INDEX

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Adolescence, 28, 82-89, 109-110, 262-264, 280-282, 284, 286-290. Alsted, 19. Andreä, 19. Arithmetic, 135, 178. Association, 52, 206. Athenian education, 2-3. Attention, 50-51, 129, 208-209, 233, 255. Bacon, 12-15. mentioned, 18, 30, 38, 39, 52, 54, 223, 225, 226, 289. on higher education, 15. on knowledge, 12-14. Barnard, quoted, 146. Basedow, 93-98. fundamental principles of didactics, 96-97. ideal education, 95. influence of, 94, 97-98. language instruction, 95-96. mentioned, 103, 105, 113, 139. “Philalethie,” 94. physical culture, 95-96. Bible, 8, 27. Boardman, quoted, 189-190. Bodily faculty, A. B. C. of, 151. Boyhood, 28, 77-82, 179-186, 253-261, 270-274, 280, 283-286. Browning, on Locke, 38. on Rousseau, 61. Campanella, 19. Carlyle, on Rousseau, 59, 60. Character. See Moral Training. Child-study movement, 277-278. Childhood, 28, 71-77, 133-137, 174-179, 252-253, 270, 280, 282-283, 285. early, 28, 69-71, 173-174, 252. Chinese, compared with Greeks, 1. Christianity, influence of, on education, 3-12. Church, education by, 4-5. service of Catholic, 7. Cicero, quoted, 3. Circle of thought, 206. Civilization and education, 268-269. Classics, 5, 10, 14, 26, 39, 48-49, 94, 162, 225, 228, 257. Coeducation, 157, 293. Comenius, 18-31. compared with Locke. See Locke. early education advocated, 22-24. existing schools criticised, 24-26. “Great Didactic,” 20, 29, 35. ideal of education, 20-21, 29, 35. mentioned, 68, 89, 94, 96, 119-120, 138, 139, 194, 276-277. on discipline, 25-26. on function of school, 24. on method, 26-28. on necessity of education, 21-22. on necessity of school, 23-24. on school system, 28. on subject-matter, 26. “Orbis Pictus,” 96. Compayré, on Froebel, 192-193. on Greek influence on education, 1. on Luther, 7. Comte, 230. Concentration-center, 213-214. Coöperation, 155-156, 162-163, 216. Corporal punishment, 43-44, 283. Cosmopolitanism, 110. Culture stages, 213-214. Curiosity, 50, 253. Dancing, 48. Davidson, on Rousseau, 61. Developmental stages, 68-69, 124, 169, 173-173, 213, 251-252. Discipline, 10, 25-26, 42-46, 102-103, 152, 214-215, 234-236, 250-251, 259-260, 270-272, 282-283. See also Moral Training. Domestic work, 12, 129-130, 136-137, 178-179, 183-184. Drawing, 177-178. Education, academic, 15, 159-164, 239-240. Athenian, 2-3. by nature, 64-66. early, 22-23, 69-77, 101-103, 133-137, 173-179, 252-253, 270, 280, 282-283, 285. economic, 155-157. efferent, 181-184. elementary, 133-137, 272-274. in middle ages, 4-5. industrial, 137-139, 281-282. intellectual, 10, 15, 25-28, 48-54, 66-68, 72-74, 76-77, 79-82, 87, 88, 95-96, 104-106, 133-136, 148-151, 159-164, 174, 178, 179, 180-181, 184, 185, 206-214, 225-233, 239-240, 254-259, 268, 272-275, 284-290. liberal, 288. man-making, 282. moral, 10, 25, 42-46, 83-89, 106-110, 112-113, 132, 136-137, 152-155, 181-182, 205-207, 214-215, 236-238, 250-251, 259-261, 270-272, 279, 282-284. national, 144. of adolescents, 28, 82-89, 109-110, 262-264, 280-282, 284, 286-290. of boys, 28, 77-82, 179-186, 253-261, 270-274, 280, 283-286. physical, 1, 10, 40-41, 54, 65, 69, 71-75, 101, 103-104, 151, 173-174, 182-183, 236-238, 280-281. private, 55-56, 217. See also Home Training. “psychologizing,” 124. public, 2-3, 55-56, 101, 144, 216-217, 238-243, 268. religious, 83, 110-113, 158-159, 260-261. Roman, 3. Spartan, 2-3. uniform, opposed, 3, 240-243. universal, advocated by Comenius, 22. university, 15, 161-164, 289-290. Educational ideals, 1-3, 4, 5, 6-7, 11-12, 15, 21, 24, 40, 63, 95, 99-100, 122, 146-147, 169, 203, 227, 250-251, 268, 278. Emotion, 63, 84-85, 87, 128-129, 133, 153-154, 182, 204, 239, 261, 278. Emulation, 23, 55, 109. Evolutionary ideas, 169-170, 213, 230-232, 248-249, 278-279, 290. Examination, 163, 288. Fairy tales, 184-185, 213. Family. See Home Training. Fichte, 143-164. “Addresses to the German Nation,” 145. “Aphorisms on Education,” 147. “Characteristics of the Present Age,” 152. first essentials of new education, 152. mentioned, 113, 195, 245, 246, 248, 259, 263, 289. on moral training, 152-155. on academic education, 159-164. on coeducation, 157. on home, 154-155. on manual work, 156. on Pestalozzi, 140. on religious education, 158-159. on university education, 161-164. plan of an educational community, 154-157. Formal steps of instruction, 209. Formative instinct, 183-184. Froebel, 166-196. “Education of Man,” 168, 193. evolutionary idea of education, 169-170. mentioned, 199, 200, 250, 258. on arithmetic, 178. on education of boys, 179-186. on domestic work, 178-179, 182, 183-184. on drawing, 177-178. on early education, 173-179. on efferent education, 181-184. on harmonious development, 173. on ideal of education, 169. on kindergarten, 180-181, 186-192. on mathematics, 178. on play, 174-175, 182-183. on rhythm, 176. on school, 181. on songs, 185-186. on speech, 174, 175-176, 179-180. on stories, 184-185. pedagogy of, characterized, 166-168, 192-196. “Prospectus of an institution for the Training of Nurses and Educators of Children,” 190. Grammar, 54, 228, 257, 273. Genetic psychology, 278. Greek, language and culture, 14, 39, 162, 257. Greek ideals of education, 1-3. Gymnastics, 151, 237, 281. Habit, 41, 49, 95, 101, 102-103, 105, 153-154, 157, 178, 270-271, 279. Hall, G. Stanley, 276-290. on adolescence, 282, 283, 286, 288. on college education, 288-289. on discipline, 282-283. on education of boys, 282-283, 285-286. on Froebel, 193. on industrial education, 281-282. on intellectual education, 284-290. on kindergarten, 285. on moral training, 279, 282-284. on motor training, 279-282. on play, 281. on teachers, 286, 287-289. on university education, 289-290. on harmonious development, 287. pedagogy of, characterized, 278-279, 290. psychology of, 278-279. Harmonious development, 1, 12, 21, 24, 40, 71, 94-95, 105, 121-123, 130-131, 136-137, 157, 170-172, 206-208, 227, 280, 287-288. Harnisch, on Pestalozzi, 139. Harris, William T., 267-276. on elementary education, 273-274. on higher education, 274. on intellectual education, 268, 269, 272-275. on manual training, 273. on moral training, 270-272. on school, 268, 271. pedagogy of, characterized, 267-268, 276. school and home compared, 271-272. subject-matter, 272-273. Hegel, 245-266. “Ages of Man,” 251. education defined by, 248-251. mentioned, 267-268. on adolescence, 262-264. on classics, 257. on early education, 252-253. on education of boys, 253-261. on grammar, 257. on intellectual education, 254-259. on logic, 257. on manhood, 264. on mathematics, 257, 259. on memory, 256. on moral training, 250-251, 259-261. on old age, 265. on school, 258-259. on subject-matter, 257-258. pedagogy of, characterized, 245-248, 265-266. Heinemann, quoted, 189. Herbart, 199-219. end of education, 203. mentioned, 119, 248, 265. on attention, 208-209. on discipline, 214-215. on home training, 216-217. on instruction, 206-214. on interest, 206-209. on moral training, 205-207, 214-215. on state education, 216-217. pedagogy of, characterized, 199-203, 215-216. psychology of, 203-205, 218-219. Heredity, 170-173, 278-279, 281, 282, 285, 286-287. Herr von Arnswald, quoted, 188. High school, 288. Higher education, 15, 28, 161-164, 274, 288-290. Home training, 3, 8, 12, 23, 55-56, 70, 100-101, 124-137, 155, 178-179, 182, 183, 184, 187-188, 216-217, 241, 261, 268, 271. Honor, 45. Hotho, quoted, 246. Humanism, 5-6. Infant schools, 188. Institutions, private, 217. Instruction. See Learning, Intellectual Education, and Subject-Matter. analytic, 210-211. presentative, 210. synthetic, 211-212. Interest, 27, 50, 51, 77-81, 104-105, 127, 147, 206-209, 233, 253-254, 255, 268-269, 289. See also Natural Development, Spontaneous Activity. Jahn, 96, 151. Kant, 98-114. compared with Locke, 102-103. compared with Rousseau, 98-99. mentioned, 41, 143-144, 153-154, 169, 200-203, 257. on adolescence, 109. on discipline, 102-103. on emulation, 109-110. on home training, 100-101. on ideal of education, 99-100. on manners, 106. on mental culture, 104-106. on moral education, 106-110, 112-113. on physical culture, 103-104. on play, 104-105. on religious education, 110-113. on sex pedagogy, 109-110. on state education, 110. on sympathy, 108-109. pedagogy of, characterized, 98-99. Kindergarten, 28, 180, 186-192, 258, 285. Krüsi, on Pestalozzi, 116. La Chalotais, 93. Language, Bible as text-book of, 8. instruction in, 10, 28, 54, 73, 95, 96, 151, 162, 176, 212, 228, 257, 272-273. See also Speech and Vernacular. Laurie, on Comenius, 19. on Locke, 37. Learning, discussed by Bacon, 12-15. Comenius, 25-28. Fichte, 147-151, 162-164. Froebel, 174, 181. Hall, 284-290. Harris, 268-270, 272-275. Hegel, 253-258. Herbart, 206-212. Kant, 104-106. Locke, 48-55. Pestalozzi, 131-137. Rousseau, 65-68, 71-82, 87, 88. Spencer, 225-228, 230-233. Leibnitz, on Locke, 37. Locke, 35-56. compared with Comenius, 35-38, 54-56. compared with Kant, 102-103. influence on English education, 38. mentioned, 59, 89, 94, 96, 99, 113, 139, 203, 224, 237. on attention and association, 50-52. on dancing, 48. on discipline, 42-45. on example and company, 45-46. on Greek, 39. on honor, 44-45. on learning, 48-55. on logic, 52. on manners, 47-48. on mathematics, 52. on memory, 52-53. on play instinct, 42-43. on principles of hygiene, 40-41. on punishment, 43-44. on subject-matter, 54. psychology of, 41-42, 52-53. Logic, 52, 135, 257. Luther, 7-12. mentioned, 19, 145, 146. on discipline, 9-10. on home training, 8, 10, 12. on relation of religion and education, 8-9. on school, 9-10, 12. on subject-matter, 10, 12. on teachers, 9-11. Madame de Staël, on Rousseau, 59-60. Mager, on Pestalozzi, 120. Manhood, 264. Manners, 47-48, 106, 270-271. Manual training, 12, 54, 88, 94-95, 136-139, 155-157, 162, 168, 183-184, 273, 281. Marenholz-Bülow, on Froebel, 187. Mathematics, 52, 178, 257. Memory, 52-53, 256. Method, 26-28, 42, 242, 275. Military drill, 258. Montaigne, 39, 40. Mother, 125-129, 134, 187-188, 190, 261, 270. See also Parents. Morley, on Rousseau, 62. Motor training, 71-72, 74-75, 95-96, 103-104, 129, 136-139, 151, 155-157, 162, 168, 173-179, 181-184, 188, 237-238, 258, 279-282. Munroe, on Froebel, 166, 192. Muscles. See Motor Training. Music. See Songs. Natural development, 122-124, 229-231. See also Spontaneous Activity. Nature, 13, 27, 62-64. Niemeyer, on “Émile,” 61. Parents, 10, 23, 43, 46, 69-70, 100-101, 107, 129, 133, 173, 172, 179, 189, 216-217, 228, 234, 235, 242-243, 250, 261. See also Home Training and Mother. Perception of A. B. C. of, 150-151, 200. Pestalozzi, 116-140. “Christopher and Alice,” 125. compared with Rousseau, 124-125. elementary method of education, 133-137. function of education, 123. “How Gertrude Taught Children,” 131. “Leonard and Gertrude,” 131. mentioned, 149-151, 159, 169, 190, 194-196, 199-201, 218, 223, 229, 234, 257, 259, 273. “New Year’s Address,” 121-122. on harmonious education, 121, 123, 136. on home, 126-132. on ideal of education, 121. on industrial education, 137-139. on moral training, 128-129, 132, 133. on motor training, 136-137, 138-139. on nature’s method, 132-133. pedagogy of, characterized, 117-120. “Swan Song,” 132, 133. Philanthropium, 94, 96, 98. Play, 42-43, 103-105, 174-175, 182-183, 238, 281. Prescription, 254, 269, 270-271, 287. Protestantism, 6-7. Psychology, genetic, 278. national, 274-275. of Hall, 278-279. of Herbart, 203-205. of Locke, 41-42, 52-53. Puberty, 82-87, 109-110, 280-281, 286-287. Public school versus private education, 55-56, 125-128, 216-217, 271-272. Punishment, 43-44, 214, 235, 287. Pythagoras, 255. Quick, on Froebel, 193. Rabelais, 19, 39. Ratke, 19. Recitation, 275, 288. Reformation, 5-7, 11-12, 31. Rein, 214. on Herbart, 202. Religion and education, relation of, 8-9, 19. Renaissance, 5-6, 11-12. Rhythm, 176. Roman education, 3. Rousseau, 59-90. “Émile,” 61. mentioned, 41, 93-94, 96, 97, 98-99, 103, 113, 119, 124, 159, 169, 173, 172, 186-187, 194, 201, 223, 229, 235, 250, 261, 267. on adolescent education, 87-89. on book study, 63-68, 72-73. on duty of parents, 69-70. on early education, 64-67, 70-71. on education by activity, 64, 67-68, 71-72, 74-75. on education by inaction, 65-66. on education by nature, 63-65, 89. on ideal boyhood, 81-82. on ideal childhood, 76-77. on the origin of intellectual interest, 78-79. on preadolescent education, 77-82. on puberty, 82-87. on science instruction, 66-68, 79-81. on work interest, 81. pedagogy of, characterized, 59-62, 89-90. sex pedagogy, 83-88. social-settlement anticipated, 88-89. stages of natural development, 68-69. Rosenkranz, 245. Scholars, vocation of, discussed by Fichte, 160-161, 163-164. School, 9-10, 12, 24-26, 55-56, 181, 258, 268, 271, 272, 284-285. See also teachers. Schneider, on Pestalozzi, 139. Science, instruction in, 66-68, 79-81, 282. value of, 227-228. Self-activity, 147-149, 155, 160-163, 173, 208, 254, 256, 269, 273-275. See also Spontaneous Activity. Self-expression, 174-175, 177. Self-instruction, 232-235. Sensation, A. B. C. of, 150-151. Sex pedagogy, 83-88, 109-110. Silence, 255, 272. Social nursery, 188. Solger, quoted, 247. Songs, 10, 185-186. Spartan education, 2-3. Speech, 70, 133-135, 151, 174-176, 179, 180, 252-253. See also Language. Spencer, 223-243. “Education, intellectual, moral, physical,” 243. mentioned, 267. on aim of education, 226-227. on classics, 225, 228. on intellectual education, 225-233. on method, 242. on moral training, 233, 236. on physical education, 236-238. on state education, 238-243. on value of science, 227-228. pedagogy of, characterized, 223-224. Spielmann, on Comenius, 30. on Herbart, 217-218. Spontaneous activity, 170-173, 180, 188, 192, 280. See also Natural Development, Self-activity and Self-instruction. State education, 2-3, 101, 144, 216-217, 238-243, 268. Stoicism, 3. Stories, 184-185. Subject-matter, 10, 12, 26, 53-54, 208, 227-228, 257-258, 272-273. Teachers, 9-11, 127-128, 203, 216, 250, 271. Temming, on Kant, 113. Text-books, 275. Vernacular, 19, 26. Vives, 19. Work interest, 51, 81, 105, 253-254. Youth. See Adolescence. Ziegler, on Kant, 113. Ziller, 213-214.