toleration in, 124; strong gov-
ernment, 125; democratic Revo-
lution of 1688, 130; formalized
Pestalozzianism adopted in, 295-
296; the Mayos introduced ob-
jective methods in, 296; Infant
School Society established in,
296; industrial education of ap-
prentices, 307; Pestalozzian pri-
mary arithmetic in, 353, 488
English education, secularizing ten-
dencies, Chap. XI, 226–239; pub-
lic schools retarded, 227; schools
for poor provided by voluntary
agencies, 229; development of
public sentiment for secular
schools, 233; Parliamentary acts
affecting, 237

English language and literature,
study of, retarded by Latin and
French in Middle Ages, 18-23;
circulation of English Bible, 43-
45; Puritan ascetic ideals in, 67
Episcopal or Cathedral schools, 8, 14
Equipment of schoolroom, poor in
colonial period, 91-92; improved
by Lancaster, 106

Erasmus, 20; favored Catholic Ref-
ormation, 36; favored reading of
Bible, 44

Ernest the Pious, educational re-
forms in Gotha, 149

Examination standards, opposed by
Rousseau, 204

Excursions, in Salzmann's school,
214

Experimental search for methods
by Pestalozzi, 280
Expositions stimulate educational
innovations, 464

Expression. See Motor expression

Factory children, Parliament regu-
lated education of, in 1802, 235
Factory system, developed new po-
litical forces in England, 234;
relation to Pestalozzian industrial
education, 308
Fellenberg, Emanuel, his Pesta-

lozzian institutions, 313-316; ac-
tive in Swiss social reforms, 313;
his Hofwyl institutions, 314; plans
of, generally adopted in Europe,

316; plans of, popularized in
America for higher education,
317; plans of, tardily adopted in
American reformatories, 318-
321; mentioned, 284, 289, 291,
298, 304, 305

Fichte, 179; stimulated Prussian
interest in Pestalozzi, 294
Fichte, J. H. von, praised Herbart's
"Outlines," 381

Finland, sloyd in, 462

Form study, in books of Calkins
and Mayo, 368

Formal discipline, value of sloyd in

terms of, 462; Pestalozzian theory
of, 278-279; Herbart's criticism
of, 390

Formal steps of instruction. See
Method, general

Formalism, aristocratic, in France
in eighteenth century, 164-172;
developed from idle life of the
nobility, 166; led to barrenness
and artificiality, 169; dancing
master, the most important factor
in, 170; copied in other countries,
171

Formalism, religious, 162-164; Cal-
vinistic repression of children's
activities, 162; Catholic cere-
monialism in France, 163
Formalism, three types of, 360. See
Pestalozzian formalism

Fowle, W. B., description of Boston
schools in 1800, 87

France, Voltaire popularized Eng-
lish scientific thought in, 121-123;
Encyclopedia spread scientific
spirit in, 123; religious toleration
in, 124; strong government of
Louis XIV in, 126; aristocratic
and religious formalism in social
life of, 163-171

Frederick the Great, 127, 128, 209,
210, 218, 219, 221, 222, 223
Frederick William I of Prussia,
117, 210, 218, 219

Free School Society of New York
City, 243, 248

French language used in England
after the Conquest, 21
Froebel, and education

through
motor expression and social

participation, 432-454; career and
character, 433-436; educational
theory, 436-447; symbolism, 439;
motor expression, 441; social par-
ticipation, 445; kindergarten, 447-
454; mentioned, 181, 185, 186,
205, 206, 270, 292, 488
Froebelians, Chap. XVIII, 431-
486

Frye, Alexis, geographies, 349
Fürstenschulen, 166

Galen, 112, 116

See Method,

Galileo, 113, 114, 118
General method.
general
Geography, not in colonial elemen-
tary schools, 85; home geogra-
phy in Rousseau's "Émile," 200;
Pestalozzi's lesson in, on the
Buron valley, 326; Pestalozzian-
Ritter type, 340-349; dictionary-
encyclopedic type, 341; science
of, created by Ritter, 343; Pesta-
lozzian-Ritter type in the United
States, 347-349

German cities. See Cities
German literature, revival stimu-
lated by Prussian achievements,
129

Germany, medieval schools in, 26-
31; Reformation in, 38; Protestant
schools in, 49-52; elementary-
school curriculum in eighteenth
century, 88; religious toleration,
125; educational reforms in seven-
teenth century, 149; development
of Prussia, 126-129; Rousseau's
influence in, 179; Prussian school
system, 217-224; Pestalozzi's in-
fluence in, 291-295; development
of Herbartian movement in, 403
Gifts, Froebelian, 450
Goethe, 179, 384, 385, 386, 438
Goldsmith, Oliver, 414
Goodrich, C. S., published history
of the United States, 410
Goodrich, S. G. (Peter Parley), ge-
ographies, 341; books for chil-
dren, 410; description of schools
he attended, 85

Gotha, educational reforms in sev-
enteenth century in, 149

Governments, strong centralized, as
rivals of ecclesiastical powers,
125-129

Grammar, not generally taught in
colonial elementary schools, 85
"Great Didactic" of Comenius, 144
Green, in "Short History of the
English People" mentions the
English Bibles, 45

Greenwood's arithmetic, 84
Griscom, John, advocated and used
Lancasterian system, 268; dif-
fused knowledge of Pestalozzian-
ism, 299

Grube method in arithmetic, 356,
369-371

Gruener, 292, 434
Guild schools, 14

Guts Muths, 212, 344, 345, 346
Guyot, Arnold, developed Pestaloz-
zian-Ritter geography in America,
343, 347-349; mentioned, 206

Hailmann, W. W., advocated kinder-
gartens, 455, 456; manual of kin-
dergarten activities, 468
Hall, G. Stanley, advocates recapitu-
lation theory, 423
Ham, C. H., 468

Hamburg, medieval city schools, 28
Harris, W. T., on value of oral in-
struction, 328; organized science
instruction in St. Louis in 1870,
333-338; emphasized scientific
classifications, 334; on practical
value of science, 336; advocated
and established kindergartens in
St. Louis, 455-457

Harvey, advanced hypothesis of
circulation of the blood, 116
Hayward, F. H., 380

Helba plan, Froebel's, 444; de-
rived from Heusinger's writings,
461

Henry IV of France, and the edict
of Nantes, 124

Henry VIII, political motives in
the Reformation, 40
Herbart, J. F., career and theo-
ries, 376-402; influenced by Pes-
talozzi, 292, 376; academic career,
378; his metaphysics a useless
encumbrance to his pedagogy,

379-382; influenced by new hu-
manism, 382-387; virtue and abid-
ing interests as aims, 388-391;
subject matter analyzed in terms
of interests, 391-393; use of
present interests of the child,
393; apperception, 395; general
method, 398-401; correlation,
401; mentioned, 181, 186, 205,
206, 270, 292, 371, 432, 433, 450,
488
Herbartian

manual

movement, 375-429;
continued Pestalozzian movement,
376; Herbart's part in, 376-403;
in Germany and the United States,
403-405; practical aspects of,
405-429; emphasized use of his-
torical and literary materials in
Germany and America, 405-419;
correlation in, 419-421; culture-
epochs theory in, 422-425; the
five formal steps in, 425-428
Heusinger, scheme for
training, 461
History, place in colonial schools,
85; neglected by Pestalozzians,
376; humanistic aim of historical
studies, 393; in German schools
during nineteenth century, 405-
407; Ziller's course of study in,
407-409; in American elementary
schools, 409-413; broader concep-
tion of teaching of, since 1890, 411;
reports of committees on, 411;
Spencer and the Herbartians on
social aspects of, 413; industrial
aspects of, in Dewey's school, 476
Home, instruction in, in England,
54; to be reproduced in school
according to Pestalozzi, 279, 311;
to be reproduced in reformatories,
305; and school according to
Froebel, 437

Home and Colonial Infant School
Society, organized, 296; methods
adopted at Oswego, 300; meth-
ods satirized by Dickens, 364;
mentioned, 447
Hornbook, 73

House of Refuge, in New York
City, 265, 268, 318; general es-
tablishment of, 319
Hudson, W. H., 177

Indiana, development of school sys-
tem in, 242, 259-263; liberal con-
stitutional provision for schools in
1816, 259; free schools not de-
veloped for thirty years, 260; cam-
paign by Caleb Mills, 261; local
tax made optional in 1849, 262
Individual instruction, 90, 100
Inductive method. See Science
Industrial activities in Dewey's cur
riculum, 475

Industrial basis of social studies in
the "Émile," 203

Industrial education. See Pestaloz
zian industrial education, Manual
training

Industrial training to begin in the
kindergarten, 457
Interest, Rousseau's use of, as
motive, 201; many-sided abiding
interests as Herbart's aim of edu-
cation, 388; an active reaching
out, 389; comparison of theories
of Herbart, Rousseau, and Pesta-
lozzi, 390; subject matter analyzed
in terms of, by Herbart, 391-393;
Herbart used child's present inter-
ests but opposed "sugar coating,"
393-395, 397

James I, 41
James II, 125

James, William, criticism of pro-
ceeding from simple to complex,
371; emphasized motor expres-
sion, 479-480, 481, 482

Lancashire Public School Associa-
tion, 236

Lancaster, Joseph, pedagogical tal-
ent, IOI; wrote manuals of school
management, 103; and British
and Foreign School Society, 230
Lancasterian monitorial system,
IOI-107; due to talent of Bell and
Lancaster, 101; work of monitors,
103; improvements provided, 104–
107; in America, 241, 264-270;
stimulated development of free
schools, 264; cheapness of, 265;
enthusiasm for, 267-269; prepared
the way for taxation, 269, 327
Larson, 467

La Salle, J. B., 97-101; trained
teachers, 97; wrote teachers'
manuals, 99-100

Latin language, became official lan-
guage of the Church, II; used
by scholars for practical purposes
in Middle Ages, 18-21; books
printed in, 47; textbooks of Co-
menius, 145

Latin schools, five medieval types,
13-15; established by medieval
cities, 26-28; to train Protestant
leaders, 49-50; abolished in Eng-
land by Chantries Acts, 52
Leibnitz, 113

"Leonard and Gertrude," published,
284; popularity, 290; descriptions
of degraded Swiss peasantry, 309;
contains Pestalozzi's scheme for
industrial education, 311-312;
method in arithmetic, 325; method
in oral expression, 330

Literature, neglected by Pestaloz-
zians, 376; enthusiasm for Greek,
in new humanism, 383-385; made
basis of moral instruction by Her-
bart, 386-387; in Ziller's course
of study, 407; in American ele-
mentary schools, 413-419; selec-
tions contained in readers, 414-
416; reading of whole literary
classics, 416-419; vernacular, see
Vernacular literature

९९

Locke, John, made psychology a
phase of natural science, 120,
122; "Letters on Toleration,"
125; justified English Revolution
in Treatises on Government,"
130, 132; career of, 150-152;
"Thoughts on Education," pub-
lished in 1693, 152; principles
bearing on elementary education,
153; religious instruction, 154;
emphasized habit as the basis of
character, 154; based method on
child's activities, 155; used games,
157; used interesting storybooks,
157; influence exerted through
Rousseau, 158; one source of
German pedagogy, 159; men-
tioned, 182, 183, 205, 211, 212
Louis XIII, 124

Louis XIV, 124, 126, 127, 166
Louisa, queen of Prussia, 290
Lowell, E. J., 167

Lübeck, medieval city schools, 27,

29

Luther, leader of German Protes-
tants, 38-39; said Bible is sole
guide, 44; translated Bible, 48;
advocated schools for all chil-
dren, 49

McClure, W., 297
McMurry, F. and C., lessons of, illus-
trate extremes of questioning and
lecturing, 329 n., 404; advocated
Herbartian view in teaching his-
tory, 413; on use of literature in
schools, 419; on formal steps of
instruction, 425
Madison, Dolly, 171
Madison, James, 133
Magdeburg, Protestant schools in, 50
Malphigi, II7

Manchester, England, 229, 232, 236
Mann, Horace, 242; Secretary of
Massachusetts Board of Educa-
tion, 258-259; report on Euro-
pean schools, 299; described
Prussian language lesson, 331, 347
Manual training, in Salzmann's

school, 214; contrasted with Pes-
talozzian industrial education, 321;
development in Europe and
America, 460-470; Froebel one
promoter of, 461; sloyd, system
of, 462-464; in the United States,
464-470

Marcel, 170

Marshall, A. M., on recapitulation
theory, 424

Mary, queen of England, 41
Mason, Lowell, taught Pestalozzian
music, 298

Massachusetts, Puritan schools in,
55-62; followed English prece-
dents, 55; towns established
schools, 57; requirements in laws
of 1642 and 1647, 58-62; develop-
ment of school system, 241; de-
generate district-school system,
250-259; social factors in decline
of schools, 251-255; regeneration
of town system, 256-259; Horace
Mann, Secretary of Board of Ed-
ucation, 258; industrial education
of apprentices in colony, 306, 487
Massachusetts Institute of Technol-
ogy introduced manual training,
465

Mathematical methods in modern
science, 113
Maupertuis, 128

Maxwell, W., recommended litera-
ture in place of readers, 418

Mayo, Charles, popularized Pesta-
lozzianism in England, 296
Mayo, Elizabeth, wrote books on ob-
ject lessons, 296, 333, 362, 363
Memorizing, discussed in the
"Émile," 195, 197; of lists of,
words recommended by Pesta-
lozzi, 361; of English object-les-
son manuals, 362-364; rules for,
given by Herbart, 397-398
Metaphysics, Herbart's, a useless
encumbrance to his pedagogy,
379-382

Method, general, Herbart supple-
mented Pestalozzian discussions
of, 398-401; Herbartian steps ap-
plied to topics or whole subjects,
401; formal steps applied to topics
by Ziller, 425; criticism of formal
steps, 427

Methods, wasteful, in colonial
schools, 90-92; improved, in
schools of Christian Brethren and
Lancaster, Chap. V, 94-108; of
Comenius, 143

Middle Ages, elementary schools
retarded in, 4-32, 487

Mills, Caleb, campaign for free
schools in Indiana, 261
Monastic schools, 8, 14

Monitorial system. See Lancasterian
monitorial system

Moral training, Pestalozzi corrected
Rousseau's idea of, 275; based
on history and literature, Chap.
XVII, 375-429; based by Herbart
on the Odyssey, 386

More, Thomas, "Utopia" of, written
in Latin, 20, 36; proved circulation
of English Bibles, 43; complained
of Lutheran primers, 74
Morse, Jedidiah, geographies of, 85,
86, 87, 341, 409

"Mother Play," Froebel's, 448
Motives, interest, curiosity, and util-
ity used as, in the "Émile," 201.
See Interest

Motor expression, education
through, Chap. XVIII, 431-
486; Froebel's theory, 441-445;
all forms emphasized by Parker,
471-474; Dewey's "occupations,"
477; emphasized by modern