Catechetical schools, 112; at
Alexandria, 113.
Cathedral schools, 121.
Cato, the Elder, 80.
Charlemagne, founder of Holy
Roman Empire, 122; his re-
forms, 123; palace school,
124; results, 124.
China, character of people, 11;
social relations, 12; woman
in, 12; lack of progress, 13;
interest in education,
13;
primary education, 14; high-
er education, 15; classics,
15; critique of Chinese edu-
cation, 77; awakening of,
17.
Christ, grandeur of his life,
105; his training, 106; his
method of teaching, 107;
summary of educational in-
fluence, 108.
Christianity and education,
Chrysostum quoted, 116.
Church, the early, education
in, 109; education a duty,
110; opposition to pagan
education, 111; purpose and
manner of education, 112;
schools in Middle Ages, 114-
125.
Cicero, quoted, 78; biograph-
ical, 85; views of education,
86; estimate of eloquence,
86; nature to be followed,
87; two errors in learning,
86.
Coeducation, 394.
Colleges, denominational, 350;
business, 354; agricultural,
387.
Comenius, biographical, 219;
"Great Didactic," 220; idea
of development, 221; popular
education, 222; education of
woman, 223; pansophic
scheme, 225; "Latest Meth-
od," 225; "Orbis Pictus,"
226; last years, 227; school
system; 227, principles of
education, 228.
Confucius, 16.
Crusades, effect of, 126.
Cyropædia of Xenophon, 51.
Cyrus, incident in life of, 52.
DEISM, defined, 264.
Dittes, quoted, 19.
ECKHOFF, WM J., quoted on
Herbert, 322.
Education, history of, defined,
1; various agencies of, 2;
influence of religion on, 2;
necessity of, 3; universal,
3; progress of, 4; nature of,
5; objective side of, 6; two
elements of, 7; source of
principles of, 8; in Orient,
11; ancient classical nations,
39; influence of Christianity
on, 104; in early Church,
109; in Middle Ages, 114;
relation of Protestantism to,
153; abstract theological,
174; of princes, 177; ab-
stract human, 263; in nine-
teenth century, 283; con-
temporary, 345; in the
Orient at present time, 345;
in the Occident, 347; note-
worthy tendencies in, 347;
unduly intellectualized, 351;
in Germany, 356; in France,
363; in England, 371; in
United States, 378; compul-
sory, 393; coeducation, 394;
in process of development,
Egypt, civilization of, 33; me-
chanical arts of, 34; litera-
ture of, 34; sphinx as type,
35; caste in, 35; priesthood
of, 36; elementary education
in, 36; higher education, 37;
education characterized, 38.
FALKE quoted, 60.
Female education. (See Wom-
an.)
Fénelon,
biographical, 245;
"Education of Girls," 245;
on woman's inferiority, 246;
necessity of woman's educa-
tion, 246; on method and
studies, 247; on religious
training, 248; his method as
tutor, 249; summary, 250.
France, Napoleon's system of
education, 363; under resto-
ration, 363; under Louis
Philippe, 364; present sys-
tem, 365; moral instruction,
366; secondary instruction,
367; law of associations, 369;
higher education, 369.
Francke, biographical, 257;
work at Halle, 258; various
activities, 260; spirit and
aims, 261; methods and
studies, 261; on discipline,
262.
Froebel, biographical, 306;
finds his life work, 307;
with Pestalozzi, 307; at
Keilhau, 308; "Education of
Man," 308; principle of
method, 309; three fields of
knowledge, 310; children's
play, 310; the kindergarten,
311; education as develop-
ment, 312; supplements
Pestalozzi, 313; women as
teachers, 313; summary of
principles, 314; his spirit,
315.
GERMANY, interest in educa-
tion, 356; government con-
trol of schools, 357; pri-
mary schools of, 358; second-
ary schools, 358; trained
teachers, 360; technical in-
struction, 361; universities,
362.
Greece, place in history, 39; in
education, 39; land and peo-
ple, 40; heroic age of, 40;
festivals in, 57. (See Sparta
and Athens.)
Groot, Gerhard, founder of
Brotherhood of Common
Life, 131.
HAILMAN, Dr. W. N., quoted
on Froebel, 313.
Harris, Dr. W. T., quoted on
Herbart, 316, 317.
Harvard College, founding of,
382.
Herbart, biographical, 315;
pedagogy and psychology of,
316; and Pestalozzi, 316;
apperception, 317; course of
study, 318; estimate of math-
ematics, 319; on moral edu-
cation, 319; twofold ascent
to God, 320; on mechanical
routine, 321; summary, 322.
History of education defined,
1; relation to general his-
tory, 1; study of, 9; di-
visions of, 9.
Horace, quoted, 83.
Humanists, and revival of
learning, 140; Agricola, 142;
Reuchlin, 146; Erasmus,
148; in eighteenth century,
279; distinguishing charac-
teristic, 279: Karl Schmidt's
summary, 280; contrast with
philanthropinists, 281; re-
cent reaction against, 282.
Huxley quoted on liberal edu-
cation, 5.
INDIA, land and people, 18;
language and religion, 18;
caste system of, 20; primary
education, 21; higher educa-
tion, 22; defects of educa-
tion, 22.
Israel, people of, 27; mission
of, 28; education among,
29; influence of theocracy,
29; domestic education, 30;
annual festivals, 31; learned
class, 31; music, 31; schools
of prophets, 32; general es-
timate of Jewish education,
32.
JACOTOT, biographical, 322;
method of universal instruc-
tion, 323; success and oppo-
sition, 323; intellects equal,
324; "all is in all," 325;
repetition,
326; use of
326; sum-
66 Telemachus,"
mary, 327.
Jahn, quoted, 36.
James, Dr. E. T., on business
colleges, 354.
Jansenism, 238; Port Royal
center of, 239; Saint Cyran,
240; tutorial system of, 240;
method and discipline, 241;
formation of judgment, 242;
favorable to progress, 242;
new method in Latin, 243;
glimpse of schools, 243; sum-
mary, 244.
Jefferson, Thomas, on popular
education, 386.
Jesuits, historical sketch of,
187; educational activity of,
188; "Ratio Studiorum,"
188; neglect of primary edu-
cation, 189; features of
Jesuit system of education,
190; summary, 193; Quick
quoted on, 193.
Jews. (See Israel.)
Johannot quoted, 8.
KANT, biographical, 289; on
education as development,
289; education difficult, 290;
a fundamental principle,
291; fourfold education,
291; on moral culture, 292;
on use of moral maxims,
293; training to work, 294;
summary, 295.
Kindergarten, the, 311.
Knightly, education, in Middle
Ages, 126; three periods of,
LANCASTER, JOSEPH, 375.
Latin schools, 178.
Literature, in seventeenth cen-
tury, 195.
Locke, John, biographical,
230; Thoughts concerning
Education," 231; on learning
and character, 231; on
physical training, 232; on
child study, 233; knowledge
of things, 232; study of na-
ture, 234; order of language
study, 235; knowledge val-
ues, 235; summary, 237.
Luther, biographical, 154; in-
terest in education, 155; end
of education, 156; on civil
government, 157; on compul-
sory education, 157; on do-
mestic training, 158; on
religious training, 159; on
subjects of study, 160; on
language study, 161; on na-
ture study, 162; music and
gymnastics, 162; on libra-
ries, 163; estimate of teach-
ers, 163; summary, 164.
Lycurgus, system of, 41.
Mann, Horace, biographical,
328; Board of Education,
329; condition of schools,
329; method of work, 330;
difficulties and controversies,
331; normal schools, 333; as
educational reformer, 334.
Manual training, 355.
Martial, quoted, 83.
Massachusetts,
382, 383.
Maurus, Rhabanus, quoted on
studies, 120.
Melanchthon, biographical, 165;
interest in learning, 166; on
teacher, 166; writer of text-
books, 167; influence on
education, 167; pedagogical
views, 168; a critic of exist-
ing defects, 169; plan of in-
struction in schools, 169.
Middle Ages, education in,
114-138; monastic schools
in, 118; cathedral and
parochial schools, 121; work
of Charlemagne, 122;
ular education in, 125;
knightly education, 127;
burgher schools, 128; female
education, 129; methods and
discipline, 130; rise of uni-
versities, 133; summary,
Milton, biographical, 207; devo-
tion to learning, 207;
"Trac-
tate on Education," 208;
nature and end of education,
209; study of languages,
209; adaptation of studies,
210; on moral culture, 211;
on gymnastic training, 211;
course of study, 212.
Mohammedan learning, in Mid-
dle Ages, 132.
Monasteries, growth of, 119.
Monastic schools, 118; course
of study in, 119; theology
in, 120.
Pestalozzi, relation to popular
education, 295; condition of
schools, 296; early life, 296;
strong sympathies of, 297;
at Neuhof, 298; at Stanz,
298; success and failure,
299; at Burgdorf, 300; at
Yverdun, 300; his estimate
of the work there, 301; self-
forgetfulness,
302; death,
302; educational principles,
303;
education as develop-
ment, 303; education by do-
ing, 304; natural order of
studies, 304; fundamental
principles, 305.
Philanthropin, the, leading
representatives of, 274; key-
note of system, 274; descrip-
tion of school, 276; failure
of, 278; Kant on, 278.
Philosophy and science, in the
seventeenth century, 194.
Phoenicians, influence of, 28.
Pietism, nature and influence
of, 257.
Plato, quoted, 37, 61;
ographical, 67; his "Repub-
lic" and Laws," 68; idea
of education, 68; basis of his
educational system, 69; state
education, 70; courses of
study, 70; music, 71; educa-
tion of woman, 72; sum-
mary, 72.
Plutarch, quoted, on Spartan
education, 42, 43, 45; bi-
ographical, 98; on heredity,
98; on early susceptibility,
99; on character of teacher,
99;
on discipline, 100; on
physical training, 100; on
popular education, 101.
Progress, human, 4; in educa-
tion, 4.
Prophets, school of, 32.
Protestantism, concurring cir-
cumstances in rise of, 139;
relation to education, 153;
Protestant leaders, 154;
Luther, 154; Melanchthon,
165; Calvin, 171; Zwingli,
172; establishes schools for
girls, 177.
Puritans, in New England, 381.
Pythagoras, biographical, 46;
school at Crotona, 47; idea
of education, 47; course of
study, 48; religion of, 49;
critique of, 50.
QUICK quoted on Jesuits, 193.
Quintilian, biographical, 93;
"Institutes of Oratory," 94;
on early environments, 94; on
primary education, 95; sec-
ondary instruction, 96; eth-
ical factor in education, 97.
RACE, the Teutonic, 103.
Raikes, Robert, founds Sun-
day-schools, 374.
Ratich, biographical, 213; edu-
cational claims, 214; school
at Köthen, 215; method of
teaching, 215; his failure,
217; his educational prin-
ciples, 217; summary, 218.
Religion, and education, 2; at
present time, 348.
Reuchlin, biographical,
Hebrew studies of, 146; con-
troversy of, 147.
Revival of learning, 140; origin
of, 140; growth of, 141; dif-
ferent results, 141.
Richter, Jean Paul, biograph-
ical, 285; on purpose of edu-
cation, 285; regard for child-
hood, 286; faith in children,
286; on religion and moral-
ity, 286; education of girls,
288.
Rollin, biographical, 251; end
of education, 252; character
of teacher, 253; public
schools, 254; the mother-
tongue, 254; on woman's
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