England, promotion of education in, 435; | Francke, exponent of pietism, 498;
academy in, 499; realism in, 499; dis- Halle, 501; philanthropic institutions
of, 722.
ciplinary view in, 523;
Rousseau upon, 576; kindergarten | Franklin, 500; exponent of sociological
in, 672; influence of Pestalozzi in, tendency, 712.
668; science study in, 692 f., 698, 701; | Free schools. See State.
monitorial system in, 724 f.; infant Friars. See Monks.
schools in, 726 f.; free schools in,
733 f.; industrial training in, 741 f.
Enlightenment, type of formalism, 537.
See also Rationalism.
Environment. See Adjustment.
Ephebi, training of, 75, 85, 168.
Epicurus, 165.
Erasmus, a humanist, 362 f., 409, 445; at-
tack of, upon Ciceronians, 372; work of,
378 f., 388; text-books of, 394.
Erfurt, University of, 387.
Ernst the Pious, work of, 435.
Eton, 527.
Euclid, work of, at Alexandria, 171.
Euripides, quoted, 101.
Evolution, education as a phase of, 651, 721;
Lamarck's views of, 653; relation of
self-activity to, 655. See also Develop-
ment.
Examinations, systems of, in China, 34-38.
Froebel, symbolism of, 284, 646, 649, 652
658; Rousseau's influence upon, 572;
compared to Basedow, 582; life and
work of, 593, 639 ff., 671 ff., 744, 748;
social aspect of theory of, 709 f.
Frye, quoted, 589.
Fulda, monastery of, 278.
Furnival, quoted, 291.
Furstenschulen, 389, 410.
Games, in Athenian schools, 83, 89; in
Renaissance, 368, 377; in Froebel's
scheme, 661, 666; in Mulcaster's, 466.
Germany, Luther's work in, 410; free
schools in, 407, 433, 730; real schools
in, 498; disciplinary education in, 527;
influence of Rousseau upon, 577;
kindergarten in, 672; influence of
Pestalozzi upon, 667 f.; of Herbart,
670; science study in, 692, 697, 700;
sociological tendency in, 711 f.; indus
trial training in, 742.
Gladstone, quoted, 65.
Gnosticism, origin of, 172; belief of, 246;
suppressed in Eastern Church, 332.
Godwin, quoted, 577.
Goliardi. See Scholar.
Göttingen, University of, 501; Herbart at,
625.
Faculties, in university, 320 f.; in psychol- Gibbon, quoted, 276.
ogy, 509, 511, 567, 626.
Family, place of, in primitive education, 6;
in Chinese education, 23, 47; in Spartan,
79; in Athenian, 81 f., 185; in Roman,
185 f.; in Luther's scheme, 412; in
Rousseau's, 560. See also Home.
Federn, quoted, 346.
Fellenberg, conception of, as to value of
industrial training, 662; at Hofwyl,
723 f.; influence in America, 723.
Flint, quoted, 534, 545.
Formalism, of Greek philosophical schools,
166; of scholasticism, 292 ff.; of Re-
naissance, 364, 386; of Reformation,
405; religious, 533; rationalistic, 537.
Fouillée, quoted, 509.
France, religious schools in, 430 ff.; ele-
mentary education in, 437, 731; Rous-
seau in, 575; kindergarten in, 672;
influence of Pestalozzi in, 668; science
study in, 692; free schools in, 731 f.;
industrial education in, 741.
Franciscans, founding of, 330.
Grammaticus, school, 194, 198-200; com-
pared to rhetorical, 200; in Roman
provinces, 204, 212.
Gratian, educational influence of, 205, 215.
Greek, literature in Middle Ages, 272;
language in Middle Ages, 272; in
Renaissance period, 354, 360; in the
universities, 386-388; in gymnasien,
392; in Luther's scheme, 412; as
a discipline, 524; in Herbart's theory,
635.
Greek education, conception of, 52; in-
dividualism of, 52 ff.; idea of develop-
ment in, 53 f.; significance of, 58 f.;
limitations of, 59, 100; Homeric period
of, 62 f.; period of Old, 67 ff.; of New,
minimized in Greek, 185; in early
Roman, 192; in early Christian, 233;
place of, in present education, 750. Sea
also Family.
102 ff.; theorists of, 120 ff.; of cosmo- | Home, center of Roman education, 185:
politan period, 160 ff.; Roman educa-
tion an aspect of, 172; influence of, upon
Roman, 191, 194 f., 197; compared to
modern, 88, 750. See also Athenian
and Spartan education.
Gregory of Nazianzus, teaching of, 239.
Grocyn, 382, 388.
Guarino, Battista, quoted, 370; as a
teacher, 376.
Guilds, of wandering scholars, 336; schools
of merchant, 338.
Gymnasien, type of humanistic school,
390; origin of, 416; organization of, 419;
in the Saxony plan, 433; type of disci-
plinary school, 528; study of science in,
697.
Gymnastics. See Physical education.
Horace, quoted, 186.
Horne, quoted, 511, 735.
Humanism, representatives of, 375 f.;
educational conception of, 370-372; as
represented by Ciceronianism, 372; in
Italy, 375-377; in Germany, 377; in
England, 382; types of schools of,
385 ff., 410; control of schools of, 418;
relation of, to realism, 444.
Humanities, definition of, 370.
Huss, 327.
Huxley, representative of scientific tend-
ency, 679, 684; theory of, 689 f.
Ideas, of Plato, 131; of Aristotle, 149; of
Comenius, 486; of Herbart, 627.
Halle, University of, 501; center of realism, Imitation. See Method.
501.
Hamilton, views of, on education, 511 f.
Harris, scheme of, for coördination of
studies, 636; work of, for kindergartens,
673.
Hartley, psychology of, 591.
Harvard, study of science at, 693, 695,
696.
Hegius, Alexander, 377.
Heidelberg, University of, 387.
Helmstadt, University of, 417.
Herbart, Rousseau's influence upon, 572;
compared to Basedow, 582; psychology
of, 591, 625 f.; relation of, to Pestalozzi,
622 f.; life and works of, 624 ff.;
compared to Froebel, 639 f.; influence
of, upon schools, 670, 748; utilitarian-
ism of, 687; sociological aspect of
theory of, 708 f.
India, caste system of, 48.
Individual, in primitive education, 6; in
Chinese, 41 f.; in Greek, 52 ff., 66,
72 f., 100 f., 113, 118; in Plato's
scheme, 133; in philosophical schools,
166; during Middle Ages, 341; in
Renaissance, 352 f., 360; in human-
ism, 371, 389; in Reformation, 407;
in Jesuit plan, 428 f.; in naturalistic
theory, 538; in Rousseau's theory, 555,
573; Pestalozzi's, 593, 620; Herbart's,
630 Froebel's, 648 f., 656; Spencer's,
686; in sociological view, 711, 715; in
eclectic view, 754.
Industrial education, in monastic schools,
252; in Rousseau's scheme, 563, 662;
in Basedow's, 582; at Neuhof, 602; in
Froebel's scheme, 662 f.; in Pesta-
lozzi's, 662; at Hofwyl, 723, 743; at
the present time, 741 f.
Hieronymians, schools of, 390; influence Infant schools, 726 f.
of, on Jesuits, 397.
Higher education, in China, 31, 34; in
Greece, 115, 133, 166 ff.; at Alexandria,
170; in Rome, 195, 201 f.; catechetical
schools a type of, 233; scholasticism a
method of, 307; friars in control of,
330 Jesuit work for, 422.
Hobbes, quoted, 307; psychology of, 591.
Hofwyl, school at, 723 f.
Holland, schools in, 436.
Instruction, as a method, in Roman edu-
cation, 190; in disciplinary education,
515; in Pestalozzi's scheme, 611, 621;
in Herbart's, 623, 627, 631 f.; in Froe-
bel's, 641, 656, 660.
Interest, theory of, in Rousseau's scheme,
566, 569; in psychological movement,
588 in Herbart's scheme, 633 f.; in
American colleges, 696; in relation to
effort, 751 f.
Isidore, writings of, 271.
Isocrates, 163 f.
Laws, educational scheme of Plato's
137 ff.; comparison of, to Republic, 138.
Italy, Renaissance in, 357 f.; humanists Laws of Twelve Tables, place of, in Roman
Learning, attitude of Church toward,
235 ff.; of monasticism, 265, 273; in-
fluence of Saracens on, 332. See also
Renaissance.
Jefferson, exponent of sociological tend- Leipzig, University of, 388.
Jena, University of, 417.
Jerome, St., attitude toward classics, 242;
originator of monasticism at Rome,
247.
Jesuits, influence of Hieronymians on,
390, 397; schools of, 396, 420; history
of, 403, 421, 428; method of, 433.
John of Salisbury, quoted, 310.
Johnson, Dr., quoted, 385.
Julian, effort of, to eliminate Christian
teachers from Rome, 206; revival of
influence of Platonism under, 214.
Jullien, quoted, 200.
Juvenal, quoted, 187.
Kant, work of, 595; utilitarianism of, 687;
social aspect of philosophy of, 710.
Keilhau, Froebel's work at, 643.
Kindergarten, Froebel's work for, 639, 641,
645; first at Blankenburg, 645; play in,
662, 666; work of, 665 f.; spread of,
672 f.
Knox, John, work of, 410.
Königsberg, University of, 417; Herbart at,
625.
Krusi, at Burgdorf, 614.
Lewis, quoted, 41, 44, 45-
Liberal education, Greek conception of,
52 ff.; Renaissance conception of, 369;
realistic conception of, 452 f.; scientific
conception of, 679 f., 748. See Aim.
Library, at Alexandria, 170, 172; in Rome,
203; in provinces, 204; in the monas-
tery, 264, 265, 272; in Western cali-
phates of the Saracens, 332.
Lilly, 382; grammar of, 393.
Linacre, 382, 388.
Lionardo D'Arezzo, quoted, 366.
Literature, in Athens, 105; in Rome, 199,
213; preservation of, in monasteries,
262 ff.; of the wandering scholar, 336;
beginnings of modern, 341; classical
during Renaissance, 354; self-inalysis
in, 359; formal study of, 370; nature
in, 574; core of Herbart's correlation,
636; for children, 579, 583. See also
Music.
Literator, school of, 194, 195, 197.
Locke, influence of Rabelais upon, 446;
educational theory of, 512 f., 626; com-
pared to Rousseau, 516, 522; to Come-
nius, 518, 520; to Montaigne, 520; to
Bacon, 520; attack of, upon English
education, 523; rationalism of, 539; in-
fluence of, 576.
Loyola, 421.
Lancaster, monitorial system of, 724 f.; in- Ludus, in Rome, 193; private in character,
fluence of, in America, 725.
Latimer, at Cambridge, 418.
Latin, revival of, 354, 360; in humanistic
education, 374, 444; method of study
of, 384; in gymnasien, 391; in Luther's
plan, 412; in Port Royal schools, 432;
Mulcaster's estimate of, 466 f.; Ratke's
method of, 478; Comenius's method of,
487, 490; decline of utility of, 505; as a
discipline, 511, 524; in Herbart's theory,
635.
Law, study of, 216; at Bologna, 315-316.
Mann, influence of Pestalozzi upon, 669;
work of, 702, 735 f.
Mantua, school of, 376.
Manual labor. See Industrial Education.
Marburg, University of, 417.
Martin, quoted, 29, 40.
Mathematics, in Locke's theory, 519; in
English public school, 527; in Pesta-
See also Science.
lozzi's scheme, 618.
Mayo, work of, 668.
Meaning of education. See Aim in edu-
cation.
Means of education.
Subject-matter.
Medicine, teaching of, at Salerno, 315.
Melanchthon, 391 f., 409, 414 f., 433.
Mencius, teachings of, 19, 24.
Merchant Taylors' School, 338; Mulcaster
at, 465.
classical learning, 272, 273; dissolution
of, in England, 395.
Monasticism, influence of Plato upon, 146;
scope of, 243 ff.; ideal of, 245 f.; origin
of, 245; causes for growth of, 246 f.;
rules of, 251 f.; relation of, to educa-
tion, 253, 265, 273, 352; literary heritage
of, 267; relation of, to mysticism, 279.
Monastic schools, 235; growth of, 260;
work of, 262; admission of externs to,
276; decline of, 334, 338; compared to
English public schools, 395; suppres-
sion of, in England, 395; condemnation
of, by Luther, 410.
Monitorial system, in Germany, 439. See
also Lancaster.
Monks, learning of, 256; work of, 262; as
literary producers, 265; advance of,
under Charlemagne, 276; friar orders
of, 330 f.; as teachers, 326, 330, 338.
Montaigne, influence of Rabelais upon,
446; representative of social realism,
452; classification of, 455 f.; compared
to Locke, 520; compared to rationalists,
546; to Rousseau, 546.
Method of education, in primitive society,
Io f.; in China, 39 f.; in Greece, 73,
77, 90, 98 f., 117; influence of Socrates
upon, 127; Plato, 132; Aristotle, 153;
in Rome, 189 f.; as set forth by Quin-
tilian, 207; in early Christian Church,
224; in monastic schools, 262; in
mysticism, 282 f.; in scholasticism,
300; in humanism, 374, 381, 383; in
Reformation schools, 408; in Jesuits'
schools, 426; in Port Royal schools,
431 f.; in schools of Christian Breth-
ren, 438 f.; according to sense-realists,
463 f.; according to Montaigne, 460;|
Bacon, 468 f., 474; Ratke, 479; Come-
nius, 481, 487, 490; Locke, 521; in
English public schools, 525; according Morley, quoted, 544, 548.
to Rousseau, 553, 571, 573; Basedow, Mulcaster, sense-realist, 465 f.
579 f.; psychological conception of, Museum, at Alexandria, 170.
587 ff.; according to Pestalozzi, 604,
615, 617, 619; influence of Pestalozzi
on, 614; according to Herbart, 636 f.;
Froebel, 653 f.; Spencer, 689; scientific
conception of, 702 f.; recent tendencies
in, 749, 757.
Montalembert, quoted, 250, 263.
Moral training, in China, 17, 22; in Greece,
77, 97 f., 106 f., 155; in early Christian
Church, 230 f.; in monastic orders,
248 ff., 352; in Renaissance, 367 f.;
according to Montaigne, 454 f.; Locke,
514; Rousseau, 559; Herbart, 629;
Spencer, 689. See also Aim in educa-
tion.
Milton, representative of humanistic real-
ism, 448.
Mohammedans, learning of, 332.
Monasteries, study in, 254-259; schools in,
250-262; relation of, to literature, 262 ff.;
chronicles of, 267; attitude of, toward
More, 409.
Morf, quoted, 620.
Music, scope of, in Greek education, 90 f.,
92; in Plato's theory, 136; in Aristotle's,
155 f.
Mysticism, as type of education, 279 ff.;
relation of, to monasticism, 279; to
philosophy, 280; origin of, 281; psycho-
logical method of, 282 f.
Naples, University of, 315.
Nations, in universities, 319, 321.
Natural consequences, moral training by
559, 561, 689.
Naturalism, of Locke, 522; of Rousseau
522, 547; relation of, to formalism, 533,
537; religion of, 545; influence of, upon
schools, 575 ff.; compared to psycho-
logical movement, 588; of Pestalozzi,
601, 603.
Nature, education according to, 479, 481,
487; Mulcaster's view of, 467; Locke's,
512; Rousseau's, 547, 553, 572; Base-
dow's, 581; psychological view of, 590;
Kant's view of, 595; Pestalozzi's, 603;
Huxley's, 692. See Development.
Nature study. See Science.
Neef, work of, 668.
Negative education, 557, 561.
Neoplatonism, origin of, 171; influence of,
upon mysticism, 282; suppression of,
in Eastern Church, 332; in Renaissance,
355.
Neuhof, school at, 602.
Newman, quoted, 589.
Newton, at Cambridge, 502, 692.
Nominalism, of the schoolmen, 296-297,
303; of William of Occam, 306; the
definition of scholasticism according
to, 312; influence of Porphyry's Isa-
goge upon, 323.
Nuremberg, city ordinance of, regulating
wandering students, 336.
at, 324; political influence of, 326;
center of new learning, 387.
Paul, St., school of, 393, 419; Mulcaster at
465.
| Paulinus, teacher, 215.
Peabody, Elizabeth, 673.
Pennsylvania, University of, study of sci-
ence in, 695.
Pericles, quoted, 58; Age of, 102.
Persia, 48.
Personality. See Individual.
Pestalozzi, relation of, to Ratke, 480; psy.
chology of, 511, 591; Rousseau's influ-
ence upon, 572, 597, 601, 605, 621;
compared to Basedow, 582, 621; con-
ception of education of, 593, 610, 612,
617; significance of work of, 597, 621,
667 f., 724, 748; at Neuhof, 602; at
Stanz, 606; at Burgdorf, 607; at Yver-
dun, 608; sociological aspect of work
of, 707 f.; philanthropic aspect of work
of, 722; relation of, to Herbart, 622 f.,
626; to Froebel, 639 f.; view of, con-
cerning instruction, 632.
Peter the Lombard, influence of, on uni-
versities, 323.
Peter the Venerable, quoted, 273.
Petrarch, 327, 354, 358 f., 375, 386.
educational
Object lessons, origin of, 607; core of Philanthropic
Pestalozzi's method, 617, 662.
Occupations, in Froebel's theory, 652, 666. Philanthropinum, work of, 580 f.
Oratorians, in France, 430.
Oratory, estimate of, in Greece, 163; in
Rome, 201, 202, 203, 207, 217; in hu-
manistic education, 374.
Organization, Roman genius for, 177; of
mediæval universities, 317, 325; of Ger-
man secondary schools, 419; of schools
according to Comenius, 492; of schools
in America, 737 f.
Oriental education.
Origen, work of, 233, 239.
Oswego movement, 669.
Oxford, University of, 316, 319, 693.
Owen, work of, 726.
Philo, work of, 171; allegorical method of,
224; contribution of, to mysticism, 281.
Philosophy, transition in Athens from old
to new, 108; study of, declines at Rome,
216; relation of, to Christianity, 238, 239;
Tertullian's opinion of, 241; Grecian
among Arabs, 332; allied with psycho
logical movement, 595.
Phrenology, 596, 680.
Physical education, in Greece, 76, 81, 88 f.,
96, 116, 117, 154; in Rome, 190 f.; in
Renaissance, 368; in humanism, 371,
389; in theory of Mulcaster, 466 f.; of
Locke, 514; of Rousseau, 558 f.
Pietistic movement, 498, 533.
Pachomius, work of, as an anchorite, 247; Plato, theory of, 93, 95, 130 f.; dialectic of,
Palæmon, as pedagogue, 198.
Pantænus, as teacher, 233.
Paris, University of, 313, 316, 318; migra-
tion from, 319; nations in, 320; origin
of faculties in, 320; Aristotle's writings
127; compared with Socrates, 130, 132,
133; Republic of, 134 f; Laws of, 137 1.;
practical influence of, 144 f.; compared
to Aristotle, 147, 152 ff.; to Isocrates,
164; in Academy, 164; translation of
works of, 269; relation of, to mysticism,
|