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Act of Uniformity, 124
Activity. See Motor expression
Adler, Felix, 468

INDEX

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

Attention,

394-398

discussion,

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

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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

Buss, 288
Byron, 179

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-

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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

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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

advocated

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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