Bréal, Michel, French scholar, quoted, 139, 140.
Brahmans and Brahmanism, 16–20. Brethren of the Common Life, schools of, 112, 113.
Bureau of Education in the United States, 318.
Burgher schools, character of, 110,
Calvin, John, interest in education, 153.
Carlyle, Thomas, on Martin Luther, 140.
Catechetical schools in the primi- tive Church, 91–93. Cathedral and parochial schools, 102.
Cato the Elder, course of, as to edu-
cation, 70, 71. Charlemagne, views and efforts in
behalf of education, 104-106. China, genius and character of the people, 9, 10; at a stand-still, 10; aim of education in, 10, 11; schools and teaching, 12; work- ing of system, 13; general result, 14, 15.
Christ Jesus, early life and train- ing, 82, 83; mode of teaching, 84; the teacher and educator of mankind, 85; Rousseau's tribute to, 255.
Christianity, relation of, to educa-
tion, 80; wide-reaching influence of, 81, 82; life and teaching of the Founder of, 82-85. Chrysoloras, Manuel, in Florence, 121.
Chrysostom, Saint, on Christian ed- ucation, 96, 97.
Church, early, education in, 88-90; pitiable condition of the Roman Catholic, at time of the Reforma- tion, 135-138.
Cicero, quoted, 67; education and character of, 71, 72; views and services as to education, 72, 73; writings of, used in the monastic schools, 100.
Classical nations, ancient, position of, in history of education, 37-39. Co-education of sexes in the United States, 323, 324.
Coleman, on education among the early Christians, 89, 90. Comenius, maxim of, 1; born in Moravia, 200; early years and training, 200, 201; losses and trials, 201, 202; prepares an ed- ucational work, 202; publishes "The Gate of Tongues," merits of, 203, 204; great "pansophic" scheme of education, 204; goes to Sweden, 204, 205; conference with Oxenstiern, 205; publishes "Latest Method with Languages," 205, 206; opens school in Patak, 206; prepares "The World Illus- trated," 206; work very popular, 207; finds an asylum in Amster- dam in old age, 207; services to education, 208, 209; principles, etc., of, 209-211; school system and pious sentiments, 211, 212. Confucius, and Chinese classics, 13; system of teaching, 13, 14. Constantinople, conquest of, by the
Turks, and results, 119-121. Crusades, in the Holy Land, effects of the, 107.
Cusanus, Nicholas, one of the Breth-
ren of the Common Life, 113. Cyrus the Great, incident in early life of, 24, 25.
D'Aubigné, on Reuchlin, 130; on
Luther and Melanchthon, 149. David, King, Psalms of, 31. Deism in England and elsewhere,
Education, necessity of, 2; elements
entering into, 4; progress in, 6; nature and value of history of, 6, 7; history of, treated under three heads, 8; ancestral, among the Chinese, 15; caste system in In- dia, 21; state education in Per- sia, 25, 26; theocratic among the
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.; effect 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, 190-194; 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, priests, 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.
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, 281, 232; views as to early education, 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, 283; 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.
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,
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- e-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.
"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
ods and studies, 192, 193; vast | Persia, religion of, 21, 22; educa-
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.
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,
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, 239, 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,
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