Act of Uniformity, 124 Activity. See Motor expression Adler, Felix, 468
Aim of education, Herbart's, 388 Albigenses, 37 Allgemeine Landrecht of Prussia, 223 Alsted, 138
American state school systems, Chap. XII, 240-271. (New York City, Pennsylvania, Massachu- setts, and Indiana as typical. See each of these) Apperception, Herbart's discussion of, 395-397
Aristocratic formalism. See Formal- ism, aristocratic
Aristotle and medieval science, III Arithmetic, in colonial schools, 83; colonial methods, 90; simultane- ous method of La Salle, 100; Pes- talozzi's sense-perception basis, 325; development of Pestaloz- zian primary methods, 349-356; Pestalozzi largely the founder of primary arithmetic, 350; em- phasis on mental arithmetic and objective methods, 350; popular- ized in the United States by War- ren Colburn's book, 353-356 Art, neglected by Puritans, 68 Ascham, Roger, Latin secretary of Queen Elizabeth, 20 Herbart's
Bache, report on education in Eu-
rope, 299 Bacon, Francis, had books trans- lated into Latin, 20; popularized idea of observation and experi- mentation, 118; his method not that of modern science, 118; con- trasted with Voltaire, 123; praised by Comenius, 139
Baltimore Polytechnic High School, 466
Baptist church shared public funds in New York City, 244 Barnard, Henry, described Pesta- lozzian methods, 298; praised Griscom's book, 299; published
National Education in Europe," 300; summarized movement for industrial education of juvenile delinquents, 305, 316, 318; gave list of American textbooks, 410; described European kindergar- tens, 454
Basedow, agitated reforms in Ger-
man education, 209-212; appealed for subscriptions, 210; his Phi- lanthropinum, 211; mentioned, 153, 159, 181, 182, 186, 206, 208, 209, 215, 221, 224, 270, 349 Battersea Training School, 317 Bayle, "Practice of Piety," 67 Bell, Andrew, 95, 101, 230 Bentham, Jeremy, 233 Bible, vernacular, fundamental for Protestants, accessory for Catho- lics, 42-46; circulation of English, 43-45; Luther on, 44; Calvin on, 45; Luther's translation, 48; as a textbook, 72; aims of education based on, by Comenius, 140; in English law of 1870, 238, 487 Bibliography, for medieval educa- tion, 31; for the Reformation, 64; for methods and curriculum be- fore 1800, 93; for schools of Christian Brethren and Lancas- ter, 107; for secular interests, 134; for Comenius and Locke, 159; for the emotional reaction, 180; for Rousseau's "Émile," 207; for Prussian schools, 224; for English schools, 239; for Ameri- can schools, 271; for Lancas- terian schools, 272; for the
Pestalozzian movement, 303; for Pestalozzian industrial education, 321; for Pestalozzian object teach- ing, 356; for Pestalozzian formal- ism, 374; for the Herbartians, 429; for the Froebelians, 484 Bingham, Caleb, 91, 415, 416 Blackboards, seldom used in colo- nial schools, 92 Blackstone, W., 233 Blow, Susan, 456 Bodemer, J. J., 282
Bologna, University of, 15
Boston, elementary schools in 1800, 85-88, 254; manual training in schools, 467 Boucher, 158 Bourne, 411 Boyle, 114
Breslau, medieval city schools, 28 Brethren of the Christian Schools, 95-100; organized to maintain charity schools, 96; provided trained teachers, 96; organized by La Salle, 97; laymen pledged to teaching, 98; used simultane- ous method, 99, 327
Brethren of the Common Life, 43 Briggs, 113
Brinsley, "The Grammar Schoole," 79
British and Foreign School Society, 230
Bülow, Baroness von, 452, 461 Burgdorf, Pestalozzi's schools at, 286-289, 326, 356
Calkins, N. A., "Primary Object Lessons," 368
Calvin, general influence, 38; career, 39-40; argument for the Bible, 45; ideals influential in Massachusetts, 58,67
Calvinism, decline of, in Massachu- setts, 251
Calvinistic repression of children's activities and emotions, 162 Campe, 159; prepared children's books, 408
Carpenter, Mary, criticized Ameri- can reformatories, 319
Carter, James G., 257
Catechism, most important part of primers, 76
Catholic Church, became dominant in Europe, 10; established schools, II; monopoly of education, 25; encouraged schools, 34; Refor- mation in, 36; attitude toward the Bible, 42-44; improved edu- cation, 95; ceremonialism and skepticism in eighteenth century, 163; orphan asylum granted pub- lic funds in New York City, 245; appealed for funds for schools in New York City, 245
Caxton, printing press, 47 Chantries Acts, 53
Chantry schools, definition, 15; suppressed in England, 53 Charles I of England, 41, 42 Charles II of England, 124 Chicago Manual Training High School, 466
Children, activities as basis of edu- cation, Locke, 155-158; repressed by Puritans, 162; neglected by French aristocracy, 168-172; their maturing the basis of education, Rousseau, Chap. IX, 181-207 Christian Brethren. See Brethren of Christian Schools
Church, and education in Middle Ages, 5-15; controlled secular affairs, 110; controlled education in England, 227-228. See also Catholic Church, Reformation, Re- ligion, Religious Circulation of the blood, hypothesis of Harvey, 116 Cities, development of medieval, 24-25; conflicts of, with Church, 25; established Latin schools, 26; vernacular schools in, 28-31; social problems in American, about 1800, 264; Lancasterian system adopted in American, 265; list of those introducing manual training, 469 Classroom management, improve- ment by La Salle, 95-100; im- provement by Lancaster, 101-107 Clinton, De Witt, enthusiasm for Lancasterian schools, 265, 267 Clinton, George, 242
Colburn, Warren, "First Lessons in Arithmetic on the Plan of Pes- talozzi," 353-356; emphasized "number ideas" 354; used no ciphering at first, 355; made rapid calculators, 355, 369; formulated principles of analytic induction, 398
Colet, Dean, favored Catholic Ref- ormation, 36
Cologne, medieval city schools in, 26
Colonial education, American, 55- 63; laws concerning industrial phases of, 306-308 Comenius, theory of universal, en- cyclopedic, vernacular education, 136-148; career, 136; three dom- inant interests, 138; planned en- cyclopedia, 138; encyclopedic aim, 140; aim of rational devel- opment, 141; stages in education, 142; principles of method, 143; "Great Didactic," 144; famous Latin textbooks, 145; "Orbis Pictus," 146; little immediate in- fluence, 148; mentioned, 182, 193, 211
Committee of Fifteen, Report of, on
teaching history, 412; on use of literature, 418; on correlation, 420 Committee of Seven, on the teach- ing of history, 412 Committee of Ten, on the teaching of history, 412
Common school revival, 241; in Massachusetts, 256-259
Common schools. See Elementary schools Commonwealth, English Puritan, 42, 67; prohibited former primers, 74 Compulsory attendance, in Prussia, 219; in England, 237, 238 Concentration. See Correlation Condillac, 173
Conflicts of town and church au-
Copernicus, 113, 118 Correlation, advocated by Herbart for moral ends, 401; through con- centration, advocated by Ziller, 419; in America, 420 Cottage plan for reformatories, 306; tardy adoption in America, 319 Cousin, Victor, translation of report on Prussian schools, 299 Culture-epochs theory, use of, by Herbartians and others, 422-425; seldom used consistently, 423; criticisms of, 424
Curriculum, of Reformation ele- mentary schools, 66-93; domi- nated by religious traditions, 66; influenced by narrow views of Puritans, 67-72; narrow scope of colonial, 84; Peter Parley and Webster concerning colonial, 84; in Boston in 1800, 86-88; in Ger- many in eighteenth century, 88; in Swiss school in 1800, 89; Co- menius included economics, sci- ence, and history, 142; practical innovations in Gotha, 149; Froe- bel's, 436; industries, history, and art in Dewey's, 475-478. See also Arithmetic, Drawing, Geography, History, Literature, Nature study, Object teaching, Reading, Science Cygnæus, founder of sloyd, 462- 463
Development of faculties, four meanings of Pestalozzian phrase, 276-279 Dewey, John, criticized Grube method, 370; on inconsistency of Herbart's pedagogy and meta- physics, 380; on culture-epochs theory, 424; criticism of Froe- belian symbolism, 458; recon- struction of contemporary educa- tional theory, 474-478; theories similar to Froebel's, 474; indus- trial history a liberalizing study, 476; occupations, 477; mentioned, 181, 203, 205, 206, 336 Dickens, Charles, satirized memo- rizing of Mayo lessons, 363 Diderot, 123, 173
Diesterweg, on Pestalozzi, 295 Dilworth's speller, popular in the colonies, 80 Discipline, Pestalozzi
strict but kindly, 279 Discipline, formal. See Formal dis- cipline
District schools, degenerate system in Massachusetts, 250-259 Drawing, in Rousseau's "Emile," 194; Spencer criticized Pesta- lozzian synthetic method in, 368; Froebelian methods in, 478 Dutch Church established schools, 61
Edgeworth, Maria, 414 Edict of Nantes, 124
"Education of Man," Froebel's, 434 Edward VI, 41
Eisleben, Protestant school at, 50 Elementary schools, meaning, 1-3; retarded in Middle Ages, Chap. II, 4-32; not developed by oral ver- nacular literature, 23; developed by commercial demands, 24; estab- lished by medieval cities, 28-31; not in medieval villages, 31; on religious basis following Reforma- tion, 33-63; subordinate to Prot- estant Latin schools in Germany, 50-52; after English Reformation, 53; in colonial Massachusetts and Pennsylvania, 55-63; broad cur- riculum proposed by Comenius for, 141-143
Eliot, C. W., on waste in elemen- tary schools, 417; recommended literature in place of readers, 418
Eliot, George, 179 Elizabeth, Queen, 41, 125 "Émile," Rousseau's, 181-207; in- spiration of nineteenth-century reforms, 182; review of criticisms of, 183-185; brought children in- to style, 184; influence on practice emphasized, 186; written as a work on child study, 187; periods in the maturing of children de- scribed, 188-191; religious instinct discussed, 190; walking instinct discussed, 191; physical activity emphasized, 191; sense percep- tion declared to be fundamental, 193; drawing from nature advo- cated, 194; maturing of chil- dren's capacities for reasoning and memorizing described, 195– 197; training in scientific inves- tigation advocated, 198-201; motives furnished by interest, curiosity, and utility, 201; "Rob- inson Crusoe" praised, 202; in- dustrial basis of social studies discussed, 203; many-sided matur- ing advocated, 204; opposed ex- aminable results, 204; revolution- ary character and validity of, 205; summary of principles discussed in, 206; stimulated German re- forms, 209; inspired Pestalozzi, 273-275; mentioned, 135, 136, 151, 171, 174, 175, 176, 177, 270, 283. See also Rousseau, Emo- tional reaction
Emotional reaction, Chap. VIII, 161-180; supplemented other secular movements, 161; opposed religious and aristocratic formal- ism, 162-180; Rousseau as leader of, 172-180
Encyclopedia, French, spread sci- entific spirit, 123
England, growth of medieval cities in, 24-25; Reformation in, 39–42; Protestant schools in, 52-55; towns in, provided schools, 56; scientific developments in, 121; religious
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