value of study of an-
cient, 264; of modern, 264, 265.
Latin and Greek, on study of, 264,
265.

"Letters of Obscure Men," 124, 125.
Lewes, G. H., on Plato, 60.
Locke, John, early years and educa-
tion, 213, 214; public life and
experience, 214, 215; "Thoughts
concerning Education," 216, 217;
principles set forth in the work,
217-219; views as to physical
education, capacity of pupils, ex-
ercises, study of languages, 219-

222.

Luther, Martin, on Reuchlin, 131;
on the low state of education in
Saxony, etc., 137, 138; early life
and struggles, 140, 141; interest
in education, 142-144; on family
discipline, 144; on teaching, 145;
efforts in behalf of education,
146, 147.

Lyceums and communal colleges in
France, 300, 301.

Lycurgus, system of laws and edu
cation, 40, 41; details of system
of, 41, 45; results in Sparta, 44,

45.

Macaulay, Lord, quoted, 174.
Magi, the, in Persia, 25.
Massachusetts, early attention in, to
education, 311; Harvard College
founded in, 311, 312; action as
to common schools, 312, 313.
Maurus, Rabanus, on studies in the
monastic schools, 101, 102.
Melanchthon, pupil of Reuchlin, 130;
on churches and schools of Thu-
ringia, 136, 137; early life and
training, 148, 149; love of learn-
ing, 150; great influence on
education, 151; "Saxony School
Plan," of, 152.

Milton, John, on education, 3; early
life and training, 188, 189; sad
period of life, 189, 190; educa-
tional reformer, 190; views on
education, 190-192; on meth.

scheme of studies, 194.
Minne-songs, what they were, 109.
Mohammedan learning, seats of,
success, etc., 114.

Monastic schools, 99, 100; course
of study in, 100, 101.
Monitorial system of teaching, 304.
Monks, opposed revival of learning,
123-125; schools of, course of
study, etc., 99-101.
Montaigne, eminent French writer,
175; early years and training,
175, 176; Essays" of, 176;
views of, on education, study of
languages, etc., 176, 177; cen-
sures mechanical methods and
cramming, 177; on school disci-
pline, 177, 178; chief subject of
study, 178.

66

Mosheim, the historian, on the views
of the Jansenists, 224.
Music, in Greek education, 54.

Nature, study of, 247; as urged by
Rousseau in "Emile," 250-255.
Neander, the historian, quoted, 93;
on education in Church schools,
103, 104.

Niethammer, on contrast between
humanism and philanthropinism,
263

Normal schools in Germany, 295;
in France, 298; in the United
States, 321.

Oriental nations, aim of education
in, 9. See China, India, Persia,
Israel, Egypt.

Pansophic scheme of education, 204.
Parochial schools, 102, 103.
Paroz, on Sturm's system of educa-
tion, 162, 163; on merits of Ra-
tich, 199, 200; on services of Port
Royal to education, 226, 227; on
Fénelon as a teacher, 224; on
Rousseau's views, 252.
Peasantry, education of, neglected
in the middle ages, 111, 112.
Pedagogue. Athenian, 52.

tion in, 22, 23; importance of the
Magi in, 25.

Pestalozzi, on sound education, 1;
high character of, 266, 267; per.
sonal qualities and studies, 268-
270; devotion of, to teaching, 270,
271; school of, at Burgdorf, 271;
at Yverdun, 272, 273; loses his
wife, 274; death and character
of, 274, 275; educational princi-
ples, 276, 277; these summarized
by Payne, 277, 278.
Pfefferkorn, John, sought to have
all Jewish books, except the Bi-
ble, destroyed, 130.
Philanthropin, and Philanthropin-
ists, views and theories of, on edu-
cation, 256-261; chief advocates
of the system, 256, 257; Kant's
opinion of, 260, 261.
Phoenicians, in antiquity, 26.
Pietism, name given to Spener's

labors in Frankfort, 289, 240.
Plato, pupil of Socrates, 60; views
on education in the "Republic,"
61, 62; made education the busi-
ness of the state, course of study,
etc., 61, 62.

Plutarch, quoted, on education in
Sparta, 41, 44; on Cato the Elder,
70, 71.
Popular education in England, 302,
304-306; preparatory schools,
302, 303; in American colonies,
307, 308; in New England, 312;
in Massachusetts, 312, 313; in
Connecticut, 313; in Rhode Isl-
and, 313; in New Jersey, 313; in
Pennsylvania, 313; in Maryland,

314.

Port Royal schools. See Jansenism.
Primary schools, in Germany, 292;
in France, 300; in the United
States, 320, 321.

Protestantism, principles of, 138-
140; services of, to education, 139,
140.
Public schools in New England
States, 312-314.

Puritans, in New England, educa-
tional views of, 310.
Pygmalion, story of, 184.
Pyramids, in Egypt, 32.
Pythagoras, 25; native of Samos,
45; studies in Egypt, 45, 46;
school of, in Italy, 46; views of,
and course of study, 46, 47; re-
ligious views of, 47, 48; dog-
matic tone of, 48; end of career,

49.

Quick, on the Jesuit system of teach-
ing, 172, 173; on teaching Latin
at Köthen, 197, 198; on John
'Locke's views, 223.

Quintilian, born in Spain, educated

in Rome, 76, 77; taught twenty
years in Rome, 77; system of
education, 77-79; writings of,
used in the monastic schools,
100:

Raikes, Robert, founder of Sunday-
schools, 304.

Ratich, critic and educator (six-

teenth and seventeenth centu-
ries), Holstein, 194, 195; memo-
rial on education, 195; model
school of, in Anhalt-Köthen, 196;
mode of teaching, 196-198; fail-
ure of school, 198; educational
maxims, 199; value of educational
maxims, 198; services of, to edu-
cation, 199, 200.

Raumer, quoted, 123, 125; on John
Sturm, 159, 160; on university
schools, 165; on Francis Bacon,
181; on Comenius, 208; on John
Locke, 216; on current training
of children in eighteenth century,

256.

Reformation, the, in the sixteenth
century, important results of, 119,
120; relation of, to education, 135,
136.
Reformers, the Continental: Luther,
140; Melanchthon, 148; Zwingli
and Calvin, 153.

Reuchlin, one of the humanists,

128; services of, to Hebrew learn-
ing, 128-130.

Revival of learning. 120; effect
produced in Italy, 121-123.
Richter, on Rousseau's views of
education, 250, 251.

Ritter, on Aristotle, 63; on Cicero,
72.

Rollin, early life and education, 234;
"Treatise on Studies," 285, 236;
views of, as to sound education,
236; on qualifications of teachers,
237, 238; rules and principles of,
in teaching children, 238, 239.
Roman Catholic Church. See Church.
Rome, age of Augustus in, 65, 66;

Roman character in contrast with
Grecian, 66; love of utility, 67;
family life in, 67; school train-
ing, 68, 69; higher education in,
68-70; general result, 70.
Rousseau, J. J., early years, 249;
strange contradictions in life of,
250;" Émile, or concerning Ed-
ucation," estimate of, 250, 251;
views of, as to getting rid of evil
by returning to Nature, 252; five
periods of human development,
252, 253; on female education,
254, 255; tribute to Christ Jesus
and the Gospel, 255.

Rowe, Rev. A. D., quoted, on native
schools in India, 18, 19.

'Saxony School Plan," by Melanch-
thon, 152.
Schmidt, Karl, on Pythagoras, 47;
on the teachings of Jesus Christ,
85; on education in the middle
ages, 94; on progress in the sev-
enteenth century, 175; on John
Locke, 216; on the principles of
the humanists, 262, 263.
Schools, catechetical, 91; monastic,
99;
cathedral and parochial, 102;
Neander on church schools, 103,
104; Jesuit, 167, 168; Port Roy-
al, 225, 226; Kindergarten, 283,
284; primary in Germany, 292;
normal in Germany, 295; prima