Chapter XIII: Educational Influences of the Reformation 124

The Relation of the Reformation to the Renaissance.
The Revolt and Educational Works of Luther. Luther’s
Ideas on Education. The Embodiment of Luther’s
Ideas in Schools by His Associates. The Revolt and
Educational Ideas of Zwingli. Calvin’s Revolt and His
Encouragement of Education. The Colleges of Calvin.
Henry VIII’s Revolt and Its Effect upon Education.
Foundation of the Society of Jesus. Organization of
the Jesuits. The Jesuit Colleges. The Jesuit Methods
of Teaching. Value and Influence of the Jesuit Education.
The Organization of the Education of the Port
Royalists. The Port Royal Course and Method of
Teaching. La Salle and the Schools of the Christian
Brothers. The Aim, Curriculum, and Method of the
Christian Brothers’ Schools. Influence of the Schools of
the Christian Brothers. Aim and Content of Education
in the Reformation. Effect of the Reformation upon
Elementary Education. Effect of the Reformation upon
the Secondary Schools. Influence of the Reformation
upon the Universities. The Lapse into Formalism.

CHAPTER XIV

EARLY REALISM AND THE INNOVATORS 151

The Rise and Nature of Realism. Humanistic Realism.
Social Realism. The Relations of Humanistic to
Social Realism. The Influence of the Innovators upon
Education. The Ritterakademien. The Academies
In England. The Academies in America.

CHAPTER XV

SENSE REALISM AND THE EARLY SCIENTIFIC MOVEMENT 162

The Development of the Sciences and Realism. Bacon
and His Inductive Method. Bacon’s Educational
Suggestions and Influence. Ratich’s Methods. Comenius:
His Training and Work. His Series of Latin
Texts. The Great Didactic. His Encyclopædic Arrangement
of Knowledge. The Method of Nature. The
Influence of Comenius upon Education. Realistic
Tendencies in Elementary Schools. Secondary Schools.
The Universities.

CHAPTER XVI

FORMAL DISCIPLINE IN EDUCATION 179

Locke’s Work and Its Various Classifications. Locke’s
Disciplinary Theory in Intellectual Education. Disciplinary
Attitude in Moral and Physical Training.
Origin, Significance, and Influence of the Theory of
Formal Discipline. Opposition to the Disciplinary
Theory and More Recent Modification. Locke’s Real
Position on Formal Discipline.

CHAPTER XVII

EDUCATION IN THE AMERICAN COLONIES 187

American Education a Development from European.
Conditions in Europe from Which American Education
Sprang. Colonial School Organization: The Aristocratic
Type in Virginia. The Parochial Schools in New Netherlands.
Sectarian Organization of Schools in Pennsylvania.
Town Schools in Massachusetts. Education
in the Other Colonies.

_PART IV_

MODERN TIMES

CHAPTER XVIII

GROWTH OF THE DEMOCRATIC IDEAL IN EDUCATION 203

The Revolt from Absolutism. The Two Epochs in
the Eighteenth Century. Voltaire and the Encyclopedists.
Rousseau and His Times. Rousseau’s
Works.

CHAPTER XIX

PAGE

NATURALISM IN EDUCATION 210

The Influence of Rousseau’s Naturalism. Naturalistic
Basis of the _Emile_. The Five Books of the _Emile_.
Estimate of the _Emile_. The Sociological Movements in
Modern Education. The Scientific Movement in Modern
Education. The Psychological Movements in Modern
Education. The Spread of Rousseau’s Doctrines. Development
of Basedow’s Educational Reforms. Text-books
and Other Works. Course and Methods of the
Philanthropinum. Influence of the Philanthropinum.

CHAPTER XX

PHILANTHROPY IN EDUCATION 230

Reconstructive Tendencies of the Eighteenth Century.
The Rise of Charity Schools in England. The
Schools of the S. P. C. K. Other Charity Schools. The
Charity Schools of the S. P. G. Charity Schools among
the Pennsylvania Germans. The ‘Sunday School’
Movement in Great Britain. The ‘Sunday School’
Movement in the United States. Value of the Instruction
in ‘Sunday Schools.’ The Schools of the Two Monitorial
Societies. Value of the Monitorial System in England.
Results of the Monitorial System in the United
States. The ‘Infant Schools’ in France. The ‘Infant
Schools’ in England. ‘Infant Schools’ in the United
States. The Importance of Philanthropic Education.

CHAPTER XXI

THE PERIOD OF TRANSITION IN AMERICAN EDUCATION 251

Evolution of Public Education in the United States.
Rise of the Common School in Virginia. Similar Developments
in the Other Southern States. Evolution of
Public Education in New York. New York City. Development
of Systems of Education in Pennsylvania and
the Other Middle States. Decline of Education in Massachusetts.
Developments in the Other New England
States. The Extension of Educational Organization to
the Northwest. Condition of the Common Schools
Prior to the Awakening.

CHAPTER XXII

OBSERVATION AND INDUSTRIAL TRAINING IN EDUCATION 276

Pestalozzi as the Successor of Rousseau. Pestalozzi’s
Philanthropic and Industrial Ideals. His Industrial
School at Neuhof and the _Leonard and Gertrude_. His
School at Stanz and Beginning of His Observational
Methods. Continuation of His Methods at Burgdorf,
and _How Gertrude Teaches Her Children_. The ‘Institute’
at Yverdon and the Culmination of the Pestalozzian
Methods. Pestalozzi’s Educational Aim and Organization.
His General Method. The Permanent Influence of
Pestalozzi. The Spread of Pestalozzian Schools and
Methods through Europe. Pestalozzianism in the
United States. Pestalozzi’s Industrial Training Continued
by Fellenberg. The Agricultural School and
Other Institutions at Hofwyl. Industrial Training in the
Schools of Europe. Industrial Institutions in the
United States.

CHAPTER XXIII

DEVELOPMENT OF PUBLIC EDUCATION IN THE UNITED STATES 302

The Third Period in American Education. Early
Leaders in the Common School Revival. Work of James
G. Carter. Horace Mann as Secretary of the Massachusetts
Board. The Educational Suggestions and Achievements
of Mann. Henry Barnard’s Part in the Educational
Awakening. Barnard as Secretary of the Connecticut
State Board. Commissioner of Common
Schools in Rhode Island. State Superintendent of
Schools in Connecticut. _Barnard’s American Journal
of Education._ First United States Commissioner of
Education. Value of Barnard’s Educational Collections.
Educational Development in New England since the
Revival. Influence of the Awakening upon the Middle
States. Public Education in the West. Organization of
State Systems in the South. Development of the American
System of Education.

CHAPTER XXIV

DEVELOPMENT OF EDUCATIONAL PRACTICE 333

Froebel and Herbart as Disciples of Pestalozzi. The
Early Career and Writings of Herbart. Work at Königsberg and
Göttingen. Herbart’s Psychology. The Aim,
Content, and Method. The Value and Influence of
Herbart’s Principles. The Extension of His Doctrines
in Germany. Herbartianism in the United States.
Froebel’s Early Life. His Experiences at Frankfort,
Yverdon, and Berlin. The School at Keilhau. Development
of the Kindergarten. Froebel’s Fundamental
Concept of ‘Unity.’ Motor Expression as His Method.
The Social Aspect of Education. The Kindergarten.
The Value and Influence of Froebel’s Principles. The
Spread of Froebelianism through Europe. The Kindergarten
in the United States. The Relative Influence of
Pestalozzi, Herbart, and Froebel.

CHAPTER XXV

THE DEVELOPMENT OF MODERN SYSTEMS 370

National Systems of Education in Europe and Canada.
The Beginning of State Control in Prussia. Educational
Achievements of Frederick the Great. Educational Influence
of Zedlitz. Foundation of the Ministry of Education
and Further Progress. The Elementary System.
The Secondary System. Higher Education. Educational
Development In France. The Primary School
System. The Secondary System. The Institutions of
Higher Education. Centralized Administration of
the French Education. Early Development of English
Education. Educational Movements in the Nineteenth
Century. Subsequent Educational Movements. Development
of Education in the Dominion of Canada.
The Public School System of Ontario. The System of
Ecclesiastical Schools in Quebec.

CHAPTER XXVI

THE SCIENTIFIC MOVEMENT AND THE CURRICULUM 397

The Development of the Natural Sciences in Modern
Times. The Growth of Inventions and Discoveries in
the Nineteenth Century. Herbert Spencer and _What
Knowledge is of Most Worth_. Advocacy of the Sciences
by Huxley and Others. The Disciplinary Argument for
the Sciences. Introduction of the Sciences into Educational
Institutions in Germany, France, England, and
the United States. Interrelation of the Scientific with
the Psychological and Sociological Movements.

CHAPTER XXVII

PRESENT DAY TENDENCIES IN EDUCATION 418

Recent Educational Progress. The Growth of Industrial
Training. Industrial Schools in Europe. Industrial
Training in the United States. Commercial Education
in Europe and America. Recent Emphasis upon Agricultural
Training. Moral Training in the Schools To-day.
The Development of Training for Mental Defectives.
Education of the Deaf and Blind. Recent
Development of Educational Method; Dewey’s Experimental
School. Other Experiments in Method. The
Montessori Method. The Statistical Method and
Mental Measurements in Education. Education and
the Theory of Evolution. Enlarging Conceptions of
the Function of Education.