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
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 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
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
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,
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
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
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-
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-
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
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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