The History Of Education

495 Pages·1.434 MB·English

by  ELLWOOD P. CUBBERLEY

The History Of Education 1
The History Of Education
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Title: THE HISTORY OF EDUCATION
Author: ELLWOOD P. CUBBERLEY
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THE HISTORY OF EDUCATION
EDUCATIONAL PRACTICE AND PROGRESS CONSIDERED AS A PHASE OF THE DEVELOPMENT
AND SPREAD OF WESTERN CIVILIZATION
BY
ELLWOOD P. CUBBERLEY
TO MY WIFE FOR THIRTY YEARS BEST OF COMPANIONS IN BOTH WORK AND PLAY
PREFACE
The present volume, as well as the companion volume of Readings, arose out of a practical situation.
Twenty-two years ago, on entering Stanford University as a Professor of Education and being given the
The History Of Education 2
history of the subject to teach, I found it necessary, almost from the first, to begin the construction of a
Syllabus of Lectures which would permit of my teaching the subject more as a phase of the history of the rise
and progress of our Western civilization than would any existing text. Through such a study it is possible to
give, better than by any other means, that vision of world progress which throws such a flood of light over all
our educational efforts. The Syllabus grew, was made to include detailed citations to historical literature, and
in 1902 was published in book form. In 1905 a second and an enlarged edition was issued, [1] and these
volumes for a time formed the basis for classwork and reading in a number of institutions, and, though now
out of print, may still be found in many libraries. At the same time I began the collection of a series of short,
illustrative sources for my students to read.
It had been my intention, after the publication of the second edition of the Syllabus, to expand the outline into
a Text Book which would embody my ideas as to what university students should be given as to the history of
the work in which they were engaged. I felt then, and still feel, that the history of education, properly
conceived and presented, should occupy an important place in the training of an educational leader. Two
things now happened which for some time turned me aside from my original purpose. The first was the
publication, late in 1905, of Paul Monroe's very comprehensive and scholarly Text Book in the History of
Education, and the second was that, with the expansion of the work in education in the university with which I
was connected, and the addition of new men to the department, the general history of education was for a time
turned over to another to teach. I then began, instead, the development of that introductory course in
education, dealing entirely with American educational history and problems, out of which grew my Public
Education in the United States.
The second half of the academic year 1910-11 I acted as visiting Lecturer on the History of Education at both
Harvard University and Radcliffe College, and while serving in this capacity I began work on what has finally
evolved into the present volume, together with the accompanying book of illustrative Readings. Other duties,
and a deep interest in problems of school administration, largely engaged my energies and writing time until
some three years ago, when, in rearranging courses at the university, it seemed desirable that I should again
take over the instruction in the general history of education. Since then I have pushed through, as rapidly as
conditions would permit, the organization of the parallel book of sources and documents, and the present
volume of text.
In doing so I have not tried to prepare another history of educational theories. Of such we already have a
sufficient number. Instead, I have tried to prepare a history of the progress and practice and organization of
education itself, and to give to such a history its proper setting as a phase of the history of the development
and spread of our Western civilization. I have especially tried to present such a picture of the rise, struggle for
existence, growth, and recent great expansion of the idea of the improvability of the race and the elevation and
emancipation of the individual through education as would be most illuminating and useful to students of the
subject. To this end I have traced the great forward steps in the emancipation of the intellect of man, and the
efforts to perpetuate the progress made through the organization of educational institutions to pass on to others
what had been attained. I have also tried to give a proper setting to the great historic forces which have shaped
and moulded human progress, and have made the evolution of modern state school systems and the
world-wide spread of Western civilization both possible and inevitable.
To this end I have tried to hold to the main lines of the story, and have in consequence omitted reference to
many theorists and reformers and events and schools which doubtless were important in their land and time,
but the influence of which on the main current of educational progress was, after all, but small. For such
omission I have no apology to make. In their place I have introduced a record of world events and forces, not
included in the usual history of education, which to me seem important as having contributed materially to the
shaping and directing of intellectual and educational progress. While in the treatment major emphasis has
been given to modern times, I have nevertheless tried to show how all modern education has been after all a
development, a culmination, a flowering-out of forces and impulses which go far back in history for their
origin. In a civilization such as we of to-day enjoy, with roots so deeply embedded in the past as is ours, any
PART I THE ANCIENT WORLD 3
adequate understanding of world practices and of present-day world problems in education calls for some
tracing of development to give proper background and perspective. The rise of modern state school systems,
the variations in types found to-day in different lands, the new conceptions of the educational purpose, the rise
of science study, the new functions which the school has recently assumed, the world- wide sweep of modern
educational ideas, the rise of many entirely new types of schools and training within the past century--these
and many other features of modern educational practice in progressive nations are better understood if viewed
in the light of their proper historical setting. Standing as we are to-day on the threshold of a new era, and with
a strong tendency manifest to look only to the future and to ignore the past, the need for sound educational
perspective on the part of the leaders in both school and state is given new emphasis.
To give greater concreteness to the presentation, maps, diagrams, and pictures, as commonly found in
standard historical works, have been used to an extent not before employed in writings on the history of
education. To give still greater concreteness to the presentation I have built up a parallel volume of Readings,
containing a large collection of illustrative source material designed to back up the historical record of
educational development and progress as presented in this volume. The selections have been fully
cross-referenced (R. 129; R. 176; etc.) in the pages of the Text. Depending, as I have, so largely on the
companion volume for the necessary supplemental readings, I have reduced the chapter bibliographies to a
very few of the most valuable and most commonly found references. To add to the teaching value of the book
there has been appended to each chapter a series of questions for discussion, bearing on the Text, and another
series of questions bearing on the Readings to be found in the companion volume. In this form it is hoped that
the Text will be found good in teaching organization; that the treatment may prove to be of such practical
value that it will contribute materially to relieve the history of education from much of the criticism which the
devotion in the past to the history of educational theory has brought upon it; and that the two volumes which
have been prepared may be of real service in restoring the subject to the position of importance it deserves to
hold, for mature students of educational practice, as the interpreter of world progress as expressed in one of its
highest creative forms.
ELLWOOD P. CUBBERLEY _Stanford University, Cal. September_ 4, 1920
CONTENTS
INTRODUCTION: THE SOURCES OF OUR CIVILIZATION
PART I THE ANCIENT WORLD
FOUNDATION ELEMENTS OF OUR WESTERN CIVILIZATION GREECE--ROME--CHRISTIANITY
CHAPTER I.
THE OLD GREEK EDUCATION I. GREECE AND ITS PEOPLE II. EARLY EDUCATION IN GREECE
CHAPTER II.
LATER GREEK EDUCATION III. THE NEW GREEK EDUCATION
CHAPTER III. 4
CHAPTER III.
THE EDUCATION AND WORK OF ROME I. THE ROMANS AND THEIR MISSION II. THE PERIOD
OF HOME EDUCATION III. THE TRANSITION TO SCHOOL EDUCATION IV. THE SCHOOL
SYSTEM AS FINALLY ESTABLISHED V. ROME'S CONTRIBUTION TO CIVILIZATION
CHAPTER IV.
THE RISE AND CONTRIBUTION OF CHRISTIANITY I. THE RISE AND VICTORY OF
CHRISTIANITY II. EDUCATIONAL AND GOVERNMENTAL ORGANIZATION OF THE EARLY
CHURCH III. WHAT THE MIDDLE AGES STARTED WITH
PART II THE MEDIAEVAL WORLD
THE DELUGE OF BARBARISM; THE MEDIAEVAL STRUGGLE TO PRESERVE AND REËSTABLISH
CIVILIZATION
CHAPTER V.
NEW PEOPLES IN THE EMPIRE
CHAPTER VI.
EDUCATION DURING THE EARLY MIDDLE AGES I. CONDITION AND PRESERVATION OF
LEARNING
CHAPTER VII.
EDUCATION DURING THE EARLY MIDDLE AGES I. SCHOOLS ESTABLISHED AND
INSTRUCTION PROVIDED
CHAPTER VIII.
INFLUENCES TENDING TOWARD A REVIVAL OF LEARNING I. MOSLEM LEARNING FROM
SPAIN II. THE RISE OF SCHOLASTIC THEOLOGY III. LAW AND MEDICINE AS NEW STUDIES IV.
OTHER NEW INFLUENCES AND MOVEMENTS
CHAPTER IX. 5
CHAPTER IX.
THE RISE OF THE UNIVERSITIES
PART III THE TRANSITION FROM MEDIAEVAL TO MODERN
ATTITUDES
THE RECOVERY OF THE ANCIENT LEARNING; THE REAWAKENING OF SCHOLARSHIP; AND
THE RISE OF RELIGIOUS AND SCIENTIFIC INQUIRY
CHAPTER X.
THE REVIVAL OF LEARNING
CHAPTER XI.
EDUCATIONAL RESULTS OF THE REVIVAL OF LEARNING
CHAPTER XII.
THE REVOLT AGAINST AUTHORITY
CHAPTER XIII.
EDUCATIONAL RESULTS OF THE PROTESTANT REVOLTS I. AMONG LUTHERANS AND
ANGLICANS
CHAPTER XIV.
EDUCATIONAL RESULTS OF THE PROTESTANT REVOLTS II. AMONG CALVINISTS AND
CATHOLICS
CHAPTER XV.
EDUCATIONAL RESULTS OF THE PROTESTANT REVOLTS III. THE REFORMATION AND
CHAPTER XV. 6
AMERICAN EDUCATION
CHAPTER XVI.
THE RISE OF SCIENTIFIC INQUIRY
CHAPTER XVII.
THE NEW SCIENTIFIC METHOD AND THE SCHOOLS I. HUMANISTIC REALISM II. SOCIAL
REALISM III. SENSE REALISM IV. REALISM AND THE SCHOOLS
CHAPTER XVIII.
THEORY AND PRACTICE BY THE MIDDLE OF THE EIGHTEENTH CENTURY I.
PRE-EIGHTEENTH-CENTURY EDUCATIONAL THEORIES II. MID-EIGHTEENTH-CENTURY
EDUCATIONAL CONDITIONS
PART IV MODERN TIMES
THE ABOLITION OF PRIVILEGE; THE RISE OF DEMOCRACY; A NEW THEORY FOR EDUCATION
EVOLVED; THE STATE TAKES OVER THE SCHOOL
CHAPTER XIX.
THE EIGHTEENTH A TRANSITION CENTURY I. WORK OF THE BENEVOLENT DESPOTS OF
CONTINENTAL EUROPE II. THE UNSATISFIED DEMAND FOR REFORM IN FRANCE III.
ENGLAND THE FIRST DEMOCRATIC NATION IV. INSTITUTION OF CONSTITUTIONAL
GOVERNMENT AND RELIGIOUS FREEDOM IN AMERICA V. THE FRENCH REVOLUTION
SWEEPS AWAY ANCIENT ABUSES
CHAPTER XX.
THE BEGINNINGS OF NATIONAL EDUCATION I. NEW CONCEPTIONS OF THE EDUCATIONAL
PURPOSE II. THE NEW STATE THEORY IN FRANCE III. THE NEW STATE THEORY IN AMERICA
CHAPTER XXI. 7
CHAPTER XXI.
A NEW THEORY AND SUBJECT-MATTER FOR THE ELEMENTARY SCHOOL I. THE NEW
THEORY STATED II. GERMAN ATTEMPTS TO WORK OUT A NEW THEORY III. THE WORK AND
INFLUENCE OF PESTALOZZI IV. REDIRECTION OF THE ELEMENTARY SCHOOL
CHAPTER XXII.
NATIONAL ORGANIZATION IN PRUSSIA I. THE BEGINNINGS OF NATIONAL ORGANIZATION II.
A STATE SCHOOL SYSTEM AT LAST CREATED
CHAPTER XXIII.
NATIONAL ORGANIZATION IN FRANCE AND ITALY I. NATIONAL ORGANIZATION IN FRANCE
II. NATIONAL ORGANIZATION IN ITALY
CHAPTER XXIV.
THE STRUGGLE FOR NATIONAL ORGANIZATION IN ENGLAND I. THE
CHARITABLE-VOLUNTARY BEGINNINGS II. THE PERIOD OF PHILANTHROPIC EFFORT
(1800-33) III. THE STRUGGLE FOR NATIONAL EDUCATION IV. THE DEVELOPMENT OF A
NATIONAL SYSTEM
CHAPTER XXV.
AWAKENING AN EDUCATIONAL CONSCIOUSNESS IN THE UNITED STATES I. EARLY
NATIONAL ATTITUDES AND INTERESTS II. AWAKENING AN EDUCATIONAL CONSCIOUSNESS
III. SOCIAL, POLITICAL, AND ECONOMIC INFLUENCES IV. ALIGNMENT OF INTERESTS, AND
PROPAGANDA
CHAPTER XXVI.
THE AMERICAN BATTLE FOR FREE STATE SCHOOLS I. THE BATTLE FOR TAX SUPPORT II.
THE BATTLE TO ELIMINATE THE PAUPER-SCHOOL IDEA III. THE BATTLE TO MAKE THE
SCHOOLS ENTIRELY FREE IV. THE BATTLE TO ESTABLISH SCHOOL SUPERVISION V. THE
BATTLE TO ELIMINATE SECTARIANISM VI. THE BATTLE TO ESTABLISH THE AMERICAN
HIGH SCHOOL VII. THE STATE UNIVERSITY CROWNS THE SYSTEM
CHAPTER XXVII. 8
CHAPTER XXVII.
EDUCATION BECOMES A GREAT NATIONAL TOOL I. SPREAD OF THE STATE-CONTROL IDEA
II. NEW MODIFYING FORCES III. EFFECT OF THESE CHANGES ON EDUCATION
CHAPTER XXVIII.
NEW CONCEPTIONS OF THE EDUCATIONAL PROCESS I. THE PSYCHOLOGICAL
ORGANIZATION OF ELEMENTARY INSTRUCTION II. NEW IDEAS FROM HERBARTIAN
SOURCES III. THE KINDERGARTEN, PLAY, AND MANUAL ACTIVITIES IV. THE ADDITION OF
SCIENCE STUDY V. SOCIAL MEANING OF THESE CHANGES
CHAPTER XXIX.
NEW TENDENCIES AND EXPANSIONS I. POLITICAL II. SCIENTIFIC III. VOCATIONAL IV.
SOCIOLOGICAL V. THE SCIENTIFIC ORGANIZATION OF EDUCATION
CONCLUSION: THE FUTURE
LIST OF PLATES
1. THE CLOISTERS OF A MONASTERY, NEAR FLORENCE, ITALY 2. THE LIBRARY OF THE
CHURCH OF SAINT WALLBERG, AT ZUTPHEN, HOLLAND 3. SAINT THOMAS AQUINAS 4. A
LECTURE ON THEOLOGY BY ALBERTUS MAGNUS 5. STRATFORD-ON-AVON GRAMMAR
SCHOOL 6. EDUCATIONAL LEADERS IN PROTESTANT GERMANY 7. THE FREE SCHOOL AT
HARROW 8. MAP SHOWING THE SPREAD OF JESUIT SCHOOLS IN NORTHERN TERRITORY BY
THE YEAR 1725 9. TWO TABLETS ON THE WEST GATEWAY AT HARVARD UNIVERSITY 10.
JOHN AMOS COMENIUS (1592-1670) 11. JOHANN HEINRICH PESTALOZZI 12. FELLENBERG'S
INSTITUTE AT HOFWYL 13. TWO LEADERS IN THE REGENERATION OF PRUSSIA 14. FRANCOIS
PIERRE GUILLAUME GUIZOT (1787-1874) 15. JOHN POUNDS' RAGGED SCHOOL AT
PORTSMOUTH 16. AN ENGLISH VILLAGE VOLUNTARY SCHOOL 17. TWO LEADERS IN THE
EDUCATIONAL AWAKENING IN THE UNITED STATES 18. TWO LEADERS IN THE
REORGANIZATION OF EDUCATIONAL THEORY
LIST OF FIGURES
1. THE GREEK CONCEPTION OF THE WORLD 2. ANCIENT GREECE AND THE AEGEAN WORLD
3. THE CITY-STATE OF ATTICA 4. DISTRIBUTION OF THE POPULATION OF ATHENS AND
ATTICA, ABOUT 430 B.C. 5. A GREEK BOY 6. AN ATHENIAN INSCRIPTION 7. GREEK
WRITING-MATERIALS 8. A GREEK COUNTING-BOARD 9. AN ATHENIAN SCHOOL 10. GREEK
SCHOOL LESSONS 11. GROUND-PLAN OF THE GYMNASIUM AT EPHESOS, IN ASIA MINOR 12.
SOCRATES (469-399 B.C.) 13. EVOLUTION OF THE GREEK UNIVERSITY 14. THE GREEK
UNIVERSITY WORLD 15. THE KNOWN WORLD ABOUT 150 A.D. 16. THE EARLY PEOPLES OF
ITALY, AND THE EXTENSION OF THE ROMAN POWER 17. THE PRINCIPAL ROMAN ROADS 18.
THE GREAT EXTENT OF THE ROMAN EMPIRE 19. A ROMAN FATHER INSTRUCTING HIS SON
20. CATO THE ELDER (234-148 B.C.) 21. ROMAN WRITING-MATERIALS 22. A ROMAN
COUNTING-BOARD 23. A ROMAN PRIMARY SCHOOL 24. A ROMAN SCHOOL OF RHETORIC 25.
CHAPTER XXIX. 9
THE ROMAN VOLUNTARY EDUCATIONAL SYSTEM, AS FINALLY EVOLVED 26. ORIGIN OF
OUR ALPHABET 27. THE GROWTH OF CHRISTIANITY TO THE END OF THE FOURTH CENTURY
28. A BISHOP 29. A BENEDICTINE MONK, ABBOT, AND ABBESS 30. SHOWING THE FINAL
DIVISION OF THE EMPIRE AND THE CHURCH 31. A BODYGUARD OF GERMANS 32. THE
GERMAN MIGRATIONS 33. THE KNOWN WORLD IN 800 34. A GERMAN WAR CHIEF 35.
ROMANS DESTROYING A GERMAN VILLAGE 36. A PAGE OF THE GOTHIC GOSPELS 37. A
TYPICAL MONASTERY OF SOUTHERN EUROPE 38. BIRD'S-EYE VIEW OF A MEDIEVAL
MONASTERY 39. INITIAL LETTER FROM AN OLD MANUSCRIPT 40. A MONK IN A
SCRIPTORIUM 41. CHARLEMAGNE'S EMPIRE, AND THE IMPORTANT MONASTERIES OF THE
TIME 42. WHERE THE DANES RAVAGED ENGLAND 43. AN OUTER MONASTIC SCHOOL 44. THE
MEDIAEVAL SYSTEM OF EDUCATION SUMMARIZED 45. A SCHOOL: A LESSON IN GRAMMAR
46. AN ANGLO-SAXON MAP OF THE WORLD 47. AN EARLY CHURCH MUSICIAN 48. A SQUIRE
BEING KNIGHTED 49. A KNIGHT OF THE TIME OF THE FIRST CRUSADE 50. EVOLUTION OF
EDUCATION DURING THE EARLY MIDDLE AGES 51. SHOWING CENTERS OF MOSLEM
LEARNING 52. ARISTOTLE 53. THE CATHEDRAL OF NOTRE DAME, AT PARIS 54. THE
CITY-STATES OF NORTHERN ITALY 55. FRAGMENT FROM THE RECOVERED "DIGEST" OF
JUSTINIAN 56. THE FATHER OF MEDICINE, HIPPOCRATES OF COS 57. A PILGRIM OF THE
MIDDLE AGES 58. A TYPICAL MEDIAEVAL TOWN (PRUSSIAN) 59. THE EDUCATIONAL
PYRAMID 60. TRADE ROUTES AND COMMERCIAL CITIES 61. SHOWING LOCATION OF THE
CHIEF UNIVERSITIES FOUNDED BEFORE 1600 62. SEAL OF A DOCTOR, UNIVERSITY OF PARIS
63. NEW COLLEGE, AT OXFORD 64. A LECTURE ON CIVIL LAW BY GUILLAUME BENEDICTI 65.
LIBRARY OF THE UNIVERSITY OF LEYDEN, IN HOLLAND 66. A UNIVERSITY DISPUTATION 67.
A UNIVERSITY LECTURE AND LECTURE ROOM 68. PETRARCH (1304-74) 69. BOCCACCIO
(1313-75) 70. DEMETRIUS CHALCONDYLES (1424-1511) 71. BOOKCASE AND DESK IN THE
MEDICEAN LIBRARY AT FLORENCE 72. TWO EARLY NORTHERN HUMANISTS 73. AN EARLY
SIXTEENTH-CENTURY PRESS 74. AN EARLY SPECIMEN OF CAXTON'S PRINTING 75. THE
WORLD AS KNOWN TO CHRISTIAN EUROPE BEFORE COLUMBUS 76. SAINT ANTONINUS AND
HIS SCHOLARS 77. TWO EARLY ITALIAN HUMANIST EDUCATORS 78. GUILLAUME BUDAEUS
(1467-1540) 79. COLLÈGE DE FRANCE 80. JOHANN REUCHLIN (1455-1522) 81. JOHANN STURM
(1507-89) 82. DESIDERIUS ERASMUS (1467-1536) 83. SAINT PAUL'S SCHOOL, LONDON 84.
GIGGLESWICK GRAMMAR SCHOOL 85. THE EVOLUTION OF MODERN STUDIES 86. JOHN
WYCLIFFE (1320?-84) 87. RELIGIOUS WARFARE IN BOHEMIA 88. SHOWING THE RESULTS OF
THE PROTESTANT REVOLTS 89. HULDREICH ZWINGLI (1487-1531) 90. JOHN CALVIN (1509-64)
91. A FRENCH PROTESTANT (c. 1600) 92. TWO EARLY VERNACULAR SCHOOLS 93. THE FIRST
PAGE OF WYCLIFFE'S BIBLE 94. LUTHER GIVING INSTRUCTION 95. JOHANNES BUGENHAGEN
(1485-1558) 96. EVOLUTION OF GERMAN STATE SCHOOL CONTROL 97. A CHAINED BIBLE 98. A
FRENCH SCHOOL OF THE SEVENTEENTH CENTURY 99. A DUTCH VILLAGE SCHOOL 100. JOHN
KNOX (1505?-72) 101. IGNATIUS DE LOYOLA (1491-1556) 102. PLAN OF A JESUIT SCHOOLROOM
103. AN URSULINE 104. A SCHOOL OF LA SALLE AT PARIS, 1688 105. THE BROTHERS OF THE
CHRISTIAN SCHOOLS BY 1792 106. TENDENCIES IN EDUCATIONAL DEVELOPMENT IN
EUROPE, 1500 TO 1700 107. MAP SHOWING THE RELIGIOUS SETTLEMENTS IN AMERICA 108.
HOMES OF THE PILGRIMS, AND THEIR ROUTE TO AMERICA 109. NEW ENGLAND
SETTLEMENTS, 1660 110. THE BOSTON LATIN GRAMMAR SCHOOL 111. WHERE YALE
COLLEGE WAS FOUNDED 112. AN OLD QUAKER MEETING-HOUSE AND SCHOOL AT
LAMPETER, PENNSYLVANIA 113. NICHOLAS KOPERNIK (COPERNICUS) (1473-1543) 114. TYCHO
BRAKE (1546-1601) 115. GALILEO GALILEI (1564-1642) 116. SIR ISAAC NEWTON (1642-1727) 117.
WILLIAM HARVEY (1578-1657) 118. FRANCIS BACON (1561-1626) 119. THE LOSS AND
RECOVERY OF THE SCIENCES 120. RENÉ DESCARTES (1596-1650) 121. FRANCOIS RABELAIS
(1483-1553) 122. JOHN MILTON (1608-74) 123. MICHEL DE MONTAIGNE (1533-92) 124. JOHN
LOCKE (1632-1704) 125. AN ACADEMIE DES ARMES 126. A SAMPLE PAGE FROM THE "ORBIS
PICTUS" 127. PART OF A PAGE FROM A LATIN-ENGLISH EDITION OF THE "VESTIBULUM" 128.
AUGUSTUS HERMANN FRANCKE (1663-1727) 129. A FRENCH SCHOOL BEFORE THE
CHAPTER XXIX. 10
REVOLUTION 130. A HORN BOOK 131. THE WESTMINSTER CATECHISM 132. THOMAS
DILWORTH (?-1780) 133. FRONTISPIECE TO NOAH WEBSTER'S "AMERICAN SPELLING BOOK"
134. TITLE-PAGE OF HODDER'S ARITHMETIC 135. A "CHRISTIAN BROTHERS" SCHOOL 136. AN
ENGLISH DAME SCHOOL 137. GRAVEL LANE CHARITY-SCHOOL, SOUTHWARK 138. A
CHARITY-SCHOOL GIRL IN UNIFORM 139. A CHARITY-SCHOOL BOY IN UNIFORM 140.
ADVERTISEMENT FOR A TEACHER TO LET 141. A SCHOOL WHIPPING-POST 142. AN
EIGHTEENTH-CENTURY GERMAN SCHOOL 143. CHILDREN AS MINIATURE ADULTS 144. A
PENNSYLVANIA ACADEMY 145. FREDERICK THE GREAT 146. MARIA THERESA 147.
MONTESQUIEU (1689-1755) 148. TURGOT (1727-81) 149. VOLTAIRE (1694-1778) 150. DIDEROT
(1713-84) 151. JOHN WESLEY (1707-82) 152. NATIONALITY OF THE WHITE POPULATION, AS
SHOWN BY THE FAMILY NAMES IN THE CENSUS OF 1790 153. THE STATES-GENERAL IN
SESSION AT VERSAILLES 154. ROUSSEAU (1712-78) 155. LA CHALOTAIS (1701-83) 156.
ROLLAND (1734-93) 157. COUNT DE MIRABEAU (1749-91) 158. TALLEYRAND (1758-1838) 159.
CONDORCET (1743-94) 160. THE INSTITUTE OF FRANCE 161. LAKANAL (1762-1845) 162.
THOMAS JEFFERSON (1743-1826) 163. THE ROUSSEAU MONUMENT AT GENEVA 164. BASEDOW
(1723-90) 165. IMMANUEL KANT (1724-1804) 166. THE SCENE OF PESTALOZZI'S LABORS 167.
FELLENBERG (1771-1844) 168. THE SCHOOL OF A HANDWORKER 169. THE KINGDOM OF
PRUSSIA, 1740-86 170. A GERMAN LATE EIGHTEENTH-CENTURY SCHOOL 171. DINTER
(1760-1831) 172. DIESTERWEG (1790-1866) 173. THE PRUSSIAN STATE SCHOOL SYSTEM
CREATED 174. AN OLD FOUNDATION TRANSFORMED 175. COUNT DE FOURCROY (1755-1809)
176. VICTOR COUSIN (1792-1867) 177. OUTLINE OF THE MAIN FEATURES OF THE FRENCH
STATE SCHOOL SYSTEM 178. EUROPE IN 1810 179. THE UNIFICATION OF ITALY, SINCE 1848
180. COUNT OF CAVOUR (1810-61) 181. OUTLINE OF THE MAIN FEATURES OF THE ITALIAN
STATE SCHOOL SYSTEM 182. A RAGGED-SCHOOL PUPIL 183. ADAM SMITH (1723-90) 184. THE
REVEREND T. R. MALTHUS (1766-1834) 185. THE CREATORS OF THE MONITORIAL SYSTEM 186.
THE LANCASTRIAN MODEL SCHOOL IN BOROUGH ROAD, SOUTH-WARE, LONDON 187.
MONITORS TEACHING READING AT "STATIONS" 188. PROPER MONITORIAL-SCHOOL
POSITIONS 189. ROBERT OWEN (1771-1858) 190. LORD BROUGHAM (1778-1868) 191. AN
ENGLISH VILLAGE SCHOOL IN 1840 192. EXPENDITURE FROM THE EDUCATION GRANTS,
1839-70 193. LORD T. B. MACAULAY (1800-59) 194. WORK OF THE SCHOOL BOARDS IN
PROVIDING SCHOOL ACCOMMODATIONS 195. THE ENGLISH EDUCATIONAL SYSTEM AS
FINALLY EVOLVED 196. THE FIRST SCHOOLHOUSE BUILT BY THE FREE SCHOOL SOCIETY IN
NEW YORK CITY 197. "MODEL" SCHOOL BUILDING OF THE PUBLIC SCHOOL SOCIETY 198.
EVOLUTION OF THE ESSENTIAL FEATURES OF THE AMERICAN PUBLIC SCHOOL SYSTEM 199.
DATES OF THE GRANTING OF FULL MANHOOD SUFFRAGE 200. THE FIRST FREE PUBLIC
SCHOOL IN DETROIT 201. THE PENNSYLVANIA SCHOOL ELECTIONS OF 1835 202. THE NEW
YORK REFERENDUM OF 1850 203. STATUS OF SCHOOL SUPERVISION IN THE UNITED STATES
BY 1861 204. A TYPICAL NEW ENGLAND ACADEMY 205. THE DEVELOPMENT OF SECONDARY
SCHOOLS IN THE UNITED STATES 206. THE FIRST HIGH SCHOOL IN THE UNITED STATES 207.
HIGH SCHOOLS IN THE UNITED STATES BY 1860 208. COLLEGES AND UNIVERSITIES
ESTABLISHED BY 1860 209. THE AMERICAN EDUCATIONAL LADDER 210. THE SCHOOL
SYSTEM OF DENMARK 211. THE PROGRESS OF LITERACY IN EUROPE BY THE CLOSE OF THE
NINETEENTH CENTURY 212. THE SCHOOL SYSTEM OF THE ARGENTINE REPUBLIC 213. THE
JAPANESE TWO-CLASS SCHOOL SYSTEM 214. THE CHINESE EDUCATIONAL LADDER 215.
BARON JUSTUS VON LIEBIG (1803-73) 216. CHARLES DARWIN (1809-82) 217. LOUIS PASTEUR
(1822-95) 218. MAN POWER BEFORE THE DAYS OF STEAM 219. THRESHING WHEAT A
CENTURY AGO 220. A CITY WATER-SUPPLY, ABOUT 1830 221. THE GREAT TRADE ROUTES OF
THE MODERN WORLD 222. AN EXAMPLE OF THE SHIFTING OF OCCUPATIONS 223. THE
PHILIPPINE SCHOOL SYSTEM 224. THE FIRST MODERN NORMAL SCHOOL 225.
TEACHER-TRAINING IN THE UNITED STATES BY 1860 226. EVOLUTION OF THE
ELEMENTARY-SCHOOL CURRICULUM, AND OF METHODS OF TEACHING 227. AN "USHER"
AND HIS CLASS 228. REDIRECTED MANUAL TRAINING 229. HERBERT SPENCER (1820-1903)