in close harmony with those which Pestalozzi had employed at Stanz.
The success which he obtained there, as Mr. Spencer has remarked,
depended on two things: first, on the attention which he used in
determining what kind of instruction the children had need of, and
next, on the pains he took to associate the new knowledge with that
which they already possessed.

Mr. Spencer’s essay, then, deserves the attention of educators.
There is scarcely a book in which a keen scent for details comes
more agreeably to animate a fund of solid arguments, and from
which it is more useful to extract the substance. However, it
must not be read save with precaution. The brilliant English
thinker sometimes fails in justness and measure, and his bold
generalizations need to be tested with care.

654. ALEXANDER BAIN AND EDUCATION AS A SCIENCE.--Less brilliant
than the work of Mr. Spencer, the book of Mr. Bain, _Education
as a Science_, recommends itself by merits of studied analysis
and scholarly minuteness. Others surpass Mr. Bain in brilliancy
of imagination, in originality and in enthusiasm; but no one
equals him in richness of details, in acuteness and abundance of
observations. After the more venturesome have taken the lead and
have published the original sketch, Mr. Bain appears and writes
the methodical and complete manual. His own work resembles that
of a conscientious guard who marches in the rear of a victorious
army, and by a wise organization makes sure the positions conquered
by the march of an impetuous commander-in-chief. His book, in
other terms, is but the studious and thorough development of Mr.
Spencer’s principles.

655. GENERAL IMPRESSION.--It is impossible in an analysis to
bring out the merit of a book which is especially valuable for
the multiplicity of the questions which the author discusses
in it, and for the infinite variety of the solutions which he
proposes. There are landscapes which discourage the painter,
because, notwithstanding their beauty, they are too vast, too full
of details, to admit of being crowded into a frame. We may say
the same of Mr. Bain’s book. One must have studied it himself in
order to form an estimate of its value. Professors of all classes
will here find pages of well-considered counsels, and judicious
reflections upon educational methods. The nature of studies, the
sequence of subjects, the gradation of difficulties, the choice
of exercises, the comparison of oral instruction with text-book
instruction, modes of discipline,--nothing escapes a thinker who is
not a mere theorist or an amateur educator, but a professional man,
a competent teacher, an experienced professor.

Indeed, no one should allow himself to be deceived by this fine
phrase, _Education as a Science_, which might disconcert and turn
aside whole classes of readers, such as those who, in works on
education, especially desire a guide for practice. On the contrary,
they will have every reason to commend a book which passes very
quickly from generalities to applications, and which is above all
else a manual of practical and technical pedagogy. The study of it
will be profitable not merely to professors who are teaching the
higher branches of literature and science, but even to the humblest
instructors, and even--for Mr. Bain overlooks no detail--to
teachers of reading and writing.

656. DIVISION OF THE WORK.--_Education as a Science_ comprises
three parts: 1. psychological data; 2. methods; 3. modern education.

The author first inquires in what order the faculties are
developed, and what effect this order should have on the
distribution of studies. This is the psychological part. Then
follows a discussion of what Mr. Bain calls the logical order, that
is, of the relations which exist between the studies themselves
and their different parts. This is the “analytical problem” of
education.[285]

These preliminaries being established, Mr. Bain enters upon the
principal theme,--the methods of instruction. He discusses one
after another the first elements of reading, object-lessons,
“which, more than any other means of instruction, require to be
practised with care, for without this, an admirable process might,
in unskillful hands, be nothing more than a thing of seductive
appearance, but without value”; then methods relating to history,
geography, the sciences, and the languages.

Finally, in his third book, Mr. Bain exhibits a new plan of study,
with particular reference to secondary instruction.

657. PSYCHOLOGICAL ORDER AND LOGICAL ORDER.--In his reflections on
the development of the mind and upon the distribution of studies,
Mr. Bain is inspired by the principles which have guided Mr.
Spencer.

“Observation precedes reflection. The concrete comes before the
abstract.”

In education, then, the sequence should be from the simple to the
complex, from the particular to the general, from the indefinite to
the definite, from the empirical to the rational, from analysis to
synthesis, from the outline to details; finally, from the material
to the immaterial.

Such would be the ideal order in education; but Mr. Bain remarks
that in practice all sorts of obstacles come to disturb this
rigorous sequence.

658. MODERN EDUCATION.--The plan of secondary studies which Mr.
Bain recommends to the reformers of teaching is the result and the
_résumé_ of all these observations.

Intellectual education, common to all young people who receive a
liberal instruction, would henceforth comprise three essential
parts: 1. the sciences; 2. the humanities; 3. rhetoric and the
national literature. We see at once what is to be understood by
this last item; but the two others have need of some explanations.

The sciences are divided into two groups: those which are to be
mastered,--arithmetic, geometry, algebra, physics, chemistry,
biology, psychology; and the natural sciences, which should be
studied only superficially because they would overwhelm the memory
under the weight of too large a number of facts. Geography, which,
one does not know why, is included in the sciences, while history
is attached to the humanities, will complete the programme of
scientific studies.

As to the humanities, Mr. Bain preserves scarcely more than
the name while suppressing the thing; for in the curtailed and
disfigured domain which he persists in calling by this name,
he cuts off precisely that which has always been considered as
constituting its essence,--the study of the dead languages. He
excludes from it even the living languages, and that which he
still decorates with the fine title of humanities, is still
science,--moral science, it is true,--“history and sociology with
political economy and jurisprudence.”

A course in universal literature, but, be it understood, without
original texts, _might_ afterwards be added to this pretended
teaching of the humanities.

Two or three hours a week would be devoted parallelly, during the
whole course of study, which would last six years, to each of the
three departments of instruction which Mr. Bain thinks equally
important.

As to the real humanities, dead or living languages, they should no
longer be included in education save as optional and extra studies,
on the same basis as the accomplishments. And, appealing to the
future, Mr. Bain even predicts that “a day will come when it will
be found that this is still granting them too large a place in
education.”

Mr. Bain, then, gives all his preferences to scientific studies,
and his book might properly be entitled, not only _Education as a
Science_, but also _Science in Education_.

659. THEORETICAL ERRORS.--Mr. Bain reproaches letters with giving
the mind the habit of servility. By what singular revulsion of
thought can the liberal studies _par excellence_ be represented
as a school of intellectual servitude? It is rather to scientific
instruction that we may properly return the accusation of enslaving
the spirit. By their inexorable evidence and by their very
exactness, do not the sciences sometimes smother the originality
and the free flight of the imagination?

This defect, however, does not cut them off from a right to a
place, and to a large place, in the programme of intellectual
education. Let us accept with favor their alliance, let us admit
them to a certain degree of fellowship, but do not let us tolerate
their encroachments. In a word, the object of the sciences is
either pure abstractions or material realities. He who studies
mathematics and physics first acquires real knowledge of high
value; and, on the other hand, he strengthens his mind through
the habits engendered by the rigorous methods which the sciences
employ. We cheerfully grant to Mr. Bain that the sciences are at
the same time admirable sources of useful truths and valuable
instruments of mental discipline. By cultivating them we gain not
only the positive knowledge which they teach respecting the world,
but also the power, rigor, and exactness which they impose on their
adepts.

660. INSUFFICIENCY OF THE SCIENCES.--But the question is to know
whether the sciences, so useful and so necessary for enriching and
disciplining the mind, are also the best agents for training it.
The educator is not in the situation of the farmer who has only
two things to do,--to plow and sow the field which he cultivates.
The work of education is vast in another direction. It has to do
with developing the aptitudes or latent energies, that which the
philosophy of the day hardly allows us longer to call faculties,
but that which they re-establish under another name, that of the
unconscious forces of the soul; it has to do, not with laboring on
a soil almost entirely prepared by nature, but in great part with
creating the soil itself. Now, the sciences are indeed the seed
which it will be proper by and by to sow on the field, but they are
not the substance which nourishes and fertilizes it.

661. SENSUALISTIC TENDENCIES.--If we go to the bottom of Mr. Bain’s
thought and doctrine on the mind, we shall find the secret of his
ardent preference for the teaching of the sciences. His errors in
practical pedagogy proceed from theoretical errors on human nature.

For him, as for Locke, there are not, properly speaking,
intellectual forces independent of the facts which succeed one
another in the consciousness. Consequently, there is not an
education of the faculties. Memory or imagination, considered as a
distinct power, as an aptitude more or less happy, is but a word.
It is nothing apart from the recollections or the images which are
successively graven in the mind. For Mr. Bain, as for Locke, the
best education is that which places items of knowledge side by side
in the mind, which accumulates facts there, but not that which
seeks to enkindle in the soul a flame of intelligence.

That which also warps the theoretical views of Mr. Bain is that
he accords no independence, no individual life, to the mind; and
that for him, back of the facts of consciousness, there come to
view, without any intermedium, the cerebral organs. Now the brain
is developed of itself; it acquires fatally, with the progress
of years, more weight and more volume; it passes from the age of
concrete things to the age of abstractions. Hence a reduction,
an inevitable contraction, of the sphere of education. There is
nothing more to do than to let nature have her way, and to fill the
vase which she charges herself with constructing.

662. UTILITARIAN TENDENCIES.--Finally, to conclude this indication
of the general ideas which dominate and which mar the pedagogy of
Mr. Bain, let us observe that a positive and practical utility, a
vulgar utility, mingles too many of its inspirations with it. The
criterion of utility is sometimes applied to it with an artless
extravagance. Thus, in the languages, only those words should be
learned which occur the most often, and in the sciences, only the
parts which are of the most frequent use. Even in moral education,
as it is conceived by the English philosopher, are to be found, as
we might expect, these utilitarian and narrow views.

Would one believe, for example, that Mr. Bain makes the fear of the
penal code the mainspring of the teaching of virtue?[286] Here,
at least, we must acknowledge that science is insufficient. “To
pretend, for example, that physiology can teach us moderation in
the sexual appetite is to attribute to it a result which no science
has yet been able to give.” But must we count any more, as Mr. Bain
would have us, for example, on social influences and on personal
experience? In this truly experimental education in virtue, ethics
would be learned just as the mother tongue is learned, by use, by
the imitation of others; and moral instruction, properly so called,
would be a sort of grammar which is to rectify vicious practices.

663. FINAL JUDGMENT.--But our criticisms on the general tendencies
of Mr. Bain’s pedagogy subtract nothing from our admiration of
the sterling qualities of his _Education as a Science_. Doubtless
there would also be errors of detail to notice, or some particular
methods to discuss; for example, that of never doing more than
one thing at a time, or the propriety of first teaching to
children the history of their country. Mr. Bain forgets that
mythological history and sacred history, by their legendary and
fabulous character, offer a particular attraction to the childish
imagination, and are better adapted than history proper to infant
minds. But, aside from the portions which are debatable, how
many wise observations to gather on the different processes of
instruction, on the transition from the concrete to the abstract,
on the discretion which must be employed in object-lessons, the
use of which so easily degenerates into abuse! Even through its
absolute theories, _Education as a Science_ will render great
services; for, to illustrate the march of thought, nothing is so
valuable as opinions which are exclusive and sincere. It were even
desirable, if one did not fear to experiment on human souls, _in
anima sublimi_, that according to Mr. Bain’s plan, the experiment
should be tried of an education exclusively scientific.

664. AMERICAN EDUCATORS. CHANNING (1780-1842).--The general
fault of English pedagogy is its aristocratic character. For Mr.
Spencer and Mr. Bain, as for Locke, it is simply a question of
the education of a _gentleman_. It is in America, in the writings
of Channing and Horace Mann, that we must seek the elements of a
theory of democratic education, and of popular instruction.[287]

Channing, a Unitarian minister, associated religious sentiment and
philosophic reason, and desired that in theology itself everything
should issue in the supremacy of the human judgment. The most
interesting of his writings are the public lectures which he
gave in Boston in 1838, and the object of which is the education
one gives himself, and the elevation of the working classes. We
lack the space to give an analysis of these lectures, but a few
quotations will make known the general spirit of the American
reformer:--

“I am not discouraged by the objection that the laborer, if
encouraged to give time and strength to the elevation of his mind,
will starve himself and impoverish the country, when I consider the
energy, and the efficiency of Mind.”

“The highest force in the universe is Mind. This created
the heavens and earth. This has changed the wilderness into
fruitfulness, and linked distant countries in a beneficent ministry
to one another’s wants. It is not to brute force, to physical
strength, so much as to art, to skill, to intellectual and moral
energy, that men owe their mastery over the world. It is mind
which has conquered matter. To fear, then, that by calling forth
a people’s mind, we shall impoverish and starve them, is to be
frightened at a shadow.”

“It is chiefly through books that we enjoy intercourse with
superior minds, and these invaluable means of communication are
in the reach of all. In the best books, great men talk to us,
give us their most precious thoughts, and pour their souls into
ours. God be thanked for books. They are the voices of the distant
and the dead, and make us heirs of the spiritual life of past
ages. Books are the true levellers. They give to all, who will
faithfully use them, the society, the spiritual presence, of the
best and greatest of our race. No matter how poor I am; no matter
though the prosperous of my own time will not enter my obscure
dwelling; if the sacred writers will enter and take up their abode
under my roof, if Milton will cross my threshold to sing to me of
Paradise, and Shakespeare to open to me the worlds of imagination
and the workings of the human heart, and Franklin to enrich me with
his practical wisdom, I shall not pine for want of intellectual
companionship, and I may become a cultivated man though excluded
from what is called the best society in the place where I live.”

665. HORACE MANN (1796-1859).--Horace Mann is not a philosopher who
discusses education, but a politician who reformed and developed
the education of his country. Secretary of the Massachusetts Board
of Education, he opened schools, founded libraries, and pronounced
a great number of discourses, the best known of which is _The
Necessity of Education in a Republican Government_.

“When, then,” he often said, “will men give their thought to
infancy? We watch the seed which we confide to the earth, but we do
not concern ourselves with the human soul till the sun of youth has
set. Were it in my power, I would scatter books over all the earth
as men sow wheat on the plowed fields.”

Speaking to Americans, to working people, and to tradesmen, he made
apparent the positive advantages of instruction:--

“If to-morrow some one were to tell you that a coal mine had been
discovered which would pay ten per cent, you would all rush to
it; and yet there are men whom you let grovel in ignorance when
you might realize from forty to fifty per cent on them. You are
ever giving your thought to capital and to machines; but the first
machine is man, and the first capital, man, and you neglect him.”

But he also interested himself in the moral effects of education,
especially in a democratic society, where each citizen is a
sovereign:--

“The education which has already been given a people makes it
necessary to give them more. By instructing them, new powers have
been awakened in them, and this intellectual and moral energy
must be regulated. In this case we have not to do with mechanical
forces, which, once put in action, accomplish their purpose and
then stop. No; these are spiritual forces endowed with a principle
of life and of progress which nothing can quench.”

666. CONCLUSION.--The labors of Mr. Spencer and Mr. Bain, the
works of Channing and Mann, and others still, will contribute, we
hope, to prepare the definite solutions demanded by our times in
the matter of education. These solutions are important for the
security and the greatness of our country. More than ever it is
necessary that education become something else than an affair of
inspiration, abandoned to caprice and hazard, but that it be a
work of reflection. It is said that the future is uncertain, that
events are leading French society no one knows where, and that
our destinies are at the mercy of the most unforeseen storms. We
do not believe this, since it is within our power that it shall
be otherwise. There is a means, in fact, of assuring the future
of peoples, and this is to give them an intellectual and moral
education which purifies the soul and strengthens character. Do
not let us look for regeneration and progress from a sudden and
miraculous transformation; do not let us demand them even of the
immediate efficiency of such or such a political institution.
Everything here below is accomplished according to the laws of a
slow progression, by trifling and successive modifications. Just as
for the child there is no abridgment which allows us to suppress
the slow steps of the insensible growth which each year brings
forward, so for nations there is no other process than the action,
slow but sure, of a wise and vigorous education, for causing them
to pass from vice to virtue, from abasement to grandeur.

The partisans of evolution sometimes seem to announce to us the
near apparition of a race superior to our own, called to supplant
us, as we shall have supplanted the inferior races. One day or
another we shall be liable, it seems, to meet “at the angle of a
rock” the successor of the human race. We count but little on such
promises, and the coming of this hypothetical race of men, suddenly
evoked by a wave of the magic wand of natural selection, leaves us
very incredulous.

Happily, we know another means, a much surer process, for causing
to appear, not a strange race, until now unknown, but generations
of more worth than our own, which are superior to it in physical
force, as in qualities of mind or virtues of character. This means
is to establish, through reflection and reason, an education
better adapted to our destination; an education broader and more
complete, at once more severe and more liberal, since it will at
the same time exact more toil and permit more scope; in which the
child will learn to count more on himself; in which his indolence
will no longer be encouraged by accustoming him inopportunely to
invoke supernatural aid; in which instruction will no longer be
a formulary recited as lip-service, but an inner and profound
acquisition of the soul, in which the fear of the conscience
will be substituted for the other rules of conduct, and in which
thought and free reflection will no longer be distrusted; finally,
an education more scientific and more rational, because it will
neglect nothing which can develop a human soul and bring it into
likeness with its ideal. Now that education to which the future
belongs, notwithstanding the obstacles which the spirit of the past
will still stir up against it,--that education is not possible,
its laws cannot be established, its methods cannot be practised,
except on one condition; this is, that the psychology of the child
be written, and well written, and that reflection draw from this
psychology all the consequences which it permits.

  [667. COMMENT ON MR. SPENCER’S EDUCATION.--Monsieur Compayré
  might have emphasized his cautions. Read with caution, and with
  a purpose to weigh the truth, Mr. Spencer’s _Education_ is
  inspiring and wholesome; but it may be doubted whether there
  has been written, since the _Émile_, a book on education which
  is so well fitted to deceive an unwary reader by its rhetoric
  and philosophic plausibility. The air of breadth and candor
  with which the writer sets out is eminently prepossessing, and
  the reader is almost obliged to assume that he is being led to
  foregone conclusions. The first chapter, in particular, is a
  piece of literary art, in which there is such a deft handling
  of sentiment and pathos as to unfit the susceptible reader for
  exercising his own critical judgment.

  In this place I can only indicate in the briefest manner what
  seem to be the fundamental errors contained in the book:--

  1. Mr. Spencer does not distinguish between the _immediate_ and
  the _mediate_ practical value of knowledges. We may admit with
  him that science is of inestimable value to the human race; but
  it does not follow by any means that every person must be versed
  in science. As we need not own everything that is essential to
  our comfort, so we need not have as a personal possession all the
  knowledge that we need for guidance.

  2. It is a very low conception of education that would limit its
  function to adapting a man merely to that state in life into
  which he chances to be born. The Bushman, the Red Indian, and
  the accountant, are unfortunate illustrations of the province of
  education. Often the highest function of education is to lift a
  man out of his ancestral state.

  3. That the value of a subject for guidance is the same as its
  value for discipline, is true under only one assumption,--that
  the Bushman is always to remain a Bushman, and the Red Indian
  always a Red Indian, as by the new philosophy of course they
  should. Practical teachers very well know that, as a rule, the
  studies that are the most valuable for practical use are the
  least valuable for discipline. Mr. Spencer quotes no better proof
  of his assumption than “the beautiful economy of Nature.”

  4. Mr. Spencer’s proposed education is sordid in its
  utilitarianism. He is preoccupied with man as an instrument
  rather than with a human being aspiring towards the highest type
  of his kind. A liberal education should be preoccupied first with
  the training of the man, then with the training of the instrument.

  5. Mr. Spencer’s restatement of Condillac’s and Comte’s doctrine,
  that individual education should be a repetition of civilization
  _in petto_, is at best but a specious generalization. The
  doctrine cannot be applied to practice, in any considerable
  degree, if we would, and should not be, if we could, for it
  ignores one essential factor in progress,--inheritance.

  6. The part assigned to “Nature” in the work of education is so
  overstrained as to be unnatural and absurd. Physical science has
  long since discarded this myth of Nature personified. It is only
  in educational science that this fiction is still employed to eke
  out an argument.

  7. The doctrine of consequences which underlies Mr. Spencer’s
  system of moral education is applicable to but a limited number
  of cases, or, if applied with thoroughness, is inhuman. Not even
  all the fit would survive if they were not shielded from the
  consequences of their acts by human sympathy and oversight.]

FOOTNOTES:

[277] J. P. Richter, better known under the name Jean Paul
(1763-1825), the author of a spirited and scholarly book, _Levana,
or the Doctrine of Education_, 1803.

[278] See _The Elements of Psychology, on the Principles of Beneke_
(London, 1871).

[279] The first French translation appeared in 1878.

[280] In this, as in several other instances, Monsieur Compayré
gives a summary of the author’s thought rather than an exact
quotation. (P.)

[281] As, historically, ornament precedes dress, on Mr. Spencer’s
main principle, it need not be till late in life that women dress
sensibly. Or ought not the genesis of dress in the individual to
follow the same order as the genesis of dress in the race? (P.)

[282] _Introduction to Social Science_, p. 390.

[283] So far as experience can testify, this is a pure assumption.
The most trifling injuries are often the most painful, and the most
serious the most painless. (P.)

[284] See the _Esprit de discipline dans l’éducation_, a memoir of
Gréard, published in the _Revue Pédagogique_, 1883, No. 11.

[285] By the “analytical problem” of education, Mr. Bain means the
determining of the education value of subjects. See _Education as
a Science_, Chapter V. (P.)

[286] We might dwell on Mr. Bain’s observations relative to
punishments. Here is what Gréard says of them: “Mr. Bain, with
infinite good sense and disciplinary tact, is much less concerned
with applying the rule than with the conditions according to which
it should be applied. On this point he enters into details full of
scruples. He does not hesitate to call to his aid the knowledge of
the masters of penal jurisprudence, and his recommendations, added
to those of Bentham, comprise not less than thirty articles.”

[287] There should be added to these the works of Swiss, Italian,
and French educators, particularly of Siciliani, and the original
and eminently suggestive studies of Bernard Perez.

APPENDIX.

A.

SUGGESTIONS TO TEACHERS OF THE HISTORY OF PEDAGOGY.

The two aims to be kept in view in the teaching of this subject
are _culture_ and _guidance_. The purpose should be to extend the
intellectual horizon of the teacher, or, to use Plato’s phrase, to
make him “the spectator of all time and all existence”; and, in the
second place, to furnish the teacher with a clew which will safely
conduct him through the mazes of systems, methods, and doctrines.
There is no other profession that has derived so little profit
from capitalized experiences; and there is no profession in which
culture and breadth are more necessary.

For securing the ends here proposed, it is recommended that a plan
somewhat like the following be pursued in the use of this volume:--

1. If there are three recitations a week, assign one chapter
for each of the first two recitations, _to be carefully and
thoughtfully read_, and require each pupil to select one special
topic to present and discuss when he is called upon in the
recitation; and for the _third_ recitation in each week, require
each pupil to select a topic from any part of the book which has
thus far been studied. The purpose of this plan is to bring before
the class, in sharp outline, the salient points of the subject;
and, at the same time, to create a sense of the organic unity of
the theme as a comprehensive whole. When there are more than three
recitations a week, only a part of a chapter need be assigned for
an advance lesson.

2. When the first survey of the subject has been made in the way
just suggested, a _review_ may be conducted as follows:--

(1.) _Biographical._ Following a chronological order, divide the
whole treatise into as many sections as there are recitations to be
devoted to this purpose, and require each pupil to make a careful
study of some educator, as Socrates, Montaigne, or Pestalozzi, and
to present this theme when called upon in recitation. When there
is opportunity, encourage pupils to amplify their themes with
information derived from other sources.

(2.) _Topical._ Require each pupil to select some doctrine, system,
or method, and to show, in a systematic way, its origin, progress,
and termination. In this review, encourage the critical spirit, and
make the recitation to consist, in part, of a free discussion of
principles and doctrines. The value of this subject for _guidance_
will appear in this part of the study.

(3.) _By Chapters._ Require each pupil to prepare a summary of some
chapter in the book, emphasizing the more important truths that
are taught in it, and showing the tendency or drift of educational
thought. The _culture_ value of the subject will appear in this
part of the study. By this mode of treatment, the subject can be
compassed, with good results, in twenty weeks.

3. Where no more than twelve or fourteen weeks can be given to this
subject, it is recommended that the following chapters be selected:
I., II., III., IV., V., VI., VII., X., XII., XIII., XVIII., XIX.,
XX., XXI., XXII.

For use in _Teachers’ Meetings_ held by superintendents, the
following chapters are suggested: II., III., V., VI., VII., X.,
XIII., XVIII., XX., XXII.

For use in _Teachers’ Reading Circles_, either of the above
selections will serve a good purpose.

B.

A SELECT LIST OF WORKS SUPPLEMENTARY TO “COMPAYRÉ’S HISTORY OF
PEDAGOGY.”

   1. The Cyclopædia of Education. New York.
   2. Buisson. Dictionnaire de Pédagogie. Parts 1-156. Paris.
   3. Lindner. Handbuch der Erziehungskunde. Wien and Leipzig.
   4. K. Schmidt. Die Geschichte der Pädagogik. Cöthen.
   5. G. Compayré. Histoire Critique des Doctrines de l’Éducation
        en France. Paris.
   6. Barnard. German Teachers and Educational Reformers.
   7. Barnard. French Teachers, Schools, and Pedagogy.
   8. Barnard. English Teachers, Educators, and Promoters of
        Education.
   9. Barnard. American Teachers, Educators, and Benefactors of
        Education.
  10. Barnard. Pestalozzi and Swiss Pedagogy.
  11. Biber. Pestalozzi and his Plan of Education. London.
  12. Donaldson. Lectures on the History of Education. Edinburgh.
  13. Krüsi. Pestalozzi: his Life, Work, and Influence. Cincinnati.
  14. Lorenz. Life of Alcuin. London.
  15. Mrs. Mann. Life of Horace Mann. Boston.
  16. Meiklejohn. Dr. Andrew Bell. London.
  17. Morley, J. Rousseau. London.
  18. Mullinger. The Schools of Charles the Great. London.
  19. Quick. Essays on Educational Reformers. Cincinnati.
  20. Shuttleworth. Four Periods of Public Education. London.
  21. Arnold. Higher Schools and Universities of Germany.
        London.
  22. Hart. German Universities. New York.
  23. De Guimps. Histoire de Pestalozzi. Lausanne.
  24. De Guimps. La Philosophie et la Pratique de l’Éducation.
        Paris.
  25. Meunier. Lutte du Principe Clérical et du Principe Laïque
        dans l’Enseignement. Paris.
  26. Gaufrés. Claude Baduel et la Réforme des Études au XVI^e
        Siècle. Paris.
  27. Bentham. Chrestomathia. London.
  28. Drane. Christian Schools and Scholars. London.
  29. Ascham. The Scholemaster. Notes by Mayor. London.
  30. Locke. Thoughts concerning Education. Notes by Quick.
        Cambridge.
  31. Laurie. John Amos Comenius. Boston.
  32. Lancelot. Narrative of a Tour to La Grande Chartreuse.
        London.
  33. Schimmelpenninck. Narrative of the Demolition of Port Royal.
        London.
  34. Hamilton, Elizabeth. Letters on the Elementary Principles
        of Education. London.
  35. Spencer. Education: Intellectual, Moral, and Physical. N. Y.
  36. Rousseau, Émile. Extracts. Boston.
  37. Blackie. Four Phases of Morals. N. Y.
  38. Aristotle. The Politics and Economics. London.
  39. Craik. The State in its Relation to Education. London.
  40. Cousin. Report on the State of Public Instruction in Prussia.
  41. Gill. Systems of Education. Boston.
  42. Souquet. Les Ecrivains Pédagogues du XVI^e Siècle. Paris.
  43. Mann. Lectures on Education. Boston.
  44. Quintilian. Institutes of Oratory. London.
  45. Plato. The Republic and the Laws. London.
  46. Xenophon. The Memorabilia of Socrates. N. Y.
  47. Plutarch. Morals. Boston.
  48. MacAlister. Montaigne on Education. Boston.
  49. Pestalozzi. Leonard and Gertrude. Boston.
  50. Necker de Saussure. Éducation Progressive. Paris.
  51. Cochin. Pestalozzi: sa Vie, ses Œuvres, ses Méthodes.
        Paris.
  52. Compayré. Cours de Pédagogie. Paris.
  53. Milton. Tractate on Education. Cambridge.
  54. Fénelon. Fables. Paris.
  55. Fénelon. The Education of a Daughter. Dublin.
  56. Martin. Les Doctrines Pédagogiques des Grecs. Paris.
  57. Jacotot. Enseignement Universel. Paris.
  58. Adams. The Free School System of the United States.
        London.
  59. Conrad. The German Universities for the last Fifty Years.
        Glasgow.
  60. Capes. University Life in Ancient Athens. N. Y.
  61. Mahaffy. Old Greek Education.
  62. Chassiotis. L’Instruction Publique chez les Grecs. Paris.
  63. Spiers. School System of the Talmud. London.
  64. Simon. L’Éducation et l’Instruction des Enfants chez les
        Anciens Juifs. Paris.
  65. Edgeworth. Practical Education. N. Y.

  NOTE.--For other supplementary works, and for a more complete
  description of the books in the above list, consult the
  Bibliography of G. Stanley Hall (Boston: D. C. Heath & Co.).

INDEX.

  Abelard, 75.

  Academy, 22; French, 219, 301, 386.

  Achilles, 46.

  Activity, 57, 72, 92, 93, 171, 191, 207, 461, 476;
    categories of, 542;
    the divine, 454;
    industrial, 544.

  Adalberic, 68.

  Adaptation, 27, 31, 79, 90, 92, 158, 200, 294, 323, 329, 354, 461,
        530, 553.

  _Adèle_ and _Théodore_, of Madame de Genlis, 480.

  Age, for public instruction, 11, 14, 15, 19, 31, 32, 34, 38, 49, 50,
        55, 287, 323, 347, 348.

  Agricola, Rudolph, 87.

  Agriculture, 420.

  Ahriman, 14.

  Aix-la-Chapelle, Council of, 73.

  Alcuin, 72.

  Alexander, 11, 36, 294.

  _Alexander_, 118.

  Alfred the Great, 73.

  _All is in All_, 527.

  Amusements, 33, 94, 96, 98, 118, 119, 146, 161, 248, 294, 306, 348,
        458, 460.

  Amyot, 53, 54.

  Analysis, 22, 23, 32, 42, 96, 188, 284, 314, 558.

  Anselm, Saint, 76, 77, 119.

  Antiquity, education in, 1-16, 18, 37, 320.

  Arabic, 102.

  Arabs, 77.

  Arbogast, 393, 394.

  Argovia, 418, 438.

  Argument, 19, 52, 74, 80, 145.

  Aristophanes, 20, 87.

  Aristotle, 10, 11, 22, 42, 46, 52, 59, 66, 74, 321;
    plan of education, 36-41;
    of music, 20, 39.

  Arithmetic, 76, 80, 98, 114, 129, 205, 268, 269, 441;
    moral, 471.

  Arnauld, 154;
    _General Grammar_, 155.

  Art, 30, 31, 60, 116, 179, 309, 310, 327, 546;
    of education, 22, 39, 60, 85, 91, 122, 310, 476;
    industrial, 331, 351, 384, 528, 545;
    of creating thought, 23, 91, 156, 157, 315, 316, 471.

  Artisans, 15, 28, 40, 98, 118, 134, 135, 209, 300, 565.

  Arts, Faculty of, 233, 234, 321, 341, 512;
    the Seven Liberal, 75, 119.

  Asceticism, 4, 63, 65, 66, 160, 161, 259, 260.

  Assembly, Constituent, 371, 372, 390, 395;
    Legislative, 371, 373, 390;
    National, 369, 391.

  Assistant, 10, 131, 267, 327, 424.

  Astronomy, 6, 11, 32, 71, 74, 76, 98, 129, 157, 205.

  Athens, education at, 17, 40, 43.

  _Atlantic Monthly_, 310.

  d’Aubigné, 53.

  Augustine, Saint, 47, 64, 68, 71, 219, 225.

  Augustus, 46, 47.

  Aurelius, Marcus, 53, 58.

  Austria, 465.

  Authority, 15, 74, 81, 110, 122, 136, 172, 191, 264, 309, 518, 528,
        532;
    basis of, 13, 32, 74, 149, 161.

  Auxerre, 342.

  Avignon, 139, 263.

  Bacon, 32, 123, 124, 133, 136, 192, 211.

  Bain, 124, 194, 538, 556-563;
    errors of, 559-563.

  Barraud, 434.

  Barrère, 397.

  Barrière, 485.

  Basedow, 414.

  Basil, Saint, 64.

  Bausset, Cardinal de, 178.

  Bauzen, 537.

  Beauty, 30, 31, 84, 98, 546.

  Beauvilliers, 165, 166.

  Beckx, 142, 145.

  Belief, 74, 143, 191, 304, 381.

  Bell, Andrew, 6, 513-517.

  _Belles-lettres_, 113, 150, 152, 236, 321, 322, 324, 404.

  Benedict, Saint, 69.

  Benedictines, 68, 76, 279.

  Bentham, _Chrestomathia_, 100, 519, 562.

  Berlin, 451, 464.

  Bernardin de Saint Pierre, 394.

  Bersot, 149, 534.

  Bert, Paul, 395.

  Berthollet, 405.

  Burgdorf, 419, 426, 433, 456, 457.

  Bérulle, 150.

  Bias, 32.

  Bible, 7, 65, 81, 86, 99, 113, 120, 248, 304, 324, 342, 420.

  Billom, College of, 141.

  Bills, Educational, 390-411, 509-512, 519-525.

  Birr, 438.

  Blackie, _Four Phases of Morals_, 21.

  Blankenburg, 457, 463.

  Boarding-schools, 282, 327, 397, 433, 485.

  Body, 28, 29, 33, 38, 65, 94, 196-199, 292-315;
    exercises for, 18, 19, 28, 94, 135, 289-292.

  Bœotia, 53.

  Bohemia, 125.

  Boileau, 182, 219, 243.

  Bonneval, 283.

  _Book for Mothers_, Pestalozzi’s, 431.

  Books, 70, 86, 105, 132, 240, 298, 369, 393, 528;
    use of, 106, 107, 218, 298, 352, 429, 441, 516, 564.

  Bossuet, 141, 182-185, 243.

  Boufflers, Marquis de, 148.

  Bouquier, 379, 391, 400;
    Law of, 400, 401.

  Bourgogne, 366;
    Duke of, 166, 177-182.

  Boys, education of, 6, 8, 34, 48, 54, 94, 114, 284-302, 398.

  Boze, de, 243.

  Brahmins, 4, 5.

  Bréal, Michel, 113, 343, 534.

  Bretagne, 344.

  Brethren of Saint Charles, 255.

  Brethren of the Christian Schools, 112, 138, 147, 253-277, 353, 365,
        513, 515.

  Brinon, Madame de, 228.

  Browning, 54.

  Brugg, 418, 438.

  Buddha, 4.

  Buisson, _Dictionnaire de Pédagogie_, 13, 130, 369.

  “Bureau of Correspondence,” 358.

  Burnier, 163.

  Burnouf, _Histoire du Bouddhisme_, 5.

  Buss, 428.

  Cabanis, 369.

  Cabet, 527.

  Cabinet, school, 385.

  _Cabinet of du Mas_, 239.

  Cadet, 246.

  Cæsar, 51, 106.

  Cæsar de Bus, 139.

  Cajet, Dom Joseph, 280.

  Calvin, 113.

  Cambridge, University of, 77.

  Campan, Madame, 485-487.

  Campe, 415.

  Campus Martius, 44.

  Carnot, 501, 521, 524.

  Carré, 153.

  Carthage, 105.

  Caste, 2, 14, 15, 16, 28, 33, 42, 143, 256, 564.

  Casuistry, 65, 67, 343.

  Catechism, 44, 81, 113, 272, 321, 338, 364.

  Catherine II., of Russia, 320.

  Catholicism, 139, 253-277.

  Cavern, Plato’s, 32.

  Centralization, 358, 361, 386, 395, 396, 512;
    opposed, 372.

  Central Schools, 407.

  Ceremonies, 12, 30, 36, 146, 199, 287, 393.

  Chaillot, 504.

  Chaldee, 95.

  Chance, 328, 329.

  Channing, 59, 476, 563-565.

  Character, 490, 497.

  Charicles, 25.

  Charity, 37, 61, 281;
    condemned, 29, 153.

  Charlemagne, 71-73, 106.

  Charles the Bold, 68, 73.

  Charron, _Wisdom_, 110.

  Chastanier, 263.

  Chateaubriand, 245, 511.

  Chevalier de la Tour-Landry, 79.

  Child, 38, 39, 46, 79, 169, 195, 196;
    age for study, 11, 39, 49, 287;
    development of, 31, 38, 50, 195, 455, 456, 498;
    education of, 46, 48, 80, 86, 103, 107, 122, 129, 153, 169, 237,
        240, 284-304, 318, 420, 442, 501-504, 520-525;
    etiquette, 88, 89, 199, 270;
    inclination of, 3, 33, 79, 159, 169, 207, 257, 291, 333, 334, 346,
        454, 460, 492, 547, 549;
    indulgence of, 50, 172, 173, 206, 551;
    moral protection of, 39, 49, 50, 78, 88, 173, 248, 470-475;
    punishment of, 6, 7, 12, 33, 76, 77, 78, 102, 271-276, 551;
    the property of the State, 27, 397, 398.

  Chinese, 11-13;
    civil service of, 16.

  _Chriæ_, 51.

  Christian Doctrine, The Order of the, 139.

  Christianity, 8, 61, 116, 174, 228, 248, 304.

  _Christian Marriage_, of Erasmus, 90.

  Christians, The Early, 61-67.

  Chrysale, 212, 213.

  Chrysippus, 48, 51.

  Church, The, 68, 69, 81, 139, 233, 319, 330, 365, 371, 413.

  Cicero, 46, 47, 70, 95, 101.

  _Ciceromania_, 85.

  _Circular_ of Guizot, 521.

  Citharist, 20.

  _Civil Government_, 360, 374, 400, 489.

  Clarke, 196.

  Classes, 267, 501.

  Cleanliness, 65, 90, 93, 94.

  Clergy, 103, 164.

  Clermont, 141.

  Cloister, 66, 69, 217, 346.

  Co-education, 128, 231, 256, 369, 378, 398.

  Colleges, 85, 141, 233, 234, 237, 249, 321, 382, 512.

  _Colloquy of the Abbé_, of Erasmus, 90.

  Comedy, 30, 39.

  Comenius, 106, 112, 118, 121-136, 155, 282, 415, 457.

  Communication, 13, 53, 106;
    lack of, 70, 161, 217, 266;
    of knowledge, 41, 53, 71, 113, 131, 147, 565.

  Compayré, 190, 194, 203, 309, 336, 389, 568.

  Compulsion, 120, 136, 182, 255, 263, 321, 370, 387, 397, 398, 400,
        523, 533.

  Comte, 322, 323, 529-531.

  Condé, 141.

  Condillac, 124, 194, 312-319, 346, 403, 534;
    _Grammaire_, 124.

  Condorcet, 282, 323, 379-389, 392, 397, 407.

  _Conduct of Schools_, La Salle’s, 262-276.

  Confucius, 12.

  _Conjugal Precepts_, Plutarch’s, 55.

  Conscience, 24, 57, 58, 61, 105, 163, 200, 201, 303, 330, 424, 522,
        543.

  Considerant, Victor, 528.

  Constituent Assembly, 372, 390, 395.

  Construction, 459, 461, 499.

  Convention, The, 390-411.

  Convents, 62-70, 214-218, 378, 485.

  Conversation, 106, 205, 299;
    with Aristodemus, 26;
    Art of, 22, 106, 107;
    of Buddha and Purna, 4, 5.

  _Conversations_, of Madame de Maintenon, 222-229.

  Cordova, 77.

  Coriolanus, 45.

  Corneille, 141, 213.

  Cornelia, 45.

  Corporal punishment, 6, 7, 8, 12, 33, 51, 76, 77, 78, 102, 147, 148,
        152, 160, 202, 203, 251, 271-276, 336, 551.

  Coste, P., 196.

  Cotton, _Montaigne_, 102.

  Council of Carthage, 64.

  Council of public instruction, 359, 369, 392, 396.

  Councils-General, 392, 509.

  _Counsels to her Daughter_, of Madame de Lambert, 176.

  Courage, 15, 18, 36, 294, 522.

  Cournot, 534.

  _Course of Study_, Condillac’s, 214-219.

  Courses for adults, 383, 384.

  Courses of study, 321, 326, 348, 365, 377, 383, 398, 402, 472, 486,
        520-525, 559.

  Courtalon, 404.

  Cousin, 156, 523, 533.

  Coustel, _Education of Children_, 154.

  Critias, 25.

  Crousaz, 282.

  Culture, 8, 31, 41, 47, 55, 60, 69, 111, 158, 325, 388, 543, 565;
    Athenian, 18, 30, 31, 43;
    Chinese, 13;
    Egyptian, 14;
    of the imagination, 499, 500;
    of the Middle Age, 69;
    self, 57, 59, 87, 301, 383, 421, 439, 476, 504, 549, 564;
    studies, 40, 60, 157, 324-326, 335, 339.

  Curiosity, 106, 130, 170, 184, 247, 347, 503.

  _Cyropædia_, Xenophon’s, 14, 34, 35, 36.

  Czech, 125, 126.

  Dacier, Madame, 213.

  D’Alembert, 278, 319, 331.

  Dancing, 118, 161, 181, 214, 306, 396.

  Darin, 427.

  Daubenton, 405.

  Daunou, 386, 391, 395, 410, 411.

  Dauphin, The, 182-185.

  David, 66.

  Decazes, 515.

  Deism, 99, 304, 305, 454, 476.

  De Lasteyrie, 516.

  Démia, 254-258.

  Demogeot, 203.

  Demosthenes, 114.

  _De Ratione Studii_, of Erasmus, 88.

  De Sacy, 154.

  Descartes, 141, 152, 157, 187-192, 213, 234.

  Deschamps, 515.

  Dessau, 415.

  Destiny, of man, 62, 109, 135, 136, 163, 188, 239, 454, 492, 539,
        542, 567;
    of woman, 500.

  De Tocqueville, 491.

  Development, 13, 23, 31, 38, 49, 91, 93, 111, 129, 158, 208, 288,
        313, 381, 412, 421, 423, 436, 439, 455, 476, 495, 503, 542;
    precocious, 50, 240.

  Deventer, 86.

  Devotion, 214-217, 228, 269, 305, 318, 442.

  Dialectics, 32, 42, 45, 52, 75, 76, 118.

  Dialogue, 22, 24.

  _Dialogues of the Dead_, Fénelon’s, 166, 179.

  _Dictionnaire de Pédagogie_, 11, 13, 130, 369, 371, 391, 464.

  _Didactica Magna_, 124, 126.

  Didactics, 22, 50, 53, 66, 78, 97, 121, 206.

  Diderot, 121, 278, 319-327, 344.

  Diesterweg, 422, 464, 465.

  Dignity, of mother, 291, 384;
    of persons, 18, 35, 57, 62, 78, 162, 201, 207, 273, 304, 338.

  Diogenes, 292.

  Diogenes Laërtius, 37.

  Discipline, 6, 7, 11, 20, 33, 36, 38, 41, 44, 50, 51, 76, 77, 81, 88,
        101, 102, 111, 119, 145-148, 159-162, 180, 199, 203, 238,
        249-252, 263-266, 270-276, 336, 366, 416, 551;
    of consequences, 336, 551.

  _Discourse on Method_, of Descartes, 188.

  Discovery, 124, 157, 435, 549.

  Dittes, _Histoire de l’éducation_, 3, 6, 13, 114, 413, 416, 526, 537.

  Division of labor, 131, 152, 266, 354, 569.

  Doctors, of the Church, 63, 67, 68, 74, 75.

  _Doctrinaries_, The, 139, 395.

  Domitian, 47, 53.

  _Donatus_, 118.

  Dordogne, 400, 434.

  Drama, 219, 223, 242, 316, 378.

  Drane, Augusta F., _Christian Schools and Scholars_, 72.

  Drawing, 39, 130, 204, 326.

  Dressler, 537.

  Dualism, 14;
    Socratic, 23, 24.

  Dubois, 356.

  Duclos, 345.

  Dumarsais, 331.

  Dumonstier, 404.

  Dupanloup, 505, 531, 532.

  Dupont de Nemours, 493.

  Duruy, 362, 366, 409, 502, 522, 523.

  Dussault, 431.

  Duty, 200, 333, 337, 338, 490, 493;
    of teacher, 50, 199, 257, 291.

  _Economics_, 34, 55.

  Economy, 36, 398;
    in education, 516;
    of nature, 3, 31, 286, 290, 553.

  Écouen, 485.

  Edgworth, Miss, 482.

  Education, 30-33, 41, 42, 48, 80, 565;
    in antiquity, 1-16;
    Athenian, 18, 28, 43;
    by the Church, 63, 69, 81, 143, 233, 277;
    definition of, 33, 37, 103, 540;
    domestic, 7, 8, 35, 48, 54, 55, 127, 227, 378, 422, 485, 498;
    extent of, 31, 34, 51, 100, 104, 128, 158, 184, 185, 563, 567;
    formal, 12, 145-147, 347;
    among the Greeks, 17-42;
    higher, 6, 28, 31, 55, 75, 80, 113, 128, 233, 512;
    intellectual, 29, 31, 39, 41, 110, 156, 157, 203, 468-475, 496,
        548;
    moral, 39, 41, 48, 59, 99, 136, 159-162, 177-182, 199-203, 245-252,
        280, 380, 381, 465, 550, 567;
    national, 340-389, 523, 530, 536, 564-568;
    negative, 287-310, 334, 348, 497, 542-555;
    the new, 93, 123, 192, 208, 210, 284-310, 343, 347, 456, 460, 542;
    obligatory, 8, 13, 16, 42, 115, 120, 136, 182, 255, 263, 321, 370,
        371, 387, 400, 409, 411, 523;
    the old, 92, 144, 192, 283, 364, 460, 547;
    physical, 19, 29, 38, 41, 43, 70, 93, 119, 135, 196-199, 283, 496,
        554, 555;
    power of, 6, 80, 163, 181, 186, 328, 329, 333, 544, 565;
    public, 8, 13, 27, 37, 49, 113-136, 182, 209, 250, 279, 484, 565;
    purpose of, 98, 104, 136, 158, 181, 238, 316, 318, 346, 347, 383,
        454, 483, 496, 531, 536, 564, 567;
    Roman, 43-60;
    science of, 22, 48, 53, 59, 535-571;
    scientific, 28, 32, 40, 91, 151, 157, 535-555;
    self, 57, 59, 87, 299, 383, 421, 439, 476, 504, 549, 564;
    Spartan, 18, 34, 37, 43;
    systematic, 2, 38, 41, 91, 128, 288, 525, 531, 547;
    treatises on, 9, 14, 27, 33, 34, 35, 37, 40, 47, 54, 55, 56, 58,
        64, 80, 88, 92, 100, 103, 110, 126, 154, 166, 195, 223, 235,
        319, 421, 422, 431, 438, 480, 501-503;
    universal, 8, 13, 16, 62, 100, 115, 118, 129, 136, 297, 374, 411,
        468, 480, 481, 510, 526-531, 534, 565;
    a universal right, 16, 33, 37, 55, 158, 325, 356, 484, 530;
    of women, 34, 55, 109, 110, 115, 116, 128, 168, 174-176, 212-231,
        241, 282, 305, 307, 378, 385, 478-507.

  _Education_, Spencer’s, 3, 100, 124, 507, 534, 538-555.

  _Education as a Science_, Bain’s, 124, 194, 556-563.

  _Education of Girls_, Fénelon’s, 165-169, 174-177, 184, 212, 229.

  _Education of Man_, Frœbel’s, 453-456.

  _Education of a Prince_, Nicole’s, 154.

  _Education of Women_, of Madame de Rémusat, 487-490.

  Egypt, 14.

  Elocution, 21, 51, 52, 107.

  _Émile_, The, 27, 98, 126, 210, 235, 278-310.

  Emotions, 42, 66, 206, 207, 285, 303, 550, 551.

  Emulation, 67, 146, 162, 183, 299.

  _Encyclopédie_, The, 319.

  Encyclopædists, 337, 480.

  England, 72, 564.

  _Entretiens sur les Sciences_, Lamy’s, 150, 151.

  Environment, 3, 39, 58, 70, 194, 258, 310, 339.

  Epicureans, 52, 108, 141.

  Equality, 61, 190, 328, 374, 380, 400, 565;
    of sex, 241, 256, 384, 479, 506.

  Erasmus, 85-91, 94;
    works of, 86, 385.

  Espionage, 147, 258, 276.

  _Esther_, 219, 242.

  Estouteville, Cardinal d’, 232.

  Ethics, 24, 37, 39, 42, 50, 57, 76, 206, 247, 270, 292, 322, 326,
        351, 470, 477, 491, 539.

  Ethnology, 2.

  Etiquette, 88, 94, 161, 199, 227, 270;
    of ladies, 90, 227.

  _Eudemon_ of Rabelais, 92-100.

  _Euthydemus_, The, 24.

  Evil, 14, 31, 65, 66, 159, 169;
    cause of, 4, 14, 159, 217, 287, 333, 381, 492;
    how overcome, 56, 66, 160, 217, 333, 381, 565.

  Evolution, 530.

  Examinations, 16;
    of teachers, 255, 261, 321, 358, 367, 432, 513.

  Example, 53.

  Exclusiveness, 12, 14, 40, 54, 70, 143, 217, 224, 352, 540.

  Excursions, 97, 98, 348, 456.

  _Existence of God_, Fénelon’s, 166.

  Experience, 10, 32, 53, 92, 93, 97, 106, 136, 485.

  Explanation, 11, 133, 156, 299.

  Expulsion, 271.

  Fables, 190, 240, 244, 295, 315, 335, 348, 494.

  _Fables_, Fénelon’s, 166, 173, 177-180, 186.

  Faculties, The, 233, 321, 383, 511-513.

  _Faire faire_, 497.

  Faith, 74, 113, 143, 304, 381.

  Family, 7, 12, 35, 36, 37, 45, 54, 60, 128, 129, 291, 378, 509, 534,
        542, 545;
    sacrificed, 27, 146, 224, 397, 398, 399.

  Farrar, Archdeacon, 14.

  Fathers, The early, 63, 67, 68.

  Fathers, 90, 103, 108, 109, 345, 424, 545.

  Faults, in education, 40, 46, 67, 68, 69, 74, 92, 108, 109, 116, 133,
        143, 145, 149, 161, 167, 168, 171, 181, 189, 201, 226, 270-276,
        292, 302-307, 322, 329, 341, 342, 432, 437, 462, 463, 470, 518,
        534, 552, 568;
    of Greek pedagogy, 40;
    of women, 488, 489.

  Fear, 200, 201.

  Feelings, 33, 180, 275, 295, 300, 444.

  Felbiger, 416.

  Fellenberg, _Agricultural Institutes_, 422.

  Fencing, 70, 98, 114.

  Fénelon, 78, 164-186, 198, 212, 214, 229, 241, 282, 403, 486.

  Ferrier, _Greek Philosophy_, 21.

  Ferule, 102, 272.

  Fichte, 422, 443;
    _Discourse to the German Nation_, 536.

  Firmness, 33, 101, 274.

  Fischer, 439.

  Fitch, 336.

  Fléchier, 141.

  Fleury, The Abbé, 74, 75, 154, 166, 214, 240.

  Fontaine, Madame de, 220.

  Fontanes, 511.

  Form, 430.

  Formalism, 12, 36, 74, 91, 145, 211, 263, 342, 445.

  Fortoul, 501.

  Fourcroy, 478, 510.

  Fourier, 527, 529.

  Fournier, 459.

  France, 72, 218-224;
    College of, 85.

  Francke, 414.

  Frankfort, 448.

  Freedom, 40, 61, 101, 166, 310, 565;
    annihilated, 3, 4, 74, 92, 403;
    of intelligence, 72, 77, 91, 191, 394, 564.

  French, 102, 154, 234, 242, 342, 357, 392.

  French Revolution, The, 71, 308, 360, 362-389, 522.

  Friburg, 465, 467.

  Frœbel, 446-465, 501.

  Fronto, 58.

  Frugality, 14, 15, 36, 65, 169, 197, 199, 229, 258, 418, 452.

  Fulneck, 125.

  Fustel de Coulanges, 61.

  Gall, 538.

  Gamala, Joshua Ben, 9.

  Gamaliel, 11.

  _Gargantua_ of Rabelais, 91-100.

  Garnier, 500.

  Garot, 240.

  _Gaudentius, Letter to_, 64.

  Gaultier, The Abbé, 514, 516.

  Genesis, of knowledge, 313, 558.

  Geneva, College of, 113.

  Genlis, Madame de, 176, 479-482.

  Geography, 24, 80, 129, 151, 159, 183, 205, 240, 297, 322, 342, 349,
        400, 403, 436, 481;
    moral, 472.

  Geometry, 11, 31, 47, 51, 76, 80, 98, 129, 205, 436.

  Gérando, 520.

  German, 351.

  Germany, 114, 279, 283, 413, 524, 526.

  _Germany_ of Madame de Staël, 495.

  Gerson, 77, 78.

  Gessner, 427.

  “Gifts” of Frœbel, 452, 458, 459, 476.

  Girard, The Père, 431, 437, 446, 465-475.

  Girls, destiny of, 500;
    education of, 5, 8, 11, 35, 64, 65, 66, 79, 80, 90, 109, 110, 117,
        128, 168, 174, 175, 212-231, 237, 241, 305, 306, 307, 384, 398,
        399, 478-507.

  Girondists, 391.

  God, 61, 63, 99, 174, 182, 286, 288, 454, 522;
    belief in, 26, 27, 173, 304, 337;
    duty to, 30, 66, 149, 182, 216, 217, 220, 270, 304, 512;
    knowledge of, 315, 337;
    omnipresence of, 3, 192, 454.

  Gœthe, 538.

  Goldammer, 459.

  Golden rule, example of, 5, 78.

  _Gonzagas, Prince of_, 79.

  Good, The, 30, 31, 286.

  Goodwin, _Plutarch’s Morals_, 54.

  _Gorgias_, The, 24.

  Gossot, 504.

  Gournay, Mademoiselle, 110.

  Government, 238, 264, 270-276.

  Gracchus, 45.

  Grades, 127, 128, 137, 224, 233, 234, 267, 288, 323, 348, 376, 382,
        393, 496, 548, 559.

  Grammar, 19, 20, 24, 39, 47, 51, 71, 90, 130, 133, 144, 154, 155,
        171, 183, 243, 316, 323, 470-475.

  Grammarian, 20, 51, 103, 470.

  Gratuity, 120, 254, 262, 321, 367, 370, 372, 376, 386, 388, 398, 522,
        523, 533, 566.

  Gray Friars, 466.

  Gréard, 216, 223, 287, 288, 306, 354, 457, 461, 480, 505, 515, 516,
        518, 553, 562.

  Greek, the study of, 48, 71, 86, 95, 102, 105, 121, 143, 144, 183,
        189, 205, 237, 244, 257, 283, 317, 321, 324-326, 351, 352, 481,
        512, 547, 559.

  Greek pedagogy, 11, 17-42.

  Gregory the Great, Saint, 68.

  Griesheim, 452.

  Grignan, Madame de, 214.

  Grimm, 344.

  Groot, Gerard, 86.

  Grosselin, 135.

  Grote, _History of Greece_, 21.

  Gruner, 448.

  Guienne, College of, 101, 102.

  Guidance, as object of instruction, 16, 49, 57, 201, 291, 293, 318.

  Guillaume, 391.

  Guizot, 490, 512, 519-522;
    Madame, 490-494.

  Guyon, Madame, 174.

  Guyot, 154.

  Guyton de Morveau, 343.

  Gymnasium, 128, 145;
    Greek, 19.

  Gymnastics, 19, 28, 29, 39, 44, 79, 94, 135, 195-199, 292, 433;
    intellectual, 324, 326;
    interdicted, 66.

  Habits, 293, 315, 334.

  Halle, 414.

  Halle aux Draps, _mutual school_, 517.

  Hamilton, 194, 404.

  Hamilton, Miss, 482-484.

  Hannibal, 105.

  Happiness, 3, 294, 328.

  “Hardening process,” 196-198, 291, 292, 452.

  Harmony, 20, 29, 31, 39, 41, 52, 79, 110, 451.

  Hartley, 483.

  Harvard College, 125.

  Health, 29, 39, 65, 79, 94, 169, 222, 542.

  Heart, 12, 56, 66, 110, 303, 443, 469, 471-475, 498.

  Hebrew, 95, 99, 118, 121.

  Hebrews, 7-11.

  Hecker, 414.

  Hegel, 447.

  Heidelberg, University of, 77.

  Helvetius, 196, 319, 327-330, 344.

  Henry IV., of France, 53, 147, 232, 233.

  Herbart, 194, 537.

  Herbault, 514.

  Herder, 538.

  Heredity, 313.

  Herodotus, 32.

  Hersan, 235.

  Hindoos, 2-4.

  History, 12, 32, 33, 36, 47, 53, 76, 80, 91, 105, 116, 118, 129, 144,
        145, 151, 173, 175, 179, 190, 206;
    of education, 85, 126.

  Holidays, 393.

  Holiness, 63, 68, 100, 214-217, 228.

  Holland, 86, 282, 283.

  Holland, Philemon, _Plutarch’s Morals_, 54.

  Homer, 20, 64, 320, 324.

  Honor, 196, 199, 200, 302.

  Horace, 45, 59, 87, 324.

  _How Gertrude teaches her Children_, Pestalozzi’s, 427.

  Huc, 13.

  Humanist, 91, 100, 163, 195, 213, 324.

  Humanities, The, 73, 80, 91, 144, 151, 324, 325, 326, 351, 558-561.

  _Humanities_, Arnauld’s, 154.

  _Human Understanding_, Locke’s, 196.

  Hume, 194.

  Hygiene, 39, 79, 84, 94, 197, 292, 544.

  Ideal, 66, 104, 151, 279;
    Chinese, 12, 13;
    of the Fathers, 66;
    Greek, 41;
    Hebrew, 7;
    Hindoo, 3-5;
    Roman, 44, 57;
    Persian, 14, 15.

  Idealists, 193, 363.

  Ideas, 315, 381;
    birth of, 23, 325, 326, 381, 439, 471, 503;
    grammar of, 471;
    innate, 439;
    religious, 3, 42, 62;
    made significant, 107, 133, 157, 293.

  Identity, loss of, 3.

  Ignorance, 13, 18, 29, 68, 70, 72, 116, 143, 225, 226, 300, 364, 369,
        519;
    learned, 92, 104, 107, 117, 189;
    Socratic, 22, 24.

  Imagination, 42, 97, 98, 133, 135, 174, 176, 191, 285, 347, 403, 499,
        500.

  Imitation, 12, 49, 50, 84, 144, 462, 467.

  _Imitation_, Gerson’s, 77, 78.

  Immobility, 16, 18, 145, 342.

  Impressions, 208, 295, 328, 334, 461, 484, 492, 503.

  India, education in, 6, 514.

  Individuality, 3, 15, 37, 57, 84, 85, 123, 136, 158, 207, 310, 313,
        338, 381, 439, 452, 461, 489, 549;
    loss of, 4, 27, 29, 57, 63, 98, 145, 146, 274, 346.

  Induction, 26, 27, 36, 96, 107, 121, 123, 133, 157, 295, 313, 548.

  Indulgence, 50;
    of teachers, 90, 146.

  Inertness, intellectual, 2, 29, 44, 68, 70, 92, 144, 228, 329, 518.

  Instinct, 24, 31, 93, 133, 290, 460, 529, 536.

  Institute of the Brethren, 112, 138, 153-163, 252-277.

  Institutes, 382.

  _Institutes of Oratory_, 48, 60, 89.

  Instruction, 13, 39, 46, 79, 199, 280, 379;
    Christian, 62, 269;
    domestic, 7, 27, 45, 46, 55, 127, 129, 227, 378, 384, 485;
    ecclesiastical, 63, 69, 81, 139, 167, 218, 233, 345;
    gratuitous, 69, 73, 78, 120, 254, 262, 263, 321, 367, 370, 376,
        386, 398, 409, 523, 566;
    indirect, 170, 177-182, 184, 185, 223, 287-310, 481;
    mutual, 6, 53, 131, 267, 392, 424, 513-519, 534;
    national, 340-389, 523, 565;
    need of, 70, 71, 115, 116, 320, 356, 369, 523, 566;
    popular, 8, 130, 415, 438, 480, 487, 522;
    primary, 13, 20, 40, 55, 81, 86, 112-136, 139, 142, 153, 177, 209,
        239, 240, 253-277, 321, 353, 356, 360, 364, 384, 417, 433,
        455-465, 468-475, 506, 524, 525;
    public, 8, 9, 11, 20, 27, 38, 46, 49, 73, 78, 114, 128, 182, 209,
        321, 330, 522-525;
    religious, 98, 111, 113, 115, 118, 257, 303, 336, 346, 380, 438,
        452, 466, 554;
    secondary, 86, 113, 128, 139, 143, 205, 233, 282;
    self, 57, 87, 136, 156, 318, 383, 421, 439, 476, 504, 549, 564;
    sense, 193, 283, 403;
    simultaneous, 51, 152, 240, 266, 277, 424, 515;
    technical, 193, 206, 263, 281, 331, 376, 384, 408, 414, 419, 545.

  Intelligence, 38, 58, 71, 72, 80, 93, 101, 191, 192, 296, 316, 320,
        354, 370, 436, 440, 455, 498;
    disregard for, 44, 68, 70, 92, 143, 171, 403;
    works of, 26, 27, 109, 156, 157, 394, 564.

  Interpretation, 15, 158, 293.

  Intuition, 129, 132, 133, 290-310, 403, 415, 423, 428, 438, 449, 452,
        548-555.

  Irony, Socratic, 23.

  Israelites, 6-11.

  Italy, 84, 475.

  Jacotot, 190, 526, 527.

  Janet, 403.

  Jansenists, 110, 153-163, 234.

  _Janua linguarum reserata_, of Comenius, 126, 127, 134.

  Jealousy, 12, 25, 153, 259.

  Jena, Prussians at, 8.

  Jerome, Saint, 64, 71.

  Jeromites, 86.

  Jesuits, 85, 139-150, 189, 232, 234, 258, 279, 340-344, 468;
    of the East, 12.

  Jewess, education of, 8, 11.

  Jews, 8-11, 16.

  John of Wessel, 86, 87.

  Joly, Claude, 256, 261.

  Jomard, 516.

  Josephine, The Empress, 467.

  Joubert, 489.

  Jouffroy, 62, 491.

  Judgment, 100, 104, 156, 163, 191, 281, 295, 296, 460, 467, 470.

  Juilly, College of, 150.

  Justice, 15, 30, 40, 280, 281, 303.

  Juvenal, 59.

  Kant, 200, 309, 332-338, 415, 422, 536.

  Keilhau, 452, 464.

  Khung-tsze, 12, 13.

  _Kindergartens_, 447, 452, 457-465, 476, 477.

  Kindermann, 416.

  Klopstock, 422.

  Knowledge, 15, 53, 80, 101, 104, 113, 192, 370, 547;
    clearness of, 53;
    of facts, 75, 129, 290;
    a means, 41, 57, 91, 104;
    of nature, 91, 96, 129, 295, 440;
    source of, 58, 134, 313, 548;
    before practice, 32, 57, 71, 135;
    value, 60;
    for women, 168, 175, 252, 282, 307, 384, 488, 495, 500, 505.

  Königsberg, University of, 332.

  Krause, 457.

  Krüsi, 428, 432.

  Labor, 476, 495;
    manual, 206, 209, 226, 227, 263, 300, 398, 399, 424, 441, 566.

  Laborde, Comte de, 516.

  La Bruyère, 329.

  La Chalotais, 278, 343-355, 363.

  La Condamine, 283.

  Lacroix, 407.

  _Læta, Letter to_, 64-67.

  Lafargue, 473.

  Lafayette, Madame de, 213.

  La Flèche, 501;
    College of, 189.

  La Fontaine, 240, 283, 295, 335.

  Lagrange, 405.

  Laisné, 515.

  _Laissez faire_, 160, 208, 293.

  Lakanal, 139, 379, 394;
    Law of, 402-408.

  Lambert, Madame de, 176.

  Lambruschini, The Abbé, 475.

  Lamoignon, 141.

  Lamy, The Père, 150.

  Lancaster, 513, 514.

  Lancelot, 153, 154, 156, 217.

  Langethal, 451, 452.

  Language, 2, 70, 82, 116, 118, 126, 134, 189, 323-326, 428, 431, 441,
        481, 547;
    native, 48, 70, 113, 118, 121, 126, 155, 183, 268, 357, 400,
        469-471.

  Lanthenas, 391, 392.

  Lâo-tsze, 12, 13.

  La Pitié, 514.

  Larochefoucauld-Liancourt, 516.

  Laromiguière, 139.

  La Salle, 112, 147, 254-277, 357, 404, 414, 514.

  Lateran Council, 69.

  Latin, the study of, 48, 70, 71, 90, 91, 95, 101, 102, 105, 118, 121,
        131, 140, 144, 154, 183, 189, 205, 237, 244, 257, 281, 317,
        324, 326, 481, 512, 547.

  Laurie, S. S., _Comenius_, 126.

  Lavallée, 218, 222, 226, 230.

  Laws, 44, 45, 46, 182, 333, 499;
    educational, 399-402, 484, 509;
    Plato’s, 30, 33, 34.

  Lay teachers, 340-345, 466, 508, 533.

  Lecointe, The Père, 150.

  Legendre, 394.

  Legislative Assembly, 371, 373, 379, 390, 422.

  Leibnitz, 136, 141, 196.

  Leisure, 87, 377, 381, 543.

  Lelong, The Père, 150.

  _Leonard and Gertrude_, Pestalozzi’s, 421.

  Lepelletier Saint-Fargeau, 391, 397.

  Lessing, 538.

  _Letters to Lucilius_, 52.

  _Letters to Pope Innocent XI._, Bossuet’s, 182, 183.

  Lévi Alvarès, 505.

  Lewes, George Henry, 41.

  L’Hôpital, 53.

  _Liberal Education of Children_, of Erasmus, 88.

  Liberty, 62, 70, 72, 93, 119, 151, 172, 201, 207, 263, 285, 294, 308,
        374, 400, 420, 436, 441, 454, 490, 493, 499, 565;
    of teaching, 371-396, 401, 511, 513.

  Life, family, 60, 424, 500, 546;
    monastic, 66, 146;
    practical, 44, 53, 60, 92, 93, 105, 115, 204, 279, 296, 408, 529,
        541, 562;
    public, 32, 115, 130, 279, 360, 374, 400, 489;
    stages of, 455, 456, 542.

  Lissa, 125.

  Literature, 11, 30, 78, 100, 166, 179, 295, 351, 404, 558, 565;
    classical, 73, 80, 86, 95, 189, 324-326, 351, 481, 547, 559;
    Greek, 11, 48, 80, 84, 559;
    Latin, 46, 59, 84, 324-326;
    profane, 64, 86, 87, 175, 219.

  Little Schools of Port Royal, 140, 153, 254.

  Littré, 69, 233, 234, 383.

  _Lives_, Plutarch’s, 53.

  Locke, 49, 110, 126, 187, 194-210, 249, 280, 296, 346, 363, 538, 561.

  Logic, 6, 24, 31, 52, 75, 76, 315, 316, 321, 351, 470, 558.

  _Logic_, Port Royal, 154, 243.

  Lorain, P., 519.

  Lorenz, _Life of Alcuin_, 72.

  Louis XIV., 147, 182, 236, 279, 365, 489.

  Louis-le-Grand, College of, 355.

  Louis the Pious, 68, 73.

  Lourmand, 505.

  Love, 31, 37, 66, 89, 162, 216, 302, 440, 443, 455, 504, 515;
    of country, 8, 44, 182, 308, 399, 489.

  Loyola, 140, 163;
    _Constitutions_, 142.

  Lubbock, Sir John, 2.

  Luccard, 267.

  Lucerne, 466, 468.

  Lupus of Ferrières, 68, 70.

  Luther, 86, 113-120.

  Luxembourg, 141.

  Luxury, effect of, 36, 50, 182.

  Lycée, 131, 205, 327, 372, 382, 512.

  Lyceum, 22, 40.

  Lycurgus, 34, 56, 397.

  Lyons, 254, 255, 285, 368.

  Macaulay, 144.

  Madras, 514.

  _Magdala_, 90.

  Magistrates, 25, 28, 31, 71, 72.

  Maieutics, 23, 42, 72, 156, 326, 381, 439, 471, 503.

  Maine de Biran, 139, 434.

  Maintenon, Madame de, 176, 218-231, 307, 486, 514.

  Maisonneuve, Madame de, 504.

  Maistre, Joseph de, 149, 511.

  Malebranche, 187, 192-194, 211.

  Man, 61, 62, 104;
    conception of, 4, 188, 499, 539;
    the perfect, 7, 30, 31, 57, 58, 59, 62, 98, 104, 172, 278, 386,
        451, 483, 500, 540.

  Mann, Horace, 566, 567.

  Manners, 29, 59, 65, 81, 88, 89, 94, 111, 199, 270;
    of Chinese, 12;
    of Greeks, 21.

  Mansel, 194.

  Marat, 394.

  Marcellus, 105.

  Marenholtz, Baroness von, 464, 465.

  Maria Theresa, 415.

  Marienthal, 464.

  Marion, H., 196.

  Marmontel, 325, 326, 339.

  Marriages, 38, 55, 384, 500.

  Marsolier, 243.

  Martin, Aimé, 505.

  Martin, Alexander, _Les Doctrines Pédagogiques des Grecs_, 18.

  Martin, Henry, 183.

  Mascaron, 150.

  Massillon, 150.

  Mathematics, 6, 24, 31, 68, 76, 98, 118, 189, 193, 323, 386, 437,
        530;
    for women, 56.

  Mather, Cotton, 125.

  Maturity, 10, 40, 288.

  Mauriac, College of, 141.

  Mayer, Enrico, 475.

  Mean, The, 93, 150, 151.

  _Meditations_, Marcus Aurelius, 58.

  Melancthon, 113.

  Melmoth, _Pliny_, 21.

  _Memorabilia_, The, 24, 25, 26, 32.

  _Memoriter_, 11, 16, 49, 92, 105, 121, 133, 205, 207.

  Memory, 16, 42, 49, 58, 72, 81, 88, 92, 105, 135, 191, 208, 317, 335,
        371, 460.

  Method, 15, 20, 22, 42, 49, 53, 59, 72, 88, 90, 119, 126, 132, 269,
        298, 372, 468, 536, 539, 557;
    attractive, 33, 90, 97, 98, 101, 119, 206, 415, 494, 495, 541;
    Chinese, 13;
    dialectic, 32, 42, 74, 76;
    didactic, 22, 72, 97, 111;
    _educative_, 467, 469;
    intuitive, 127, 132, 295-310, 312, 346, 402-404, 415-445, 452,
        461-463;
    among the Jews, 11;
    Port Royal, 156, 162, 235;
    of reading, 49, 107, 240, 241, 502;
    repulsive, 33, 119, 494, 495;
    Socratic, 22-27, 72, 211, 335, 429, 471;
    synthetic, 313, 469.

  _Methods_, Lancelot’s, 154.

  Meunier, 277.

  Michel, 475.

  Michelet, 122, 306, 392.

  Middendorf, 451, 452.

  Middle Age, The, 67-81, 110, 171;
    ignorance in, 68, 70.

  Mildness, 10, 33, 56, 89, 160, 250, 251, 433;
    severe, 101, 161, 202, 216, 264, 452, 492.

  Milton, 54.

  Mind, 95, 157, 470, 537, 564;
    not _tabula rasa_, 58, 208.

  Mirabeau, 369-372.

  Moderation, 11, 33, 82, 109, 170.

  Modesty, 21, 34, 58, 92, 153, 162.

  Molière, 141, 176, 213.

  Monasteries, 69, 71, 167.

  Monge, 433.

  Monitors, 131, 147, 258, 276, 514-519.

  Montagnards, 391, 394.

  Montaigne, 85, 101-110, 183, 202, 280, 301, 490;
    of Greek education, 18, 19, 29, 35.

  Montaigu, College of, 87.

  Montalivet, 395.

  Montausier, 147, 219.

  Montbrison, 342.

  Monteil, 76.

  Montesquieu, 20, 245, 329, 373.

  Montpellier, 366.

  Morality, 100, 105, 135, 370, 375;
    good conduct, 15, 41, 57;
    Platonic, 30, 31, 34;
    utilitarian, 12, 302-305, 554.

  Morals, 5, 8, 14, 39, 42, 48, 50-60, 105, 177, 186, 227, 252, 269,
        320, 337, 370, 375, 380, 384, 471-475, 547, 565.

  Moravian Brethren, 125.

  Moreau, Marie, 261.

  Mothers, 39, 44, 48, 55, 90, 108, 127, 129, 534;
    duties of, 291, 384, 422, 456, 457, 469, 485, 486, 500, 546.

  Mother-tongue, 121, 144, 155, 204, 243, 465-471.

  Motives, 300, 493.

  Moulins, 342.

  München-Buchsee, 434.

  Museum, 384, 414, 452.

  Music, 18, 20, 28, 31, 51, 52, 76, 98, 119, 326, 396;
    interdicted, 65, 175.

  Mutual instruction, 131, 267, 392, 424, 513-519, 534.

  Mysticism, 63, 125, 135, 193, 458, 476;
    criticism of, 94, 447, 453.

  Mythology, 20, 563.

  Naples, University of, 77.

  Napoleon I., 360, 433, 443, 485, 486, 510-513.

  National Assembly, 369.

  _National Education_, of La Chalotais, 344-355.

  National holidays, 393.

  Native tongue, 48, 85, 89, 119, 121, 144, 155, 204, 243, 351.

  Natural history, 11, 40, 96, 97, 114, 322, 350, 424, 433.

  Nature, 24, 31, 32, 48, 93, 170, 290, 309, 310, 448, 456, 475, 476,
        553;
    no commencement in, 496;
    economy of, 3, 286, 423, 448, 496;
    following, 2, 36, 290, 312, 347, 349, 401, 433, 503, 529, 561;
    human, 46, 48, 159, 169, 217, 286, 333, 454, 491, 532, 536, 550;
    morality in, 448;
    return to, 553;
    study of, 91, 93, 96, 118, 121, 132, 133, 290.

  Naville, 74, 467.

  Necker de Saussure, Madame, 493-500.

  Neufchâtel, 434.

  Neuhof, 419, 420.

  New Education, The, 93, 123, 133, 190, 208, 284-310, 343, 347, 456,
        460, 542.

  Newspapers, 331.

  Nicole, 65, 154-159, 217;
    _Logic_, 154;
    _Education of a Prince_, 154.

  Niederer, 436.

  Niemeyer, 414.

  Nirvâna, 5.

  Nisard, 237.

  Normal Schools, 255, 259, 261, 262, 357, 367, 387, 404, 405, 406,
        412, 423, 429, 464, 501.

  North, Sir Thomas, _Plutarch_, 54.

  _Novum Organum_, 123.

  Number, 428, 430, 441;
    of pupils, 10.

  Oberlin, 415.

  Object-lessons, 97, 98, 111, 133, 170, 192, 247, 293, 295, 400, 415,
        430, 473, 502, 503, 558, 563.

  Obligation. _See_ Compulsion, Education, State.

  Observation, 75, 96, 97, 98, 123, 133, 136, 192, 293, 461, 558.

  Old Education, The, 92, 116, 144, 192, 283, 364, 460, 547.

  Olynthiacs, 113.

  Optimism, 169, 201, 285, 333, 454, 491, 551.

  Oratorians, 150-153, 192, 369, 395.

  Oratory, 47, 52.

  Oratory, The, 150.

  _Orbis sensualium pictus_, of Comenius, 127, 134, 135, 415.

  _Order of Study_, of Erasmus, 88.

  Organization, 414, 456;
    of Christian education, 62, 115, 259;
    of instruction, 363, 368, 510;
    of schools, 9, 27, 37, 69, 71, 77, 117, 127, 128, 265, 396;
    of the State, 27, 35.

  Orleans, 103, 120, 342.

  Ormuzd, 14.

  _Orphan Asylum_, Francke’s, 414.

  Ovid, 87.

  Oxenstiern, 125.

  Oxford, University of, 77, 195.

  _Pacatula_, 64.

  Padua, University of, 78.

  _Pædagogium_, 414.

  Painting, 18, 98, 204.

  Palatine school, 72.

  Palestra, 19.

  Pamiers, College of, 141.

  Pansophia, 100, 125, 129, 297, 374, 411, 468, 480, 531, 565.

  _Pantagruel_, 96.

  Pantheism, 453;
    of Hindoos, 2-4.

  Pape-Carpentier, Madame, 501-504.

  Papinian, 95.

  Paris, 358, 433;
    Normal School at, 405, 406;
    University of, 75, 79, 141, 232, 233-235, 356, 404.

  _Parish School_, The, 257, 258.

  Parliaments, French, 340, 343.

  Pascal, 156, 162.

  Pascal, Jacqueline, 154, 214-217;
    _Regulations for Children_, 154, 215, 216.

  Pasquier, 69, 515.

  Patak, 125.

  Patience, 10, 58, 79, 160, 251, 521.

  Paul III., Pope, 141.

  _Paula_, 64-67.

  Paulet, 514.

  Pauline de Meulan, Madame Guizot, 490-494.

  Pécaut, 464.

  Pedagogics, 358, 372.

  Pedagogue, 19, 45, 46, 102, 292.

  Pedagogy, 46, 52, 53, 73, 83, 85, 91, 103, 121, 165, 190, 278, 311,
        358, 454;
    English, 187, 207, 535-570;
    German, 413;
    of the Jansenists, 158;
    of the Jesuits, 148;
    modern, 190, 192, 278, 456, 558.

  Pedants, 74, 92, 105, 146, 168, 204, 328.

  Penances, 260, 272.

  People, The, 14, 16, 21, 33, 55, 78, 113, 114, 130, 209, 253, 308,
        320, 372, 380, 415, 420, 441, 480, 484, 565;
    exclusion of, 15, 28, 40, 54, 70, 80, 143, 352, 540.

  Perez, 494, 526, 564.

  Perfection, 7, 14, 33, 59, 63, 99, 104, 172, 278, 386, 451, 483, 500,
        540.

  Pericles, 22, 40, 46.

  Perigordian, 102.

  Persia, 14;
    education by the State, 16, 35, 36.

  Personality, 451.

  Pessimism, 159-162, 532, 533, 555.

  Pestalozzi, 122, 125, 413-445, 448, 501, 514, 537, 553, 555.

  Peter the Great, 198.

  Philanthropists, 414.

  Philip of Macedon, 11.

  Philosophers, 21, 22, 45, 55, 57, 311, 479.

  Philosophy, 28, 47, 51, 52, 74, 77, 99, 103, 105, 129, 145, 151, 152,
        179, 183, 234, 237, 247, 315, 326, 342, 351, 454, 538;
    definition, 106;
    of education, 126, 136, 158, 163, 188, 279, 310, 459, 497, 535-570;
    Greek, 11, 30, 40, 211;
    for magistrates, 28.

  Phœnix, 46.

  Physics, 52, 129, 206, 247, 292, 322, 323, 350, 396.

  Piccolomini, Æneas Sylvius, 79, 80.

  Pictet, 482.

  Pietists, 414.

  Pillans, 519.

  _Plan of a University_, Diderot’s, 320.

  Plato, 11, 22, 24, 27, 42, 46, 52, 56, 59, 91, 95, 324, 397, 529;
    aim of, 34;
    caste in, 28;
    of the drama, 30, 56;
    of music, 20, 31.

  Platter, Thomas, 132.

  Play, 458, 460, 461.

  Pleasures, 294, 328.

  Plessier, 261.

  Plessis, College of, 286.

  Pliny, _Letters_, 21, 59.

  Pluche, The Abbé, 283.

  Plutarch, 45, 53-58, 285;
    education of women, 34, 35, 55;
    training of children, 54, 89.

  Poetry, 30, 56, 87.

  Poitiers, 342.

  Poland, 125, 308.

  Politeness, 29, 88, 89, 161, 227, 270, 467.

  Politics, 32, 37, 42, 130, 360, 374, 489, 542;
    Aristotle’s, 37, 40;
    Plato’s, 28;
    versatility in, 373.

  Polybius, 47.

  _Ponocrates_ of Rabelais, 93-100.

  Pontchartrain, de, 217.

  Port Royal, 152-163, 215-217;
    demolition of, 153.

  Portugal, The King of, 341.

  Positivists, 529-531.

  Pourchot, 235, 261.

  Practice, 105, 134, 135, 156, 355, 471;
    of education, 85.

  Prague, University of, 77.

  Praise, 49, 50, 67, 146, 162, 169, 532.

  Precision, 188, 240, 264, 325.

  Priests, 116;
    as educators, 5, 6, 15, 140-163.

  Principles, 17, 454;
    of education, 33, 37, 46, 83, 121, 135, 158, 190, 191, 309, 313,
        346, 430, 439-441, 483, 522, 526, 534, 566-570.

  Professors, 21, 22, 75, 233, 358, 377, 512.

  Progress, 381;
    popular instruction, 8, 12, 38, 112-136, 363, 479.

  _Progressive Education_, of Madame Necker, 494-500.

  Pronunciation, 11, 51.

  Protestantism, 112-136.

  Protestants, 85.

  Proverbs, 7.

  Prudence, 100, 104, 105, 108, 161, 199, 280, 281, 545.

  Psychology, 24, 42, 46, 50, 135, 194, 251, 284, 312, 314, 335, 439,
        454, 488, 492, 497, 508, 534, 537, 539, 558.

  Public schools, 117, 130, 254, 415.

  Punishment, 152, 160, 180, 200, 249-252, 270-276, 336, 551-553;
    corporal, 6, 21, 51, 102, 122, 147, 148, 194, 201-203, 271-275.

  Purity, 30, 48, 66, 451.

  Purna, 4, 5.

  Pythagoras, 52.

  _Quadrivium_, 75, 76.

  Questioning, The art of, 22, 23, 25, 42, 72, 170, 267.

  Quick, R. H., 208;
    _Educational Reformers_, 121.

  Quintilian, 46, 47-52, 89, 239, 241;
    of indulgence, 50.

  Rabaud Saint-Étienne, 393.

  Rabbins, 10, 11.

  Rabelais, 91-100, 197, 297, 490.

  Racine, 176, 213, 219, 243, 316.

  Rambouillet, Hôtel de, 219.

  Ramsauer, 431, 434.

  Ramus, 85, 156, 232.

  Rapet, 475.

  Ratich, 121.

  Rationalism, philosophic, 490, 493.

  _Ratio Studiorum_, of the Jesuits, 142.

  Reading, 11, 49, 51, 67, 69, 75, 86, 90, 107, 156, 204, 225, 239,
        268, 326, 424, 440.

  Realism, 91, 204, 211, 308, 309.

  Reason, 31, 32, 38, 42, 57, 100, 104, 108, 122, 135, 136, 174, 190,
        284, 314, 333, 335, 444, 454, 491, 493.

  Reasoning, 23, 74, 82, 123, 165, 191, 267, 296, 316, 403.

  Recreation, 87, 93, 94, 119, 146, 248, 251, 294, 393, 441, 458, 460,
        461;
    mathematical, 348, 350;
    physical, 350, 396.

  Recruitment of teachers, 367, 513.

  Redolfi, 3.

  Refinement, conventional, 12, 36, 89, 143, 227.

  Reflection, 191, 208, 317, 318, 444, 558.

  Reform, 4, 36, 73, 83, 220, 235, 279, 322, 381, 416, 496.

  Reformation, The, 80, 84, 93, 99, 113-136.

  _Refutation of Helvetius on Man_, Diderot’s, 319.

  Reid, 482.

  Reims, 259, 260.

  Religion, 4, 5, 8, 30, 42, 44, 58, 62, 73, 98, 99, 118, 228, 303,
        305, 326, 337, 375, 381, 453, 489, 554.

  Rémusat, Madame de, 487-490.

  Renaissance, 71, 80, 81, 83-111, 234.

  Renan, 325;
    _Vie de Jésus_, 11;
    education of women, 34.

  Repetition, 11, 121, 135, 173.

  _Republic_, Plato’s, 27-33.

  Respect, for teacher, 6, 10, 181, 184, 200, 532.

  Rewards, 67, 147, 194, 249, 250, 276, 352, 493, 522, 532.

  Rhetoric, 6, 18, 21, 47, 48, 51, 71, 85, 109, 144, 171, 189, 316,
        321.

  Rhythm, 20.

  Richter, 536.

  _Rights of Man_, Talleyrand’s, 375.

  Robespierre, 391, 393, 397, 402.

  _Robinson Crusoe_, 298.

  Rochefoucault, 103.

  Rochow, 415.

  Rod, The, 6, 7, 51, 76, 102, 147, 148, 202, 273.

  Rodez, 141, 368.

  Roger de Guimps, 419, 425.

  Rolland, 279, 343, 355-359;
    Law of, 399, 400.

  Rollin, 50, 188, 202, 232-252, 283, 317, 349, 357, 514.

  Roman Law, 44.

  Rome, 43-60.

  Romme, 379, 391, 393, 399;
    Law of, 399, 400.

  Rouen, 263, 270, 364.

  Rousseau, 27, 36, 38, 97, 98, 110, 126, 171, 196, 197, 198, 202, 209,
        210, 278-310, 332-337, 348, 363, 368, 415, 426, 442, 448, 481,
        496, 553.

  Routine, 3, 12, 74, 92, 140, 191, 232, 235, 265, 333, 536.

  Royer-Collard, 515.

  Rudolstadt, 452, 457.

  Rules, 134, 156, 264, 471.

  Russell, Doctor, 202.

  Sacrifices, 4, 30, 259, 260, 417.

  Saint Cyr, 218-231, 307, 486.

  Saint Cyran, 153, 160.

  Sainte-Beuve, 155, 479, 491.

  Saint François de Salles, 225.

  Saint Gall, 68.

  Saint-Germain, 485.

  Saint-Hilaire, Barthélemy, 522, 524.

  Saint-Just, 399.

  Saint Leu, 481.

  Saint Malo, 344.

  Saint Pierre, The Abbé, 280-282, 297.

  Saint Pierre, Bernardin de, 394.

  Saint Simon, 148, 166, 181, 183, 527, 528.

  Saint Yon, 263.

  Salamanca, 77.

  Salary, of teachers, 366, 367, 392, 402, 410, 417, 519, 520.

  Salian hymns, 44.

  Salzman, 415.

  Sauvan, Mademoiselle, 504, 518.

  Savages, education of, 1, 13, 292, 541.

  _Savoyard Vicar’s Profession of Faith_, Rousseau’s, 305.

  Sarazin, 518.

  Schiller, 538.

  Schleiermacher, 537.

  Schmid, 434, 436.

  Schmidt, Charles, 538.

  Scholasticism, 71, 74;
    criticism of, 92, 107, 116, 149, 235.

  School-house, 131, 132, 367.

  Schools, 113, 116, 117, 401, 422;
    adornment of, 103, 131;
    at Athens, 19, 20, 21;
    _central_, 407, 408;
    in China, 13;
    claustral, 69, 75, 76, 116, 282, 345;
    etymology of the word, 87;
    European type of, 131;
    infant, 457-465, 501-504;
    in India, 6, 514;
    Jewish, 9;
    Latin, 119, 128, 130, 131, 144, 346;
    of the Middle Age, 69, 77, 78;
    Palatine, 72;
    primary, 120, 128, 190, 234, 254-277, 365, 383, 426, 477, 510,
        520-525;
    public, 114, 128, 135, 415;
    real, 414;
    at Rome, 45, 52;
    secular, 114, 130, 233, 254, 278, 297, 318, 338, 509, 522.

  Schœpfer, Captain, 433.

  Schultaus, 146.

  Schultess, Anna, 419.

  Science, 40, 51, 76, 77, 96, 97, 100, 105, 151, 183, 247, 281, 297,
        323, 386, 404, 431, 512, 558, 559;
    of education, 22, 33, 37-41, 42, 54, 85, 95, 104, 363, 409,
        435-470;
    neglect of, 74, 86, 91, 145, 401.

  Scipio, 105.

  Scudéry, Mademoiselle de, 226.

  Sculpture, 98.

  Secularization, 114, 130, 233, 254, 278, 297, 318, 319, 338, 340-344,
        509, 522.

  Séguier, 141.

  Self-abasement, 4, 65, 161, 221, 260.

  Self-consciousness, 4, 24, 42, 57, 133, 158, 317, 318, 428, 458.

  Self-control, 57, 58, 152, 196, 499.

  Selfishness, 4, 108, 300, 302, 499, 536, 542.

  Self-renunciation, 4, 5, 63, 148, 149, 215, 259, 346.

  Seminary for Schoolmasters, 261, 277, 357, 367, 387, 404.

  Semler, 414.

  Seneca, 52, 53, 59, 91.

  Sensationalism, 133, 187, 193, 208, 295, 328, 346, 381, 403, 554,
        561.

  Senses, 132, 133, 135, 158, 193, 194, 283-310;
    education of, 295, 314, 328, 449, 496, 503, 542-555.

  Sensibilities, 285, 330;
    training of, 2, 38, 133, 193, 200, 201, 301, 329, 330, 403, 503,
        554.

  Sentenis, 304.

  Sentiments, 302-305.

  Sequence of studies, 157, 323, 403, 404, 452, 463, 474, 548, 558.

  Seven Liberal Arts, The, 75, 76, 119.

  Sévigné, Madame de, 152, 198, 213, 489.

  Sexes, equality of, 241, 256, 384, 479, 488;
    separation of, 8, 34, 256, 378, 396, 402, 466.

  Shaftesbury, Lord, 195.

  Shakespeare, 54, 320.

  Siciliani, 564.

  Sidonius, Apollinaris, 68.

  Sieyès, 391-396.

  Signal, 266, 273.

  Silence, 265, 266.

  Sill, Miss E. R., 310.

  Simon, J., 7, 364, 523, 533.

  Simplicity, 121, 157, 158, 221, 228, 229, 403, 439, 474.

  Singing, 51, 119, 214, 420, 433.

  Site, for schools, 6, 20, 131, 132.

  Slaves, 39, 40;
    as teachers, 45.

  Smith, Adam, 510.

  Society, 3, 54, 61, 70, 98, 287, 298, 489, 500, 509, 523;
    unity of, 18, 37, 73, 98, 115, 125, 282, 359, 515, 566.

  Socrates, 22, 42, 52.

  Socratic method, 22-27, 32, 211, 429, 471.

  Solomon, 9, 99, 119.

  Solon, 19, 21.

  _Sophie_, 305-307.

  Sophists, 21.

  Soul, 3, 38, 315, 451;
    culture of, 58, 84, 193, 469, 546;
    development of, 18, 19, 28, 29, 33, 38, 57, 91, 99, 136, 192, 288,
        329, 468, 495-500, 565.

  Spain, 77, 132.

  Sparta, 17, 345.

  Specialists, 103, 209, 300, 325.

  Spelling, 155.

  Spencer, Herbert, 29, 66, 100, 194, 207, 313, 322, 325, 507, 538-555;
    of caste, 3;
    prejudices of, 546, 547, 552, 553-555.

  _Sphericity_, of Frœbel, 450, 451, 459.

  Spirit, 12, 13, 92, 101, 325, 547;
    of Christianity, 61, 62;
    national, 359, 401, 489, 490, 523, 565;
    of Protestantism, 113, 120.

  Spiritual life, 18, 38, 57, 208, 279, 316.

  Spiritualistic School, 523, 533.

  Spontaneity, 4, 24, 208;
    in education, 17, 31, 33, 57, 101, 114, 130, 284-309, 452, 454,
        497, 547;
    suppressed, 12, 114, 143, 271.

  Staël, Madame de, 420, 495.

  Stanz, 419, 423.

  Stapfer, 466.

  State, The, 12, 27, 54, 61, 330, 341;
    duty to educate, 13, 16, 27, 38, 42, 50, 81, 115, 233, 235, 238,
        250, 252, 255, 277, 282, 321, 345, 353, 360, 363-389, 398, 415,
        509, 520-525, 565;
    physical education by, 19, 29.

  States-General, 120, 366, 368.

  Stewart, Dugald, 325, 482, 484.

  Stoics, 52, 58, 141, 292.

  Strasburg, College of, 85.

  Studies, 20, 31, 34, 49, 51, 76, 88, 105, 118, 119, 296, 402, 539,
        558;
    Baconian, 32, 123;
    classical, 143, 162, 163, 204, 211, 252, 283, 317, 321, 324-326,
        351, 352, 481, 512, 547;
    disciplinary, 40, 60, 80, 98, 118, 203, 204, 211, 296-298, 539,
        562;
    diversity of, 129, 181, 448;
    gradation of, 38, 80, 88, 90, 122, 130, 131, 204, 233, 267, 495,
        520, 525, 558, 559;
    Jewish, 11;
    painful, 33, 171, 207, 217, 252, 346, 476, 495;
    pleasurable, 33, 49, 79, 171, 181, 206, 240, 348, 457-465, 495,
        541, 549;
    sequence of, 157, 323, 403, 452, 463, 474, 548, 558;
    simultaneous, 51, 152, 240, 266, 267, 424, 515;
    utilitarian, 40, 60, 80, 98, 118, 203, 211, 296-298, 539, 562;
    educational value of, 60, 105, 204, 323-326, 339, 388, 469, 557,
        558;
    for women, 174, 384, 486, 495, 500, 505.

  Sturm, 85.

  Sweden, 125, 353.

  Switzerland, 465, 524.

  Summaries, 15, 41, 59, 81, 110, 136, 163, 185, 210, 230, 252, 277,
        310, 338, 360, 388, 411, 444, 475, 506, 534, 568.

  Supervision, 359, 369, 392, 396, 399, 401, 486, 510.

  Syllogism, 74, 80, 85, 149.

  Symmetry, 31, 38, 39, 82, 84, 93, 163, 394, 396, 444, 458, 547.

  Synthesis, 313.

  _Tabula rasa_, 58, 208.

  Talent, 3, 42, 57, 93, 158, 286, 328;
    encouragement of, 377.

  Talleyrand, 369, 372-379, 434.

  Talmud, 10, 11.

  Teachers, 13, 50, 53, 69, 117, 251, 257, 265, 266, 292, 365, 367,
        392, 470, 479, 500, 513, 522, 527;
    Aristotle, 36, 41;
    faults of, 262;
    respect for, 6, 10, 100, 120, 396, 504, 521, 522, 532;
    as tradesmen, 367, 519;
    training of, 405, 504;
    virtues of, 10, 50, 251, 255, 455, 532;
    women as, 44, 384, 458, 478-507.

  “Teachers’ fairs,” 367.

  Teaching, 41, 46, 49, 53, 79, 88, 90, 114, 122, 226, 246, 267, 269,
        352, 426, 427;
    of geography, 403, 404;
    of history, 326, 349;
    of objects, 97, 132, 293.

  Teaching Congregations, The, 138-163, 192, 253, 486, 509.

  _Telemachus_, Fénelon’s, 166, 175, 182, 306.

  Temperance, 14, 15, 18, 35, 36, 194, 197, 292, 381.

  Tennis, 94, 104.

  Terence, 87, 183, 324.

  Term, 106, 107, 133, 326.

  Tertullian, 64.

  Text-books, 132, 173, 352, 360, 368, 393, 403, 429, 441;
    uniformity in, 121.

  _Theme_, 158, 244.

  Themistocles, 20.

  Theology, 69, 74, 77, 174, 234, 337.

  Theory, 17, 60, 74, 134;
    of education, 85, 340, 509, 525-570.

  Theresa, Saint, 64.

  Théry, 362.

  Things, 85, 97, 106, 107, 132, 133, 293, 415.

  Thomassin, The Père, 150, 152.

  Thought, 3, 57, 74, 97, 107, 157, 316, 469;
    life of, 41, 63, 193, 325, 326, 381, 468, 475, 565.

  _Thoughts_, Locke’s, 195-208.

  Thucydides, 33, 43, 245.

  Thuringia, 447.

  Tobler, 428.

  Tournon, College of, 141.

  Trades, 118, 119, 206, 209, 263, 300, 384, 400, 401, 519.

  Tradition, 13, 143, 333.

  Tragedy, 30, 285.

  Training, 41, 111;
    of children, 54, 129;
    mental, 18, 19, 20, 24, 58, 95, 157, 203, 324-326, 381, 468-475,
        496, 548;
    physical, 18, 19, 39, 41, 79, 80, 94, 197, 283, 496, 554, 555;
    of the senses, 38, 96, 97, 133, 193, 208, 283, 289-308, 503;
    of will, 499, 547.

  Translation, value of, 327, 330.

  _Treatise on Pedagogy_, Kant’s, 332-338.

  _Treatise on Studies_, Rollin’s, 235.

  _Trivium_, 75, 76.

  Truth, 24, 151, 193, 301.

  Turgot, 359.

  Tutor, 69, 327, 518.

  _Twelve Tables_, 44.

  Uniformity, 264, 281.

  Unity, 18, 450;
    of education, 455;
    in teaching, 129, 152, 288, 359, 509.

  _Universal Instruction_, Jacotot’s, 526, 527.

  Universals, 32, 453, 527.

  University, 22, 75, 77, 128, 252;
    Diderot’s, 326, 327;
    for women, 486.

  University of France, 233, 243, 321, 341, 343, 356, 360, 509-512,
        533.

  Unselfishness, 10, 78, 136, 522.

  Utility, 40, 44, 60, 115, 136, 189, 196, 200, 201, 296-310, 408, 529,
        538, 541, 562;
    of culture, 324-326, 381, 523.

  Ursulines, 214.

  Values, educational, 60, 323-326, 339, 388, 469, 557.

  Van Laun, 213.

  Varet, 154, 159;
    _Christian Education_, 154.

  Varro, 47.

  Vaughan and Davies, _Republic_, 31.

  Venice, 79.

  Vernier, 467.

  _Version_, 158, 244.

  Veturia, 45.

  Vice, cause of, 50, 116, 381;
    how overcome, 56, 118, 160, 185, 381.

  Vienna, University of, 77.

  Villemain, 236, 304, 468.

  Vincennes, 514.

  Vinet, 500.

  Virchow, 539.

  Virgil, 64, 87, 97, 324.

  Virtue, 26, 30, 35, 39, 104, 199, 200, 230, 381;
    moral, 280;
    passive, 5, 55, 80, 226;
    Roman, 44, 52.

  Vittorino da Feltre, 78.

  Vives, 91, 132.

  Vivonne, Catherine de, 219.

  Voltaire, 86, 141, 236, 279, 329, 331, 344, 345, 368.

  Vulliemin, 435.

  Warriors, 15, 28, 31, 70.

  Wartensee, 456.

  Washington, 422.

  Watson, _Quintilian_, 50.

  Wessel, John of, 87.

  Wittenberg, University of, 113.

  Whipping, 6, 7, 51, 76, 102, 147, 148.

  Will, 13, 61, 194, 201, 334, 372, 476, 484, 543, 547, 552, 553.

  Wine, 194, 292, 381.

  Wisdom, 15, 41, 48, 57;
    the highest, 3, 57, 104, 106, 135, 295, 381.

  Wolker, Doctor, 246.

  Women, 5, 16, 34, 44, 48, 60, 90, 488, 506;
    education of, 5, 15, 16, 27, 34, 35, 48, 55, 56, 79, 80, 90, 91,
        109, 110, 115, 117, 128, 168, 174-176, 212-231, 252, 282,
        305-307, 328, 384, 464;
    unsexed, 27, 506.

  Words, 85, 106, 107, 132, 134, 144, 325, 326, 415, 430.

  Wordsworth, 54.

  Works, of Comenius, 125-127;
    of Diderot, 319;
    of Erasmus, 87-90;
    of Fénelon, 166;
    of Madame de Genlis, 480;
    of Madame de Maintenon, 222;
    of Madame Pape-Carpentier, 501-503;
    of Pestalozzi, 421, 422, 431, 438;
    of Plutarch, 53-58.

  Worthington, Miss, 171, 336.

  Writing, 6, 11, 49, 67, 86, 88, 90, 204, 268;
    schools, 120, 254.

  Wurtzburg, 466.

  Xenophon, 14, 34, 35, 36, 55.

  Yverdun, 419, 420, 434, 449.

  Zurich, 418.

  Zwingli, 113, 114.

  TRANSCRIBER’S NOTE

  Footnote[85] is referenced twice, from §116 and §117.

  Footnote[153] has no anchor in the text, but is referenced from the
  previous Footnote[152].

  Obvious typographical errors and punctuation errors have been
  corrected after careful comparison with other occurrences within
  the text and consultation of external sources.

  Except for those changes noted below, all misspellings in the text,
  and inconsistent or archaic usage, have been retained.

  Pg xi: ‘of history of pedagogy’ replaced by ‘of a history of
    pedagogy’.
  §40 Footnote[40]: ‘I thiuk it may’ replaced by ‘I think it may’.
  §42: ‘teaching intrument was’ replaced by ‘teaching instrument was’.
  §125: Missing -- inserted before ‘The German reformer’.
  §233 Footnote[143]: the citation ‘--Johnson’s _Cyclopædia_.’ has been
    joined to the quotation, for consistency with other citations.
  §520: ‘that true edution’ replaced by ‘that true education’.
  §560 Footnote [235]: ‘Monsieurs Rapet and’ replaced by ‘Messieurs
    Rapet and’.
  §560: ‘Conseil supérieure’ replaced by ‘Conseil supérieur’.
  §594 Footnote [252]: ‘Madamoiselle Sauvan’ replaced by ‘Mademoiselle
    Sauvan’.
  §621: ‘Victor Consedérant’ replaced by ‘Victor Considerant’.
  §621 Footnote [270]: ‘Consedérant’ replaced by ‘Considerant’.

  Appendix B.
  #5: ‘Historie Critique’ replaced by ‘Histoire Critique’.
  #25: ‘et de Principe’ replaced by ‘et du Principe’.

  Index.
  Entry ‘Encyclopedists’ replaced by ‘Encyclopædists’.
  Entry ‘Königberg’ replaced by ‘Königsberg’.
  Entry ‘Sazarin’ replaced by ‘Sarazin’.
  Entry ‘Studies’: ‘Bacon of’ replaced by ‘Baconian’.
  Entry ‘Symmetry’: ‘896’ replaced by ‘396’.

End of Project Gutenberg's The History of Pedagogy, by Gabriel Compayré