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biological psychology, 479-483;
James on, 479; Thorndike on,
480; Judd on, 481-483
Moving school of Massachusetts,
254-255

Mulcaster, Richard, 54, 90
Murray, Lindley, series of readers,
415

Music, neglected by Puritans, 68;
Pestalozzian methods introduced
in Boston by Lowell Mason,
298

Mutual instruction. See Lancaster-
ian monitorial system

Neef, Joseph, 288; came to America,
297

Napier, 113

National Educational Association,
change of name of manual-train-
ing department, 460
National Society for promoting the
Education of the Poor, 232
National Teachers Association dis-
cussed object teaching and oral
instruction, 332

Natural scenery, popularized by
Rousseau, 177

Nature study, in Salzmann's school,

212; transition from elementary
science, 338-340; Nature Study
Review defining the movement,
339

Neuhof, Pestalozzi's experiment in
industrial education at, 283, 305,
309, 310, 313

"New England Primer," 74-77, 414
"New Héloïse," 174-179

New humanism. See Humanism,

new

New York City, development of
secular schools in, 240-246; Free
School Society in, 243, 244; board
of education created in, 246; men-
tioned, 264, 266
Newberry, 414
Newton, Isaac, "Principia" pub-
lished in Latin, 20, 113; inductive
verification of law of universal
gravitation, 115-116; Voltaire
on, 122; mentioned, 151, 152
Nicæa, Council and creed, 7
Nobility, training of, 164

Normal schools, established and
adopted Oswego methods, 301
Nuremberg Bible, 48

450;

Oberschulcollegium of Prussia, 221
Object teaching. See Pestalozzian
object teaching and Pestalozzian
formalism
Occupations, Froebelian,
Dewey's, 477
Odyssey, made basis of moral in-
struction by Herbart, 386–387
Ohio Industrial School for Boys,
pioneer on cottage plan, 320
Oliver, Henry K., described Boston
schools, 88

Oral instruction, technique devel-
oped in connection with Pestaloz-
zian object teaching, 327-331;
extreme forms of, all lecturing,
all questioning, 328; training in
speech and composition, 329-331;
in connection with arithmetic, 351.
See Pestalozzian object teaching
"Orbis Pictus" of Comenius, 146-148
Oswego, Pestalozzian movement in,
300-302; Pestalozzian language
lesson from, 331; geography
teacher in, 348; criticism of
methods used in, 364;
tioned, 353

men-

Paris, University of, 16
Parker, Colonel F. W., popularized
Pestalozzian-Ritter geography in
the United States, 348; scheme
of concentration, 421; applied
Froebelian principles to elemen-
tary education, 470-474; career,
471; emphasized training in all
forms of expression, 472-474;
mentioned, 181, 205, 206

Parley, Peter. See Goodrich, S. G.
Parliamentary acts for national
schools, 235-239

Paulsen, F., description of new
humanism, 384
Peabody, Elizabeth, 454
Pearson, Karl, 336

Pennsylvania, colonial schools, 62–
63; development of secular
schools, 240, 241, 247-249; con-
stitutional provisions for schools

for poor, 247; pauper schools
authorized in special districts,
248; tax-supported schools made
optional in 1834, 248

Pens, making of, and setting copies,
91-92

Periodicals, early American educa-

tional, 297-299
Perrault, 414

Pestalozzi, 270; inspired by Rous-
seau, 273-276; principles, 276-
281; desired to psychologize edu-
cation, 276-279; said spirit of
home should dominate school,
279; planned to regenerate lower
classes, 280; experimental meth-
ods of, 280; career in relation
to Swiss social reform, 281-290;
education of, 281; failure as a
farmer, 283; Neuhof experiment
in industrial education, 283; liter-
ary activity of, 284; at Stanz, 285-
286; at Burgdorf, 286-288; at
Yverdon, 289; neglected history
and literature, 376; influenced
Herbart, 292, 376; inspired Froe-
bel, 292, 433; compared with
Herbart on many-sided training,
390; mentioned, 181, 182, 185,
186, 193, 201, 204, 205, 206, 215,
391, 395, 398, 432, 434, 437, 438,
441, 443, 450, 488. See also Pesta-
lozzian movement, Pestalozzian in-
dustrial education, Pestalozzian
object teaching, and Pestalozzian
formalism

Pestalozzian formalism, 302, 359-
374; pernicious elements, 359;
Herbert Spencer described Eng-
lish phase, 361; Dickens satirized,
363; from simple to complex,
favored by Spencer, 365; included
Pestalozzi's plan for alphabet in
every subject, 356; Grube method
in arithmetic one phase of, 369
Pestalozzian industrial education for
juvenile reform, 283, 302, 304-
322; summary by Barnard, 305;
general appreciation of necessity
of, 306; Pestalozzi's discussions of,
309; the experiment at Neuhof,
313; Fellenberg_continued, 314-
316; adopted in Switzerland, 316;

popularized in America by Wood-
bridge, 317; delayed adoption
of, in American reformatories,
318
Pestalozzian movement, in Europe
and America, Chap. XIII, 273-
303; inspired by Rousseau's books,
274; Pestalozzi's principles, 276-
281; in relation to Swiss social
reforms, 281-290; in Switzerland,
291; a large factor in Prussian
social reform, 291-295; formal-
ized in England, 295-296; in
America, 297-302

Pestalozzian object teaching and
oral instruction, 302, Chap. XV,
323-358; examples of Pestalozzi's
object lessons, 325; created new
technique of oral instruction, 327-
331; led to development of ele-
mentary science and nature study,
331-340; included Pestalozzian-
Ritter geography, 340-349; de-
veloped primary arithmetic, 349-
356

Petrarch, ashamed of his sonnets,

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Protestant church, elementary edu-
cation necessary, 35; attitude
toward Bible, 44
Prussia, best example of religious
toleration, 125, 128; rise of, a
strong secularizing force, 126–
129; work of benevolent despotic
Hohenzollern kings, 127; Freder-
ick the Great cultivated Newtonian
science, 128; achievements stimu-
lated revival of German literature,
129; social reforms after defeat
at Jena, 291-293

Prussian centralization feared in
Massachusetts, 250

Prussian schools, secularizing of,
Chap. X, 208-225; official enact-
ments, 217-224; compulsory at-
tendance decreed in 1717, 219;
rural schools organized by Fred-
erick the Great in 1763, 219;
national council of education,
221; legal code defined as state
institutions in 1794, 223; social
reforms influenced by Pestaloz-
zian methods, 291-295; general
reform after defeat at Jena, 292-
293; a broader elementary educa-
tion established in, 293; teachers
for, trained at Yverdon, 294;
adopted Pestalozzian spirit and
methods, 295; Pestalozzian lan-
guage lessons in, described by
Stowe and Mann, 330; new hu-
manism in, 384; kindergartens
prohibited in, 435, 488
Psychological versus logical organ-
ization of subject matter, in the
Émile," 199; in Harris's science
course in St. Louis, 335; nature
study takes psychological point
of view, 338. See Pestalozzian
formalism, Simple to complex
Psychologize education, Pestalozzi's
endeavor to, 276
Ptolemy, 112, 113

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Public school associations in Eng-
land, 236

Public School Society of New York
City, 244

Puritans, dominated by Calvin,

39; spiritual element in English
Reformation, 41; schools of, in

Massachusetts, 55-62; ascetic
ideals of, in literature and art, 67–
69; repression of children's ac-
tivities by, 162; repressive ideals
of, opposed by Rousseau, 175

Quick, H., 190

Ratke, 149

Rauhe Haus, 317

Reading, religious texts used for, 72–
79; methods in Boston in 1800,
87; colonial methods, 90; simul-
taneous method of La Salle, 100;
"Orbis Pictus" used for, 146;
Locke on use of games, interesting
stories, and religious books for, 157;
criticism of, in the "Émile," 197;
Pestalozzian synthetic methods in
Prussian schools, 367; Parker's dis-
cussion of, 473. See also Literature
Reasoning, in the "Émile," 195,
196

Reckoning schools in medieval
cities, 30
Reclus, 343

Red Hill reform school, 317
Redway and Hinman geographies,
349

Reformation, and elementary educa-
tion, Chap. III, 33-65; Catholic,
36; Protestant, 36-42; in Ger-
many, 38; in England, 40; influ-
ence on schools, 49–64, 487. See
also Religion

Reformatories, education in. See
Pestalozzian industrial education
Rein, W., exponent of Herbartian
doctrines, 403

Religion, basis of elementary edu-
cation in Reformation, Chap. III,
33-65; Comenius based educa-
tional aims on, 140; a partial
aim with Locke, 154; formalism
in, 162-164; Rousseau empha-
sized faith and inward worship
in, 176; instruction in, in Salz-
mann's schools, 214; instruction
in, in Rochow's school, 217; in
German schools in nineteenth
century, 406; in Froebel's theory,
435. See also Catholic Church,
Church, Reformation

Religious formalism. See Formal-

ism, religious

Religious toleration. See Tolera-
tion, religious
Renaissance, 164, 383

Reports on European schools, pub-
lished in America, 299
Reyher, Andreas, 149, 150
Richelieu, 124, 126, 166
Richter, J. P., 438

Ritter, Karl, and the development of
modern geography, 340-349;
created science of geography,
343; influenced by Humboldt's
work on South America, 344; in-
fluenced pedagogically by Salz-
mann and Pestalozzi, 344-347;
taught Guyot, 347; mentioned,
201, 206, 212

Ritterakademien, 166

"Robinson Crusoe," discussed in the
"Émile," 202; history of educa-
tional use of, 408, 414
Rochow, established secular schools

for peasant children, 215-217;
attempted to relieve distress of
peasants, 215; model school in-
cluded object lessons, 216; em-
phasized morality and national re-
generation, 217; "Kinderfreund,"
414; mentioned, 208, 209, 221,
224

Romantic love, idealized by Rous-

seau, 178

Rostock, reckoning master em-
ployed in, 30

Rousseau, chief inspirer of French
Revolution, 131; expressed Locke's
political theories in popular form,
132; theory of equality, 132;
contributed to Encyclopedia, 123;
leader of the emotional reaction,
172-180; life and character, 172–
174; emotionalism the antithesis
of Puritan repression, 175; substi-
tuted faith and inward worship
for ceremonialism and atheism,
176; opposed social convention-
ality with the simple life, 177-
179; "New Héloïse ” popularized
natural scenery, romantic love,
etc., 177; influence on religion,
art, literature, 179; Émile,"

Chap. IX, 181-207; inspired Pes-
talozzi, 273-275; neglected his-
tory and literature, 376; and new
humanism, 385; compared with
Herbart on many-sided training,
390; mentioned, 151, 153, 158, 159,
171, 211, 212, 346, 349, 393, 395,
432, 437, 438, 439, 440, 441, 442,
445, 487, 488. See also "Emile"
Runkle, 465

Russell, William, advocated Lancas-
terian schools, 268; editor Ameri-
can Journal of Education, 297-298
St. Louis, science course in, 333-
336; kindergartens in, 456; man-
ual training in, 465
Salerno, University of, 16
Salomon, Otto, introduced sloyd in
Sweden, 462-464

Salzmann, C., school of, at Schnep-
fenthal, 212-215; applied prin-
ciples of Rousseau, 212; influenced
Carl Ritter, 344-345; mentioned,
201, 206, 208, 209, 224, 367
Saxony, Protestant schools, 52
Schiller, 179, 384, 385, 386, 438
School gardening, in Salzmann's
school, 214

School practice. See Curriculum,
Methods

Schools. See Elementary schools,
Latin schools
Science, superstitious ideas of Puri-
tans concerning, 70; secularizing
influence of modern, 111-123;
Greek, accepted in Middle Ages,
III-112; seventeenth-century in-
vestigations in, discredited Greek
theories, 113; modern method,
inductive verification of hypothe-
ses, 114-117; Newton and law of
gravitation, 115; physiology, cir-
culation of the blood, 116; little
influence on practical affairs, 117;
Francis Bacon popularized obser-
vation and experimentation, 118–
119; Locke made psychology a
phase of, 120; English, popular-
ized in France by Voltaire, 121;
French Encyclopedia spread spirit
of, 123; enthusiastic but mistaken
ideas of Comenius on, 139

Science instruction, advocated in
Rousseau's "Émile," 198-201;
developed from Pestalozzian ob-
ject teaching, 331-341; transi-
tion in, under W. T. Harris in
St. Louis in 1870, 333-336; prac-
tical value of, emphasized by
Spencer, 336-338; transition to
nature study, 338-340

Scottish church established schools,
61

Scudder, H. E., recommended liter-

ature in place of readers, 418
Secular interests, development of,
Chap. VI, 109-134; dominated
by Church, 110; relation of mod-
ern science to, III-123; relation
of religious toleration to, 124-125;
relation of strong governments to,
125-129; relation of democracy
to, 130-133

Secular point of view in educational
theory, Chap. VII, 135-160; Co-
menius and Locke as examples
Secularizing Prussian schools, Chap.

X, 208-225. See Prussian schools
Secularizing tendencies in English
education, Chap. XI, 226-239.
See English education
Sense perception, emphasized by
Comenius, 139; by Rousseau, 193;
by Salzmann, 212; by Rochow,
216; by Pestalozzi, 324. See Pes-
talozzian object teaching

Shaw, Mrs. Quincy, 467
Sheldon, Edward A., started Oswego
movement, 300
Shelley, 179

Simple life, idealized by Rousseau,
177

Simple to complex, a phase of Pes-
talozzian formalism, 365-373; fa-
vored by Spencer, 365, 371;
Pestalozzi would organize alpha-
bet of every subject, 367-369;
one basis of Grube method in
arithmetic, 369; criticism of the
theory, 371-373

Simultaneous instruction, practical
use by Brethren of Christian
Schools, 99

Slates, 91

Sloyd, economic basis in Finland
and Sweden, 462-464; value in

terms of formal discipline, 464;
in Boston, 467
Smith, Adam, 233

Smith, D. E., on Pestalozzian primary
arithmetic, 350; criticized Grube
method, 370

Social changes in England in eight-
eenth century, 234

"Social Contract" of Rousseau,
132, 174, 183, 283

Social factors, in decline of Massa-
chusetts schools, 251; those re-
tarding development of American
free schools, 263

Social participation, education by
means of, Chap. XVIII, 431–486;
Froebel's theory, 445-447; in the
kindergarten, 452

Society for promoting Christian
Knowledge, 228

Society for Propagation of the Gos-
pel in Foreign Parts, 229, 242
Spelling book, replaced primers,
78; Dilworth's, 80; Webster's, 80
Spencer, Herbert, on practical value
of natural science, 337; described
English Pestalozzian formalism,
361, 362; favored simple to com-
plex, 365, 371; analysis of life's
activities, 391; on teaching history
as descriptive sociology, 413; ad-
vocated recapitulation theory, 422
Stanz, massacre by French, 285;

Pestalozzi's work at, 286, 309, 310
Stowe, Calvin E., report to Ohio
legislature on European schools,
299; described Prussian Pestaloz-
zian language lessons, 330; de-
scribed reading lessons, 367
Sunday schools in England, 229
Support, public, for schools, in

Massachusetts, 61; in Prussia,
223; in England, 235-239; in
New York City, 245; in Pennsyl-
vania, 247-249; in Indiana, 259–
263; stimulated by Lancasterian
system, 264-269
Sweden, sloyd in, 462
Switzerland, revolution of 1798, 285-
286; Pestalozzianism, 291; farm
schools like Fellenberg's in all
cantons, 316

Symbolism, Froebel's theory, 439-
441; emphasized with gifts, 452;

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