social reward of the teacher upon such conditions as prevail in the workshop and the market rather than upon those which operate in the professions. Based upon his knowledge of this culture product of life and of the method of incorporating it into the lives of the young-in other words, of teaching, -guided by sympathy for the child and good will for society, produced by his own training and the result of his own experience, the problem of the teacher is to develop character in the child out of the material and the processes furnished by the school.

To do this, year after year, with each individual of the group which falls to his or her lot is the ever solving, but never solved, problem of education.

INDEX

Abelard, method of, 301; doctrine of, 303; | Alexandria, university at, 169 f.; school

at Paris, 313, 324.

of catechumens at, 233.
Ancestral worship, rise of, 7 f.
Andronicus, a teacher at Rome, 194.
Animism, dominant characteristic of primi.
tive life, 2 f.
Anselm, 293, 302.

Academy, school for Athenian youth, 84;
Plato's, 164 f.; in England, 499; study
of science in, 692, 698; in America,
500, 735.
Adjustment, education as, in primitive so-
ciety, 7, 12 f.; in Greece, 52 f.; in Pes- | Antisthenes, 165.
talozzi's theory, 602; in Froebel's, 650, | Antoninus Pius, work of, 205.
658; in sociological view, 720, 721.
Æmilius, brought library to Rome, 203.
Esthetic element in Renaissance, 369, 372.
Agricola, Rudolph, 377.

Aim in education, of primitive peoples, 5,
7; of Chinese, 18 f., 41 f.; of Greek,
52, 68 f., 97; according to Socrates, 126;
Plato, 132; Aristotle, 147 f.; of Roman,
185, 193; of early Christian, 230; of
monasticism, 245; of mysticism, 280;
of chivalry, 291; of scholasticism,
294, 299; of Renaissance, 365 f.; of
humanism, 371 f.; of Vittorino da
Feltre's school, 376; according to
Sturm, 392; of Reformation, 405 f.;
of Jesuits, 429; of Port Royalists,
431; of realism, 442 f.; according to
Milton, 449; Montaigne, 454 f.; Bacon,
473; Comenius, 482; of disciplina-
rians, 508; according to Locke, 512 f.;
of rationalism, 546; according to
Rousseau, 549, 573; Basedow, 580;
Pestalozzi, 594, 610 ff.; Kant, 595;
Herbart, 624 f., 708; Froebel, 639,
647 f., 653, 658; Spencer, 686; Hux-
ley, 692; sociological interpretation of,
707 ff.; eclectic interpretation of, 753 f.
Albertus Magnus, 305, 330.
Alcuin, 260, 261; influence of, upon sub-
ject-matter, 268; knowledge of, 272; at
court of Charlemagne, 275; at Tours,
273, 277 f.; writings of, 278.
Alexander, the means of spreading Greek
culture, 161 f.

Alexander of Hales, 305, 330.

Apperception of Herbart, 623, 627 f.
Aquinas, Summa of, 299; influence of,

305; a Dominican, 330.

Arabs, study of Grecian philosophy among,
332; influence of, upon subject-matter,
333.

Archimedes, work of, at Alexandria, 171.
Aristophanes, teaching of, 123.
Aristotle, compared to Plato, 147, 152 f.;

educational theory of, 99, 148 f.; scien-
tific method of, 154, 158; dialectic of,
162; Lyceum of, 164; manuscripts of,
170; method of, at Alexandria, 170;
translations of works of, 269, 333; in-
fluence of, on scholasticism, 296, 298,
305, 307; on universities, 324; on
Dante, 343; place of, in Renaissance,
351 f.; in Reformation, 405; psy.
chology of, 507, 526, 590.

Arts, Seven Liberal, 268; content of, 271 f.;
Alcuin's conception of, 278; interpreta-
tion of, by Dante, 345.

Asceticism, principles of, 245, 246; ideals
of, 248 f.

Ascham, 382 f., 388, 392.

Athenæum, establishment of, 204.
Athenian education, ideals of, 80, 105;
organization of, 81 f.; stages of, 83 f.,
87, 115; content of, 87 f., 115 f.;
Age of Pericles in, 102 ff.; influence
of philosophers on, 108; of Soph-
ists, 112 f.; results of, 117; theorists
in, 120 ff.; cosmopolitan period of
160 ff.

Athens, University of, 167 £

Augustine, St., attitude of, toward classical | Cassiodorus, influence of, upon monasti

learning, 242; writings of, 268.
Augustus, founder of libraries, 203.
Ausonius, as teacher, 215.

Bacon, F., relation of, to Renaissance, 356;
influence of, on education, 464, 468 ff.,
497; on Comenius, 483; religious posi-
tion of, 506; psychology of, 507; relation
of, to Locke, 512, 520; to Spencer, 689;
to Huxley, 689; to sociological move-
ment, 719.

Bacon, Roger, 327, 330.

Baptiste, Jean, work of, 437.
Barnard, quoted, 723.

Barzizza, colaborer of Petrarch, 360; teach-

Charles the Great, work of, 274 ff.
Cheever, Ezekiel, 396.
Cheke, 382.

Child, as a factor in education, 571, 626,
748; study of, 592, 602; self-activity of,
618; in Froebel's theory, 639 f., 655;
in Realists' theory, 462 f.

Chinese education, aim of, 17, 22; as an
Oriental type, 23, 46 f.; system of, 23 f.,
34; introduction of Western ideas into,
25; content of, 26; method and results
of, 39 f.; examinations in, 34 f.; criticism
of, 42, 49; comparison of, with modern,
43.

Chivalry, as a type of education, 284 ff.;

compared with monasticism and mysti-
cism, 285; origin of, 285 f.; ideals of,
286 f.; educational system of, 289; limi-
tations of, 352.

Bologna, University of, 316, 318, 339; Christianity, problem of individual in, 222;

nations in, 320.

Bonaventura, 305.

Brethren, of Common Life, 390; of Chris-

tian Schools, 437.

Burgdorf, Pestalozzi at, 607 f., 614; influ-

ence of school at, 667.

Greek influence upon, 223; Roman
influence upon, 224; influence of, upon
world of thought, 227; upon world of
action, 228 f.; a schooling, 230 f. See
also Church.

Chrysoloras, teacher of Greek, 360, 376.

Burgher, schools, 338; merged into gym- Chrysostom, quoted, 240.

nasien, 390.

Butcher, quoted, 53, 59.

Butler, quoted, 755.

Calvin, John, work of, 410.

Cambridge, University of, 316; migration

from Oxford to, 319; as a Reformation
center, 418; realism in, 502; study of
science at, 693.

Campe, influence of Rousseau upon, 577;
work of, 579, 583; writings of, for chil-
dren, 583.

Capella, writings of, 268.

Carlyle, quoted, 527.

Carvilius, teacher at Rome, 194.

Church, Christian, influence of Plato on,
146; decline of early, 211; method in
early, 224; attitude of, toward ancient
learning, 235 ff.; intolerance of, 258;
influence of, upon chivalry, 286; upon
universities, 321; upon burgher schools,
339; effect of Renaissance upon, 402;
control of, in schools, 408, 416, 418, 419,
435, 436, 437, 732, 734; disciplinary
education of, 528; rationalism and, 5:
work of, in modern education, 750. Set
also Monasticism and Reformation.
Cicero, representative of Greek influence
at Rome, 192; influence of, 35€. 196,
366, 372 f., 384, 387, 392, 425.

Ciceronianism, 372 f.; in universities, 387; | Development, education as, in Greek the-