A History of Education

5. Are the methods outlined in his romance equally worthy of practical adoption?

6. How does the work of Basedow compare with that outlined by Rousseau ?

7. To what fact would you ascribe the want of success in the philanthropist's schools?

THE HUMANISTS.

1. In what respect is the educational theory or practice of the humanists opposed to that of Rousseau or Basedow?

2. In what class of schools in our day is the influence of the humanists most marked?

3. For what advances are we most indebted to the realists?

Pages 266 to 288.

I. PESTALOZZI.

1. How would you compare Pestalozzi with Comenius in regard to his views of teaching?

2. How with Rousseau in regard to his general theory of education?

3. Was his spirit of philanthropy of higher value than his special views upon education?

4. Should his successive failures in practical undertakings suffice to stamp his educational views as impracticable?

5. What constitutes the teacher's duty as viewed by Pestalozzi?

6. What psychological order of knowledge does the summary of his principles set forth?

7. What aim of education determined all his practice and method?

II. FROEBEL.

1. What aim of education was recognized by Froebel? 2. What circumstances of his early life most influenced his habits of thought in after years?

3. At what age and under what influences did Froebel come in contact with Pestalozzi?

4. After how long an experience in teaching did Froebel undertake to reform primary methods in teaching?

5. What is the specific purpose of the kindergarten? 6. What principle governs the relation of play to work in the kindergarten?

7. Do you regard the kindergarten as entitled to a distinct place in our American system of public schools, and why?

8. In what manner should the spirit of the kindergarten permeate all the grades of our schools?

Pages 288 to 325.

CONTEMPORARY EDUCATION.

1. What causes may be determined for the present notable prominence given to questions of popular education? 2. In what respects does the German system of education excel as regards provision and as regards results?

3. Why has France failed to keep abreast of Germany and the United States in the matter of popular education? 4. What are the points of special excellence in the French

schools as now adapted to the needs of the masses? 5. How have the endowed schools of England retarded the progress of education among the masses?

6. What good purposes have been served by the Bell and Lancaster methods of school work?

7. What have been the notable steps in the progress of popular education in England during the present century?

8. Why does the Constitution of the United States include no clause relating to education?

9. In what ways has the national Government chiefly aided in the provision for educational advancement?

o. What is the character and purpose of the National Bureau of Education?

INDEX.

Abstract human education, tenden-
cies and results, 247-249.
Academies and high-schools in the
United States, 320, 321.
Adams, John, President of the Unit-
ed States, on popular education,
315.

Agricola, father of German human-
ism, 125; studies and labors of,
125-127; views of, on study and
schools, 126-128.

Agricultural colleges in the United
States, 317.

Albrecht of Saxony, on excesses of
students in the University of Jena
(1624), 165, 166.

Alexandria in Egypt, 36; catecheti-

cal schools in, 91–93.
Antwerp, Agricola's school in, 126.
Aristotle, pupil of Plato's, 62; great
intellect, 62, 63; Lyceum of, in
Athens, mode of teaching, 63;
views and principles, 64, 65;
writings of, studied in monastic
schools, 100.

Aryan or Indo-European family of
nations, 15; Greeks a branch of,
39; Teutonic tribes also, 87.
Asceticism in the early Church, 93,

94.

Athens, in Attica, position and peo-
ple of, 49; Attic idea of educa-
tion, 49; laws of Solon, 50; only
freemen educated, time occupied
in studies, etc., 51-55; love of
the beautiful, 49, 55; defects of,
and results, 54-56; Socrates, Pla-

to, Aristotle, influence of, 56-

65.

Augustine, Saint, on Christian edu-
cation, 98.

Bacon, Francis, early life and train-
ing, 179; studies law, enters Par-
liament, etc., 180; political ad-
vancement of, 180; stains on
character, 180, 181; views of, on
education, 182, 183; true value
of learning, 183; on graces of
style, 183, 184; Novum Orga-
num of, 184, 185; characteristic
features of philosophy of, 185;
extract from the Novum Orga-
num, 186; value of works of, to
education, 186, 187; prediction
of, as to the future, 188.
Barnard, Henry, on history of edu
cation, 7.

Basedow, founder of Philanthropin-
ists, 256, 257; views of, quoted,
257, 258; performances in schools
of, 258-260; failure of, 260.
Basil, Saint, on Christian education,

99.

Bell, Andrew, educational work of,
304.

Benedictines, 99.

Berkeley, Sir William, on free

schools, etc., in Virginia, 308.
Bible, poetry of the, 31; rule of

faith among Protestants, 138; to
be studied in schools, 139, 140.
Blair, Rev. James, founds William
and Mary College, Virginia, 309.

Bréal, Michel, French scholar, Classical nations, ancient, position

Cato the Elder, course of, as to edu-

cation, 70, 71.
Charlemagne, views and efforts in
behalf of education, 104-106.
China, genius and character of the
people, 9, 10; at a stand-still,
10; aim of education in, 10, 11;
schools and teaching, 12; work-
ing of system, 13; general result,
14, 15.

Christ Jesus, early life and train-

ing, 82, 83; mode of teaching,
81; the teacher and educator of
mankind, 85; Rousseau's tribute
to, 255.

Christianity, relation of, to educa-

tion, 80; wide-reaching influence
of, 81, 82; life and teaching of
the Founder of, 82-85.
Chrysoloras, Manuel, in Florence,
121.

Chrysostom, Saint, on Christian ed-
ucation, 96, 97.

Church, early, education in, 88-90;
pitiable condition of the Roman
Catholic, at time of the Reforma-
tion, 135-138.

Cicero, quoted, 67; education and

character of, 71, 72; views and
services as to education, 72, 73;
writings of, used in the monastic
schools, 160.

of, in history of education, 37-39.
Co-education of sexes in the United

States, 323, 324.

Coleman, on education among the
early Christians, 89, 90.
Comenius, maxim of, 1; born in
Moravia, 200; early years and
training, 200, 201; losses and
trials, 201, 202; prepares an ed.
ucational work, 202; publishes
"The Gate of Tongues," merits
of, 203, 204; great "pansophic"
scheme of education, 204; goes
to Sweden, 204, 205; conference
with Oxenstiern, 205; publishes
"Latest Method with Languages,"
205, 206; opens school in Patak,
206; prepares "The World Illus-
trated," 206; work very popular,
207; finds an asylum in Amster-
dam in old age, 207; services to
education, 208, 209; principles,
etc., of, 209-211; school system
and pious sentiments, 211, 212.
Confucius, and Chinese classics, 13;
system of teaching, 13, 14.
Constantinople, conquest of, by the

Turks, and results, 119-121.
Crusades, in the Holy Land, effects
of the, 107.

Cusanus, Nicholas, one of the Breth-

ren of the Common Life, 113.
Cyrus the Great, incident in early
life of, 24, 25.

D'Aubigné, on Reuchlin, 130; on

Luther and Melanchthon, 149.
David, King, Psalms of, 31.
Deism in England and elsewhere,
248.

Education, necessity of, 2; elements

entering into, 4; progress in, 6;
nature and value of history of, 6,
7; history of, treated under three
heads, 8; ancestral, among the
Chinese, 15; caste system in In-
dia, 21; state education in Per
sia, 25, 26; theocratic among the

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