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
« PreviousContinue » |