{"1": {"fulltext": "MB", "height": "3820", "width": "2380", "jp2-path": "outlinestudiesin01olin_0001.jp2"}, "2": {"fulltext": "LIBRARY OF CONGRESS.\\nChap^ Copyright J?o.:\\nShe]\\nUNITED STATES OF AMERICA.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0002.jp2"}, "3": {"fulltext": "OUTLINE STUDIES\\nHistory of Education\\nBY\\nJ\\nARVIN S: OLIN, A. M,\\nLAWRENCE, KANSAS.\\nPublished By the author\\n1900.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0003.jp2"}, "4": {"fulltext": "45983\\nLibrary of Cona\\nTwo Copies Received\\nSEP 11 1900\\nC\u00c2\u00abwtf*\u00c2\u00ab*y\\nSEC0N0 COPY.\\nOetwtradto\\n0RDt\u00c2\u00ab WVISION,\\nOCT 20 1900\\n\u00e2\u0096\u00a004\\nCOPYRIGHT, igOO, BY\\nARVIN S. OLIN.\\nJournal Publishing Company,\\nLawrence, Kansas.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0004.jp2"}, "5": {"fulltext": "PREFACE.\\nThese outline studies are the outgrowth of the\\nclassroom work that has been done in the Depart-\\nment of Education in the University of Kansas for\\nthe past seven years. They are now published in\\nlarge part for the purpose of giving to students of\\nthat department in connected and permanent form\\nan indication of the work proposed to be accom-\\nplished in a half year. If the outlines reach a\\nsomewhat larger circle, the writer hopes that they\\nmay prove to be of as great benefit elsewhere as\\nthey have been in his own classroom.\\nIt is doubtful if any one book has been printed in\\nEnglish that adequately covers the history of edu-\\ncation; and if such a book did exist, the proposition\\nthat the reading of college and university students\\non the subject should be broader than is afforded by\\nany one book needs no argument to prove its truth.\\nFor a large part of the work done in colleges and\\nuniversities the library is, or should be, the tool house\\nand the workshop, and the instructor who does not\\nrecognize this fact fails of the highest usefulness to\\nhis classes.\\nFor these reasons, on any subject connected with\\nthe history and science of education the writer has\\nbeen unwilling that the members of his classes,", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0005.jp2"}, "6": {"fulltext": "4 OUTLINE STUDIES.\\ncomposed of juniors, seniors, and graduate students\\nof the University, should be satisfied with the pres-\\nentation of any one text, or any one author; but\\nhas desired rather that through the study of many\\nwho are really eminent and masterly in their treat-\\nment there should develop a fuller, clearer, many-\\nsided presentation of truth, such as no mere text-\\nbook work could give.\\nThe reference lists contain only titles found in the\\nlibrary of the University of Kansas. If the outlines\\nare used where other valuable authorities are found,\\nit is suggested that references to such works be\\nadded, in their proper places, by the students.\\nThe writer of this little volume sends it to the\\npress in the hope that it may aid in showing the\\nworth and the interest and the helpfulness of the\\nsubject with which it deals.\\nArvin S. Olin.\\nLawrence, Kan., July i, 1900.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0006.jp2"}, "7": {"fulltext": "TO THE\\nGOODLY FELLOWSHIP\\nTHAT FOR QUARTER OF A CENTURY\\nI HAVE KNOWN AND LOVED THE\\nTEACHERS OF KANSAS.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0007.jp2"}, "8": {"fulltext": "OUTLINE STUDIES.\\nOUTLINE I.\\nI. Nature and Scope of the Study.\\ni. Relation to universal history.\\n2. Compared with the history of civilization.\\n3. Differentiated from history of pedagogy.\\nII. Varying Nature and Forms of Education.\\n1. Historical development of the idea.\\n2. Comparison of educational ideals in present-\\nday peoples in the higher and the lower\\nscales of civilization.\\nIII. Value of the Study of History of Education.\\n1. In general.\\n2. To teachers.\\nIV. Present Recognition of the Subject.\\nV. Epochs for Study.\\n1. Oriental Nations of Antiquity.\\n2. The Classical Nations.\\n3. Early Christian Centuries.\\n4. The Middle Age.\\n5. Revival of Learning and Sixteenth Century.\\n6. Seventeenth Century.\\n7. Eighteenth Century.\\n8. Nineteenth Century.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0008.jp2"}, "9": {"fulltext": "HISTORY OF EDUCATION. 7\\nOUTLINE L\u00e2\u0080\u0094 Reading References.\\nSeeley s History of Education: Chapter I.\\nPainter s History of Education: Introduction.\\nLaurie s Pre-Christian Education: Preface and\\nIntroduction.\\nPhilobiblius History of Education: Introduction.\\nHailman s Lectures on Education: pp. 9-12.\\nCompayre s History of Pedagogy: Introduction.\\nNotes.\u00e2\u0080\u0094 1. Compayre s distinction of the history of education\\nand the history of pedagogy is not observed by other authors, and\\nshould not be emphasized too much.\\n2. In these reference lists, where it can be done in such a way\\nas to avoid ambiguity and confusion, the name of the author will\\ntake the place of the full title of the book referred to.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0009.jp2"}, "10": {"fulltext": "OUTLINE STUDIES.\\nOUTLINE II.\\nFIRST EPOCH. ORIENTAL EDUCATION.\\nChinese Education,\\ni. General character of the people.\\n2. Antiquity of their learning and arts.\\n3. Work of the schools.\\n4. Civil service examinations.\\n5. Chief defects in Chinese education.\\n6. Confucius.\\na. Life and character.\\nb. Writings and compilations.\\nc. Conservatism and reverence for the past.\\nd. Influence on Chinese philosophy and\\neducation.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0010.jp2"}, "11": {"fulltext": "HISTORY OF EDUCATION. 9\\nOUTLINE II.\u00e2\u0080\u0094 Reading References.\\nPainter: pp. 9-15.\\nSeeley: pp. 20-8.\\nCompayre: pp. 11 -13.\\nHailman: pp. 13-16.\\nLegge s Life of Confucius: especially pp. 1-11.\\nMartin s The Chinese: especially pp. 1-96.\\nVenable s Let Him First be a Man: pp. 135-52.\\nShoup s Science and History of Education: pp.\\nI4I-3-\\nPayne s Lectures on the History of Education:\\npp. 3-6.\\nYan Phou Lee s When I Was a Boy in China:\\npp. 50-60.\\nEncyclopedia Britannica V. pp. 659-67, in\\narticle on China.\\nReport of World s Fair Congress of Education:\\npp. 308-13.\\nArticle on Confucius in Britannica, International,\\nand Johnson s Cyclopedias.\\nLaurie s Pre-Christian Education: pp. 109-61.\\nDavidson s History of Education: pp. 41-5.\\nNotes. 1. It will be found of interest to compare the social and\\nmoral standards of China with those of modern Christian nations.\\n2. Any adequate study of Chinese education must make Con-\\nfucius the central figure.\\n3. Compare the relation of Mencius to Confucius with that of\\nPlato to Socrates.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0011.jp2"}, "12": {"fulltext": "IO OUTLINE STUDIES.\\nOUTLINE III.\\nFIRST EPOCH. ORIENTAL EDUCATION.\\nII. Hindoo Education.\\ni. Relationship to Europeans.\\n2. Origin and nature of caste organization.\\na. Principal castes.\\nb. How caste affects education.\\n3. Religion.\\n4. Language.\\n5. Hindoo literature.\\n6. Ideals, management, and methods of the\\nelementary schools.\\n7. Higher courses of study exoteric and\\nesoteric.\\n8. Education of women.\\n9. Intellectual and professional pre-eminence\\nof the Brahmans.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0012.jp2"}, "13": {"fulltext": "HISTORY OF EDUCATION. II\\nOUTLINE III.\u00e2\u0080\u0094 Reading References.\\nPainter: pp. 15-21.\\nCompayre: pp. 2-6.\\nShoup: pp. 137-40.\\nSeeley: pp. 29-35.\\nPayne: pp. 6-8.\\nPhilobiblius: pp. 31-4.\\nLaurie: pp. 165-88.\\nDavidson: pp. 58-66.\\nSonnenschein s Cyclopedia of Education: pp.\\n379-85, in article Schools of Antiquity.\\nKiddle and Schem s Cyclopedia of Education:\\narticle India.\\nNote. The outline, and the references given above, have to do\\nwith education among the ancient Hindoos. Since England has\\nestablished her power in India, great steps have been taken in\\nmodernizing and transforming conditions of intellectual culture.\\nThere is considerable literature bearing on recent educational\\nwork in India, and the subject is an interesting one, but outside\\nthe scope of this outline.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0013.jp2"}, "14": {"fulltext": "12 OUTLINE STUDIES.\\nOUTLINE IV.\\nFIRST EPOCH. ORIENTAL EDUCATION.\\nIII. The Persians.\\ni. Character and intellectual culture,\\n2. Emphasis placed on moral and physical edu-\\ncation.\\n3. Influence of religion.\\n4. Division of population into classes.\\n5. Relation of women to education.\\n6. Character and influence of the Magi.\\nIV. The Egyptians.\\n1. Character of the ancient Egyptians.\\n2. Early arts.\\n3. Caste distinctions.\\n4. Influence of religion.\\n5. Schools, courses of study, teachers, etc.\\n6. Forms of writing.\\n7. Education of women.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0014.jp2"}, "15": {"fulltext": "HISTORY OF EDUCATION. I 3\\nOUTLINE IV.\u00e2\u0080\u0094 Reading References.\\nCompayre: pp. 14-5.\\nPainter: pp. 21-6, 32-6.\\nSeeley: pp. 36-9, 46-51.\\nShoup: pp. 133-7.\\nLaurie: pp. 13-51, 189-207.\\nPhilobiblius: pp. 35-9, 46-53.\\nDavidson: pp. 66-74.\\nXenophon s Cyropedeia: Book I, Chapter 2.\\nLarned s History for Ready Reference I: pp.\\n673-4, 676-7, in article Education.\\nKiddle and Schem: articles Persia, Egypt.\\nSonnenschein: pp. 376-9, 385-8, in article Schools\\nof Antiquity.\\nNote.\u00e2\u0080\u0094 Nearly all accounts of old Persian education depend\\nlargely on Xenophon s description given in the Cyropedeia as re-\\nferred to above; that his account is accurately historical is not\\nbelieved. On the details of old Persian education we can be sure\\nof very little.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0015.jp2"}, "16": {"fulltext": "14 OUTLINE STUDIES.\\nOUTLINE V.\\nFIRST EPOCH. ORIENTAL EDUCATION.\\nV. The Jews.\\ni. Nature of the Jewish theocracy.\\n2. Influence of the national festivals.\\n3. Domestic education of the early period.\\n4. Public education of later time.\\n5. Retention of race purity.\\nVI. Chaldean Education.\\n1. Succession of allied nationalities in Meso-\\npotamia.\\n2. Writing and literature.\\n3. Astronomy and mathematics.\\n4. Other sciences and arts.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0016.jp2"}, "17": {"fulltext": "HISTORY OF EDUCATION. I 5\\nOUTLINE V.\u00e2\u0080\u0094 Reading References.\\nSeeley: pp. 40-5.\\nCompayre: pp. 6- 11.\\nPainter: pp. 26-32.\\nShoup: pp. 126-31.\\nLaurie: pp. 57-105.\\nPhilobiblius: pp. 55-60.\\nDavidson: pp. 75-86.\\nBritannica III: pp. 190- 1, in article Babylonia.\\nLarned I: pp. 674-5, 677-8, in article Education.\\nKiddle and Schem: article Hebrews.\\nSonnenschein: pp. 370-3, in article Schools of\\nAntiquity.\\nRawlinson s Ancient Monarchies I: pp. 61-104,\\npassim.\\nSayce s Babylonians and Assyrians: pp. 47-62.\\nNote. The theocracy is the characteristic element in Jewish\\neducation. Their frequent lapses into idolatry show the influence\\nof surrounding peoples The Assyrians illustrate another rfnd\\nquite different Semitic strain. The late history of this people\\nshows the blending of Semitic and Turanian stocks. On this point\\nsee Laurie and Davidson.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0017.jp2"}, "18": {"fulltext": "1 6 OUTLINE STUDIES.\\nOUTLINE VI.\\nSECOND EPOCH. THE CLASSICAL NATIONS.\\nI. Greece.\\ni. Permanent influence of the classical nations.\\n2. Comparison with Oriental nations.\\n3. Education in Sparta.\\na. Classes of inhabitants.\\nb. State control in education.\\nc. Severity, reason for.\\nd. Influence of Lycurgus.\\ne. Physical training.\\nf. Limits of intellectual culture.\\ng. Elements of moral culture,\\nh. Education of women.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0018.jp2"}, "19": {"fulltext": "OUTLINE STUDIES. jy\\nOUTLINE VI.\u00e2\u0080\u0094 Reading References.\\nHailman: pp. 18-22.\\nSeeley: pp. 68-73.\\nPainter: pp. 37-45.\\nCompayre: pp. 17-9.\\nShoup: pp. 145-8.\\nLaurie: 233-63.\\nDavidson s Aristotle: pp. 41-51.\\nWilkins s National Education in Greece: pp. 1-59.\\nLarned I: pp. 681-2, in article Education.\\nDavidson s History of Education: pp. 86-96.\\nPhilobiblius: pp. 61-67.\\nNote.\u00e2\u0080\u0094 Compare the traditional Spartan method of training\\nboys and youth with the account of Persian education given by\\nXenophon. Some authors are skeptical regarding the exclusive-\\nuse of common tables and the complete separation of the boys and\\nyouth from family life. On this point compare Mahaffy and other\\nauthorities.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0019.jp2"}, "20": {"fulltext": "I 8 HISTORY OF EDUCATION.\\nOUTLINE VII.\\nSECOND EPOCH. THE CLASSICAL NATIONS.\\nI. Greece {continued).\\n4. Education in Athens.\\na. The ideal.\\nb. Exclusiveness.\\nc. Relation to the state.\\nd. Literary culture.\\n(1.) Elementary.\\n(2.) Advanced.\\ne. Gymnastic training.\\nf. Importance of music,\\ng. Defective moral training,\\nh. General results.\\n5. Spartan and Athenian education compared.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0020.jp2"}, "21": {"fulltext": "OUTLINE STUDIES. K\\nOUTLINE VII \u00e2\u0080\u0094Reading References.\\nShoup: pp. 148-54.\\nHailman: pp. 25-30.\\nWilkins: pp. 60-100.\\nPainter: pp. 49-56.\\nSeeley: pp. 56-60.\\nCompayre: pp. 19-22.\\nLaurie: pp. 263-300.\\nDavidson (Aristotle): pp. 60-92.\\nBrowning s Educational Theories: pp. 4-10.\\nDavidson s Education of the Greek People: pp\\n53-77-\\nMahaffy s Old Greek Education: pp. 1-77.\\nLarned I: pp. 678-81, in article Education.\\nNote.\u00e2\u0080\u0094 An attempt should be made to understand the reasons\\nfor the wide difference between the Spartan and the Athenian\\nstandards of education. Could the nature of one be an evolution\\nfrom the nature of the other? Later it will be of interest to com-\\npare Roman education in the earlier and the later periods with\\nSpartan and Athenian systems of education, respectively.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0021.jp2"}, "22": {"fulltext": "20 OUTLINE STUDIES.\\nOUTLINE VIII.\\nSECOND EPOCH. THE CLASSICAL NATIONS.\\nI. Greece {Continued).\\n6. Socrates.\\na. Life and character.\\nb. Teaching power.\\nc. The Socratic method.\\nd. Relation to the Sophists.\\ne. Reasons for antagonism to Socrates.\\nf. Permanent influence.\\n7- Xenophon.\\na. Leading events of his life.\\nb. Relation to Socrates.\\nc. Educational discussion in the Cyropedeia.\\nd. Views on woman s education in the\\nEconomist.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0022.jp2"}, "23": {"fulltext": "HISTORY OF EDUCATION.\\nOUTLINE VIIL\u00e2\u0080\u0094 Reading .References.\\nWilkins: pp. 101-3.\\nMahaffy: pp. 78-91.\\nCompayre: pp. 22-7, 34-6.\\nHailman: pp. 31-5.\\nShoup: pp. 1 50-1.\\nPainter: pp. 56-60.\\nKiddle and Schem: article Socrates.\\nDakyns s Xenophon III: pp. 225-47.\\nDavidson (Greek People): pp. 103-27.\\nDavidson (Aristotle): pp. 93-132.\\nLarned I: pp. 682-4, in article Education.\\nXenophon s Cyropedeia: Book I, Chapter 2,\\nNotes. r Though constantly holding the Sophists up to scorn\\nand ridicule, Socrates has been called by some the greatest of the\\nSophists. It is only in the form of his teachings that there could\\nbe the slightest basis for this statement. The spirit of his phil-\\nosophy and his deep reverence for truth place Socrates far above\\nthe Sophists of his day.\\n2. Although Xenophon was an Athenian he seemed to prefer\\nthe Spartan ideal of education. Compare the chapter on Persian\\neducation in the Cyropedeia. Why should an Athenian of Xen-\\nophon s time idealize a system so primitive?", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0023.jp2"}, "24": {"fulltext": "22 OUTLINE STUDIES.\\nOUTLINE IX.\\nSECOND EPOCH. THE CLASSICAL NATIONS.\\nI. Greece {Continued).\\n8. Plato and his educational doctrines.\\na. Early life and training.\\nb. Relation to Socrates.\\nc. Character as a teacher and philosopher.\\nd. The Academy.\\ne. Nature of his writings.\\nf. Educational views expressed in the Re-\\npublic.\\n(i). Organization of society.\\n(2). Division of powers of the soul.\\n(3). Methods of training children.\\n(4). Subjects included in liberal course\\nof study.\\n(5). Education of women,\\ng. Educational doctrines expressed in the\\nLaws.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0024.jp2"}, "25": {"fulltext": "HISTORY OF EDUCATION. 23\\nOUTLINE IX.\u00e2\u0080\u0094 Reading References.\\nPainter: pp. 60-2.\\nCompayre: pp. 27-34.\\nSeeley: pp. 63-5.\\nWilkins: pp. 103-34.\\nHailman: pp. 35-7.\\nBrowning: pp. 9-14.\\nPhilobiblius: pp. 77-80.\\nMahaffy: pp. 99-110.\\nNettleship s Lectures on the Republic: pp. 77-\\n130, 259-93.\\nDavidson (Aristotle): pp. 133-50.\\nDavidson (Greek People): pp. 128-51.\\nKiddle and Schem: article Plato.\\nSonnenschein: article Plato.\\nSee Bryan s Plato the Teacher: especially on\\nBook VII.\\nNote. Compare the educational scheme proposed in the Re-\\npublic with the caste systems of India and Egypt. Was Plato\\ndespairing of the organization of society, schools, etc., then exist-\\ning in the Athenian state?", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0025.jp2"}, "26": {"fulltext": "24 OUTLINE STUDIES.\\nOUTLINE X.\\nSECOND EPOCH. THE CLASSICAL NATIONS.\\nI. Greece (Continued).\\n9. Aristotle.\\na. Biographical summary.\\nb. Relation to Plato and to Socrates.\\nc. Writings.\\nd. Outlines of educational system.\\ne. Work as a teacher\\n(1). In Macedonia.\\n(2). In the Lyceum.\\nf. Permanent influence.\\n10. Pythagoras.\\na. Life and character.\\nb. School founded by him.\\nc. Course of study.\\nd. Leading educational doctrines.\\ne. Spartan character of system.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0026.jp2"}, "27": {"fulltext": "HISTORY OF EDUCATION. 25\\nOUTLINE X.\u00e2\u0080\u0094 Reading References.\\nBrowning: pp. 14-16.\\nPainter: pp. 45-9. 62-5.\\nCompayre: pp. 36-40.\\nSeeley: pp. 65-7, j$.\\nWilkins: pp. 135-67.\\nMahaffy: pp. 1 10-15.\\nHailman: pp. 37-41.\\nPhilobiblius: pp. 70-3, 80-6.\\nDavidson (Aristotle): pp. 52-9, 153-202.\\nDavidson (Greek People): pp. 152-68.\\nKiddle and Schem: article Aristotle.\\nSonnenschein: article Aristotle.\\nLaurie s Pre-Christian Education: pp. 313-18.\\nNotes.\u00e2\u0080\u0094 1. If Aristotle had little influence upon education and\\nthe schools in his time, his later influence, exerted through his\\nphilosophy and treatises on many subjects was almost unbounded.\\nThis will be observed later in connection with Mohammedan\\nschools and Scholasticism.\\n2. The school of Pythagoras is widely at variance with any\\nother system of Greek education. It seems to include Spartan,\\nEgyptian, and Hindoo elements. What present day cults hold\\ndoctrines similar to those taught by Pythagoras?", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0027.jp2"}, "28": {"fulltext": "26 OUTLINE STUDIES.\\nOUTLINE XI.\\nSECOND EPOCH. THE CLASSICAL NATIONS.\\nII. Rome.\\ni. Character of the early Romans.\\n2. Esteem in which women were held.\\n3. Nature of education in the early period.\\n4. Character and effect of Greek influence.\\n5. Management of schools, teachers, buildings,\\netc.\\n6. Courses of study.\\n7. Ouintilian.\\na. Biographical points.\\nb. Institutes of Oratory.\\nc. General educational views.\\n8. Plutarch.\\n9. Seneca.\\n10. Cicero.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0028.jp2"}, "29": {"fulltext": "HISTORY OF EDUCATION. 2J\\nOUTLINE XL\u00e2\u0080\u0094 Reading References.\\nPainter: pp. 65-79.\\nCompayre: pp. 42-60.\\nBrowning: pp. ib-34.\\nHailman: pp. 42-51.\\nSeeley: pp. 74-88.\\nShoup: pp. 156-63.\\nPhilobiblius: pp. 89-99.\\nKiddle and Schem: articles Rome.\\nRosenkranz s Philosophy of Education: pp. 229-\\n239-\\nLaurie s Pre-Christian Education: pp. 318-436.\\nSonnenschein: article Rome.\\nQuintilian s Institutes of Oratory (Bohn Edition):\\npp. 9-28.\\nClark s Education of Children at Rome.\\nLarned I: pp. 685-7, m article Education.\\nDavidson s History of Education: pp. 105- ri.\\nNote?. 1. Of the authors referrod to above, Laurie gives the\\nmost complete, and Clarke the most concise presentation of Rom-\\nan education.\\n2. It is both historically accurate and logical to conceive three\\nperiods in Roman education, 1. The primitive period. 2. The\\nperiod of early Greek influence. 3 The period of decadence.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0029.jp2"}, "30": {"fulltext": "28 OUTLINE STUDIES.\\nOUTLINE XII.\\nTHIRD EPOCH. EARLY CHRISTIAN CENTURIES.\\nI. Influence of Christian doctrine.\\nII. Reasons for lack of literary training.\\nIII. Attitude of the church fathers toward pagan\\nlearning.\\nIV. How the old learning was preserved.\\nV. Catechetical schools.\\nVI. Influence of asceticism.\\nVII. Comparison of Roman and Teutonic charac-\\nter.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0030.jp2"}, "31": {"fulltext": "HISTORY OF EDUCATION. 29\\nOUTLINE XII\u00e2\u0080\u0094 Reading References.\\nCompayre: pp. 61-8.\\nPainter: pp. 80-93.\\nSeeley: pp. 89-1 1 5.\\nPhilobiblius: pp. 94-9, 12 1-9.\\nShoup: pp. 162-9.\\nHailman: pp. 52-4.\\nBrowning: pp. 35-6.\\nWest s Alcuin: pp. 9-18.\\nDraper s Intellectual Development of Europe:\\npp. 266-325.\\nGuizot s History of Civilization II: pp. 102-3.\\nDavidson s History of Education: pp. 121-32.\\nNote. The pagan schools did not cease their activity at the\\nbeginning of the Christian era. They continued in existence\\nuntil the fourth century, and in same cases later. See Kingsley s\\nHypatia for an account of pagan teaching in Alexandria at a late\\ndate.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0031.jp2"}, "32": {"fulltext": "30 OUTLINE STUDIES.\\nOUTLINE XIII.\\nFOURTH EPOCH. MIDDLE AGE EDUCATION.\\nI. General neglect of learning,\\ni. Reasons.\\nII. The seven liberal arts.\\ni. Trivium.\\n2. Quadrivium.\\nIII. Monastery schools.\\nIV. Cathedral schools.\\nV. Parochial schools.\\nVI. Early Irish schools.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0032.jp2"}, "33": {"fulltext": "HISTORY OF EDUCATION. 3 I\\nOUTLINE XIII.\u00e2\u0080\u0094 Reading References.\\nSeeley: pp. 116-20.\\nBrowning: pp. 35-42.\\nPainter: pp. 93-104.\\nCompayre: pp. 68-70.\\nPhilobiblius: pp. 131-40.\\nShoup: pp. 177-81.\\nLaurie s Rise of Universities: pp. 18-38.\\nWest: pp. 14-27.\\nEducational Review I: pp. 220-43.\\nLlantavit Major: pp. 13-18, 99-120, et passim.\\nKiddle and Schem: articles Parochial Schools,\\nCathedral Schools, Arts, Liberal.\\nNotes. 1. In purpose and character of work, compare the\\nparochial with the catachetical school. Note the general similar-\\nity of cathedral and monastery schools. Compare the work of-\\nfered the interns and the externs.\\n2, Trace the probable origin of the early Irish and Welsh\\nschools. An interesting analogue will be found later in the rise\\nand fall of the Mohammedan schools, especially in Spain.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0033.jp2"}, "34": {"fulltext": "32 OUTLINE STUDIES.\\nOUTLINE XIV.\\nFOURTH EPOCH. MIDDLE AGE EDUCATION.\\nVII. The work of Charlemagne and Alcuin.\\n1. Neglect of schools in their time.\\n2. Political and intellectual ambitions of Char-\\nlemagne.\\n3. His plans for national education.\\n4. The Palace School.\\n5 Alcuin.\\na. Life and teaching work.\\nb. Writings.\\nc. Educational influence.\\n6. Reasons for failure of the renascence of\\nCharlemagne", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0034.jp2"}, "35": {"fulltext": "HISTORY OF EDUCATION. 33\\nOUTLINE XIV.\u00e2\u0080\u0094 Reading References.\\n\u00e2\u0096\u00a0b\\nWest: pp. 28-123.\\nSeeley: pp, 125-9.\\nCompayre: pp. 71-3.\\nPainter: pp. 104-6.\\nLaurie: pp. 39-53.\\nPhilobiblius: pp. 142-6.\\nRashdall s Universities of Europe in the Middle\\nAges: pp. 26-38.\\nKiddle and Schein: articles Alcuin, Charlemagne.\\nSonnenschein: articles Alcuin, Charlemagne.\\nBritannica: article Alcuin.\\nGuizot, Vol. II: pp. 416-21, Vol. Ill: pp. 30-54.\\nMorley s English Writers II: pp. 158-73.\\nDavidson s History of Education: pp. 151-8.\\nNotes. 1. The educational work of Charlemagne seems to\\nhave had quite as much a political, as an intellectual basis. It\\nwas one of the details for building a great empire. How does it\\ncompare with the present German attitude toward education?\\n2. Compare with the educational work encouraged by Charle-\\nmagne the corresponding work done by Alfred in England and the\\ncontinuance of the Scotch, Irish, and Welsh schools.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0035.jp2"}, "36": {"fulltext": "34 OUTLINE STUDIES.\\nOUTLINE XV.\\nFOURTH EPOCH. MIDDLE AGE EDUCATION.\\nVIII. Mohammedan Learning.\\ni. Early antagonism of the Arabs to study.\\n2. The religious motive to education.\\n3. From religious to secular education.\\n4. Source of material.\\n5. Growth of schools, east and west.\\n6. Attainments in various departments of\\nlearning.\\n7. Noted names.\\n8. Decadence of schools, reasons for.\\n9. Their influence on the learning of other\\ncountries.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0036.jp2"}, "37": {"fulltext": "HISTORY OF EDUCATION. 35\\nOUTLINE XV.\u00e2\u0080\u0094 Reading References.\\nSeeley: pp. 143-7.\\nPainter: pp. 114.\\nShoup: pp. 170-2.\\nPhilobiblius: pp. 149-50.\\nWilliams History of Education: pp. 12-3.\\nBritannica II: pp. 262-5, in article Arabia.\\nKiddle and Schem: article Arabian Schools.\\nLewes History of Philosophy II: pp. 33-8.\\nCrichton s History of Arabia II: pp. 60-107.\\nDraper s Intellectual Development of Europe:\\nPP- 383-90, 402-12.\\nDavidson s History of Education: pp. 132-50.\\nNote. This subject seems to have been treated very inade-\\nquately by most historians of education. The phases of greatest\\ninterest and most importance are the origin of Mohammedan\\nschools and their effect upon later systems of education.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0037.jp2"}, "38": {"fulltext": "$6 OUTLINE STUDIES.\\nOUTLINE XVI.\\nFOURTH EPOCH. MIDDLE AGE EDUCATION.\\nIX. Rise of Universities.\\n1. Influence of Alcuin and his pupils.\\n2. Influence of the Mohammedans.\\n3. Abelard.\\na. Life and work.\\nb. Relation to universities.\\n4. Growth of the scientific spirit.\\n5. Necessity for oral teaching.\\n6. Development of the university from the\\nlower schools.\\n7. Distinction between the university and the\\nschool.\\n8. Relation of the university to church and\\nstate.\\n9. Beginnings of the University of Paris.\\n10. The University of Bologna.\\nit. The University of Salerno.\\n12. Other early universities.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0038.jp2"}, "39": {"fulltext": "HISTORY OF EDUCATION.\\n37\\nOUTLINE XVI.\u00e2\u0080\u0094 Reading References.\\nLaurie: 75-171.\\nWest: pp. 177-9.\\nRashdall: pp. 38-72.\\nSeeley: pp. 136-42.\\nPainter: pp. 11 5-17.\\nCompayre: pp. 75-7.\\nShoup: pp. 185, 204-6.\\nPhilobiblius: pp. 15 1-6.\\nPaulsen s German Universities: pp. 16-38. Same\\nmatter in\\nReport of Commissioner of Education for 1 891-2:\\npp. 253-60.\\nKiddle and Schem: article University.\\nBritannica XXIII: pp. 831-6, in article Univer-\\nsities.\\nCompayre s Abelard: pp. 3-69.\\nDavidson: pp. 159-74.\\nNote.\u00e2\u0080\u0094 In the earliest universities authority was mainly de-\\nrived from the students; in modern universities authority is\\ngranted by the state. Student universities and state universities\\nare the extremes as to university authority.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0039.jp2"}, "40": {"fulltext": "38 OUTLINE STUDIES.\\nOUTLINE XVII.\\nFOURTH EPOCH. MIDDLE AGE EDUCATION.\\nIX. Rise of Universities {Continued).\\n13. Privileges of universities.\\n14. Organization of nations and faculties.\\na. Reasons for.\\nb. Officers.\\nc. Relations of the faculties.\\n15. University government.\\na. Election of university authorities.\\nb. Enforcement of rules and law.\\n16. Courses of study.\\n17. Methods of teaching and learning.\\n18. Examinations and degrees.\\n19. Manner and habits of student life.\\n20. Extent of the influence of early universities.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0040.jp2"}, "41": {"fulltext": "HISTORY OF EDUCATION. 39\\nOUTLINE XVII.\u00e2\u0080\u0094 Reading References.\\nLaurie: pp. 172-235, 268-93.\\nCompayre s Abelard: pp. 75-306, passim.\\nBarnard s Superior Instruction: pp. 273-330,\\npassim.\\nRashdall: pp. 4-22, et passim.\\nNotes. 1. Interesting comparisons of the medieval and mod-\\nern universities may be made with reference to degree require-\\nments, faculties and their officers, and the manner of student life.\\n2. Note the relation of the faculty of Arts to the other faculties\\nand the changed relation of later times.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0041.jp2"}, "42": {"fulltext": "40 OUTLINE STUDIES.\\nOUTLINE XVIII.\\nFOURTH EPOCH. MIDDLE AGE EDUCATION.\\nX. Influence of the crusades.\\ni. In intellectual interests.\\n2. In social life and statecraft.\\nXI. Byzantine learning.\\ni. Source and character.\\n2. Jnfluence on European learning.\\nXII. Scholasticism.\\n1. General character.\\n2. Influence on medieval culture.\\nXIII. Secular Schools.\\n1. Origin.\\n2. Distinction between secular and clerical\\nschools.\\nXIV. Education of Women.\\nXV. Knightly Education.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0042.jp2"}, "43": {"fulltext": "HISTORY OF EDUCATION. 41\\nOUTLINE XVIII.\u00e2\u0080\u0094 Reading References.\\nSeeley: pp. 12 1-4, 132-8.\\nLaurie: pp. 75-90, passim.\\nPainter: pp. 106-13.\\nBrowning: pp. 40-2.\\nWilliams: p. 13.\\nCompayre: p. 71.\\nSonnenschein: article Scholasticism.\\nKiddle and Schem: article Scholasticism.\\nPhilobiblius: pp. 155-9.\\nNote.\u00e2\u0080\u0094 The formerly undisputed claim of the church to control\\neducation receives its first check in the foundation of the burgher\\nschool. Thereafter until the present the church more and more\\nyields its authority over the school to the state.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0043.jp2"}, "44": {"fulltext": "4 2 OUTLINE STUDIES.\\nOUTLINE XIX.\\nFIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN-\\nTURY.\\nI. Revival of Learning,\\ni. Causes.\\na. Crusades and their influences.\\nb. Explorations.\\nc. Scientific discoveries.\\nd. Art of printing.\\ne. Fall of Constantinople.\\nf. Influence of Dante and Petrarch.\\n2. Unequal progress in different countries.\\na. Order in which leading countries were\\ninfluenced.\\n3. Unlike effects produced on different nation-\\nalities.\\na. Types Italy and Germany.\\n4. Changes in educational purposes and meth-\\nods.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0044.jp2"}, "45": {"fulltext": "HISTORY OF EDUCATION. 43\\nOUTLINE XIX.\u00e2\u0080\u0094 Reading References.\\nPainter: pp. I 18-25.\\nCompayre: pp. 83-6.\\nWilliams: pp. 23-48,.\\nSeeley: pp. 148-54.\\nBrowning: pp. 43-6.\\nShoup: pp. 190-204.\\nJos. Payne s Lectures on the History of Educa-\\ntion: pp. 35-6.\\nEducation, Vol. I: pp. 37-47, i77 9-\\nBritannica: article Renaissance, passim.\\nSymonds Age of Despots: Chapter II.\\nDraper s Intellectual Development of Europe,\\nVol. II: pp. 190-203.\\nNote. It is a mistake to consider the revival of learning as\\nsomething sudden and unheralded. It was the natural culmina-\\ntion of -movements that had been in progress since the eleventh\\ncentury. The work of the carry universities was an important\\nfactor in bringing about this result.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0045.jp2"}, "46": {"fulltext": "44\\nOUTLINE STUDIES.\\nOUTLINE XX.\\nFIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN-\\nTURY.\\nII. Humanism.\\nOrigin and growth of its influence.\\nCharacteristics of early humanism,\\nReasons for its rapid development.\\nAntagonistic influences.\\nTypical humanists.\\na. Agricola.\\n(i). Life and work.\\n(2), Educational views.\\nb. Erasmus.\\n(i). Life and character.\\n(2). Writings.\\n(3). Educational views.\\n(4). Influence.\\nSurvival of humanistic ideas.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0046.jp2"}, "47": {"fulltext": "HISTORY OF EDUCATION. 45\\nOUTLINE XX.\u00e2\u0080\u0094 Reading- References.\\nBrowning s Aspects of Education: Chapter I.\\nBarnard s German Educators: pp. 59-65, 71-84.\\nKiddle and Schem: articles Agricola, Erasmus.\\nSeeley: pp. 155-63.\\nCompayre: pp. 86-91.\\nWilliams: pp. 20-21, 56-65.\\nPainter: pp. 125-35.\\nNotes. 1. Humanism is a term that needs careful definition.\\nThere have been many phases of development in the idea. The\\nhumanism of Erasmus is quite different from the humanism of\\ntoday, and there have been intermediate stages. Humanism\\nrepresents the most vital single element in the history of culture\\nfor five hundred years.\\n2. Determine to what extent the prominence of classical studies\\nin present curriculums is logical, and to what extent based on\\nhistorical grounds.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0047.jp2"}, "48": {"fulltext": "46 OUTLINE STUDIES.\\nOUTLINE XXI.\\nFIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN-\\nTURY.\\nIII. Educational results of the Reformation.\\n1. Relation of the Revival of Learning to the\\nReformation.\\n2. Condition of schools prior to the Reforma-\\ntion.\\n3. Attitude of church authorities toward greater\\nintellectual freedom.\\n4. Protestant principles that enforced educa-\\ntional efforts.\\n5. Educational principles and practices of the\\nreformers.\\na. Luther.\\nb. Melancthon.\\nc. Calvin.\\nd. Zwingli.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0048.jp2"}, "49": {"fulltext": "HISTORY OF EDUCATION. 47\\nOUTLINE XXL\u00e2\u0080\u0094 Reading References.\\nLarned I: pp. 703-5, in article Education.\\nPainter: pp. 135-54.\\nSeeley: pp. 164-73.\\nWilliams: pp. 49-55, 91-6.\\nCompayre: pp. 113-20.\\nBrowning: pp. 43-7.\\nBarnard s German Teachers and Educators: pp.\\n97-184.\\nCyclopedias of Education: Articles Luther, Me-\\nlancthon.\\nDavidson: pp. 175-98, passim.\\nNote. Show the logical connection between the Reformation\\nand the revival of learning, how each was at once the cause and\\nthe effect of the other.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0049.jp2"}, "50": {"fulltext": "4 S OUTLINE STUDIES.\\nOUTLINE XXII.\\nFIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN-\\nTURY.\\nIV. Educators of the Period.\\n1. Vives an early exponent of modern doc-\\ntrines.\\na. His times and his work.\\nb. Views regarding the character of teach-\\ners.\\nc. Concerning method.\\nd. Influence of school buildings and sur-\\nroundings.\\n2. Ramus the revolt against scholasticism.\\na. Life and work.\\nb. Attitude toward scholasticism.\\nc. University reform.\\n3. Rabelais a forerunner of realism.\\na. Life and character.\\nb. Gargantua and Pantagruel.\\nc. Leading educational doctrines.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0050.jp2"}, "51": {"fulltext": "HISTORY OF EDUCATION. 49\\nOUTLINE XXII \u00e2\u0080\u0094Reading References.\\nWilliams: pp. 65-80.\\nCompayre: pp. 91-100, 132.\\nMunroe: pp. 8-35.\\nBrowning: pp. 68-78.\\nSeeley: pp. 192-5.\\nLarned I: pp. 702-3.\\nShelley s Scientific Men of France: pp. 23-39.\\nBritannica: articles Ramus, Rabelais.\\nNote While neither Rabelais nor Montaigne was an educator\\nin the usual sense, they discussed educational conditions with\\nsuch spirit that it seemed proper to study those views in connec-\\ntion with these outlines.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0051.jp2"}, "52": {"fulltext": "50 OUTLINE STUDIES.\\nOUTLINE XXIII.\\nFIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN-\\nTURY.\\nIV. Educators of the Period (Continued).\\n4. Montaigne.\\na. Life.\\nb. Writings.\\nc Educational views.\\n(1). Language study.\\n(2). Discipline.\\n(3). Method.\\n5. Ascham.\\na. Life and work as a teacher.\\nb. Methods of language stud)\\n6. Mulcaster.\\na. Education and teaching work.\\nb. Writings.\\nc. Leading educational doctrines.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0052.jp2"}, "53": {"fulltext": "HISTORY OF EDUCATION. 5 I\\nOUTLINE XXII L\u00e2\u0080\u0094 Reading References.\\nMontaigne s Education of Children (International\\nEducation Series).\\nAscham s Schoolmaster (Arber s English Reprints).\\nMulcaster s Positions: pp. 299-309, et passim.\\nPainter: pp. 175-9.\\nCompayre: pp. 100-110.\\nSeeley: pp. 190-2, 195-8.\\nBrowning: pp. 78-89.\\nWilliams: pp. 80-90, 106-13.\\nMunroe: pp. 95-123, passim.\\nGill s Systems of Education: pp. 4-15.\\nQuick s Educational Reformers: pp. 70-102.\\nDictionary of National Biography: articles As-\\ncham, Mulcaster.\\nCyclopedias of Education: articles Ascham, Mon-\\ntaigne, Mulcaster.\\nNote. The page references to Quick s Educational Reformers\\nare to the edition in the International Education Series The\\nsame matter may be found in the Clark and Bardeen editions\\nThe references to Williams are to the third edition of his History\\nof Education. Generally the same matter may be found in the\\nearlier editions.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0053.jp2"}, "54": {"fulltext": "52 OUTLINE STUDIES.\\nOUTLINE XXIV.\\nFIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN-\\nTURY.\\nIV. Educators of the Period (Continued).\\ny. Loyola and the Jesuit Schools.\\na. Origin of the system.\\nb. Rapid development.\\nc. Courses of study\u00e2\u0080\u0094 Ratio Studiorum.\\nd. Methods of teaching.\\ne. Discipline.\\nf. Use of emulation.\\ng. Reputation of the Jesuit schools,\\nh. Chief defects of the system.\\ni. Later influence.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0054.jp2"}, "55": {"fulltext": "HISTORY OF EDUCATION. 53\\nOUTLINE XXIV.\u00e2\u0080\u0094 Reading References.\\nHughes Loyola: Chapters VI and X, et passim.\\nBarnard s German Educators: pp. 229-67.\\nCompayre: pp. 138-50.\\nPainter: pp. 166-73.\\nQuick: pp. 33-62.\\nMunroe: pp. 125-35.\\nShoup: pp. 210-14.\\nWilliams: pp. 113-17.\\nSeeley: pp. 182-8.\\nBrowning: pp. 117-25.\\nLarned I: pp. 708-9, in article Education.\\nPhilobiblius: pp. 197-202.\\nCyclopedias of Education: article Jesuits.\\nDavidson s History of Education: pp. 183-8.\\nNote. The Ratio Studiorum, the course of study for the\\nJesuit schools, was, in the early part of this century, modified to\\nmeet the greater demand for modern languages and science work;\\nbut in detail and in spirit the plan of work in these schools re-\\nmains very much the same as it was three hundred years ago.\\nFew educational instruments have shown such prolonged power\\nand usefulness as has the Ratio Studiorum.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0055.jp2"}, "56": {"fulltext": "54 OUTLINE STUDIES.\\nOUTLINE XXV.\\nFIFTH EPOCH. RENAISSANCE AND SIXTEENTH CEN-\\nTURY.\\nIV. Educators of the Period {Continued).\\n8. Sturm.\\na. His work as a teacher.\\nb. Character of Sturm s graded system.\\nc. Its influence.\\nd. Defects in Sturm s theory and practice.\\n9. Trotzendorf.\\na. His relation to Melancthon.\\nb. Emphasis put on preparatory work.\\nc. Form of school government.\\n10. Neander.\\na. Elementary and higher work distin-\\nguished.\\nb. Place given to scientific studies.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0056.jp2"}, "57": {"fulltext": "HISTORY OF EDUCATION. 55\\nOUTLINE XXV.\u00e2\u0080\u0094 Reading References.\\nWilliams: pp. 96-106.\\nSeeley: pp. 174-81.\\nPainter: pp. 159-64.\\nQuick: pp. 27-32.\\nBarnard s German Teachers: pp. 185-228, passim.\\nPhilobiblius: pp. 193-6.\\nKiddle and Schem: articles Sturm, Trotzendorf,\\nGermany.\\nNotes. 1. A system of grading and the classical ideal in\\nstudies are the two important elements that Sturm contributed to\\nschool systems The prominence given to classical studies is still\\nvery marked in many quarters The German gymnasium, the\\nEnglish public school, and the American church college illustrate\\nthe classical tendency.\\n2. Some recent experiments in developing self-government\\namong youth add interest to Trotzendorf s plan of school govern-\\nment. Amherst College, Princeton University, the George Junior\\nRepublic, and some of the Chicago ward and high schools show\\nrecent application of some of the principles set forth by Trotzen-\\ndorf.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0057.jp2"}, "58": {"fulltext": "56 OUTLINE STUDIES.\\nOUTLINE XXVI.\\nSIXTH EPOCH. EDUCATION IN THE SEVENTEENTH\\nCENTURY.\\nI. Work of the Jansenists.\\n1. Origin of the sect.\\n2. Leading teachers and writers.\\n3. Their educational theory and practice.\\n4. Antagonism of the Jesuits.\\n5. Permanence of Jansenist influence.\\n6. Work of Jaqueline Pascal.\\nII. Fenelon.\\n1. Leading events of life.\\n2. Work as a teacher.\\n3. Pedagogical writings.\\n4. Leading educational principles.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0058.jp2"}, "59": {"fulltext": "HISTORY OF EDUCATION. $7\\nOUTLINE XXVI.\u00e2\u0080\u0094 Reading References.\\nFenelon s Education of Girls.\\nCadet s Port Royal Education: pp. 1-7, 46-59,\\n100-9, 221-42, pas s im.\\nBeard s Port Royal: pp. 127-60.\\nPainter: pp. 224-34,.\\nMunroe: pp. 134-52.\\nSeeley: pp. 188-9, 223-7.\\nBrowning: pp. 125-32.\\nWilliams: pp. 186-90, 231-41.\\nCompayre: pp. 153-86.\\nKiddle and Schem: article Fenelon.\\nSonnenschein: article Jansenists.\\nNote. In its later influence the educational work of the\\nJansenists was very important, but it represents only one phase of\\ntheir life and work; and the educational differences between the\\nJansenists and the Jesuits is only a small part of the long, bitter\\nconflict between them.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0059.jp2"}, "60": {"fulltext": "5^ OUTLINE STUDIES.\\nOUTLINE XXVII.\\nSIXTH EPOCH. EDUCATION IN THE SEVENTEENTH\\nCENTURY\\nIII. Work of La Salle and Brethren of the Chris-\\ntian Schools,\\n1. Allied events precedent.\\na. Efforts of Demia.\\nb. Work of Claude Joly.\\nc. Book of the Parish School.\\n2. La Salle and his order.\\na. Life and character of La Salle.\\nb. Brethren of the Christian Schools.\\nc. Idea of normal training.\\nd. Gratuitous and obligatory instruction.\\ne. The Conduct of Schools.\\n(i). Organization.\\n(2). Curriculum.\\n(3). Simultaneous instruction.\\n(4). Punishment.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0060.jp2"}, "61": {"fulltext": "HISTORY OF EDUCATION. 59\\nOUTLINE XXVII.\u00e2\u0080\u0094 Reading References.\\nCompayre: pp. 252-77.\\nSeeley: pp. 227-8.\\nKiddle and Schem: article La Salle.\\nSee General Encyclopedias and the French La\\nGrande Encyclopedic XV: pp. 475-6.\\nNote\u00e2\u0080\u0094 The work of the Brethren of the Christian Schools\\nrepresents one of the most intelligent and most successful attempts\\nto conduct primary schools for all the people made before the ad-\\nvent of the nineteenth century and state education. La Salle\\nbegan his work more than a century before there was anything\\nlike adequate organization for providing primary instruction in\\nEngland.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0061.jp2"}, "62": {"fulltext": "60 OUTLINE STUDIES.\\nOUTLINE XXVIII.\\nSIXTH EPOCH. EDUCATION IN THE SEVENTEENTH\\nCENTURY.\\nIV. Rollin.\\ni. Life and character.\\n2. His teaching work.\\n3. Connection with the University of Paris.\\n4. His writings.\\n5. Educational doctrines.\\nV. Madame de Maintenon and the School of\\nSt. Cyr.\\n1. Founding and purpose of the school.\\n2. Two periods and changed plans\\n3. Course of training.\\n4. Writings and educational views of Madame\\nde Maintenon.\\nVI. Progress of. and general attitude toward, the\\neducation of women in France.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0062.jp2"}, "63": {"fulltext": "HISTORY OF EDUCATION. 6 1\\nOUTLINE XXVIII. \u00e2\u0080\u0094Reading References.\\nCompayre: pp. 217-52.\\nWilliams: pp. 281-90, 224-5.\\nBritannica and other general works.\\nNotes. 1. As an index of the bitterness of theological con-\\ntroversy it is interesting to note that the right of Rollin to hold\\nthe rectorship of the University of Paris was successfully chal-\\nlenged because of his adherence to Jansenist doctrines.\\n2. The educational influence of Madame de Maintenon was\\nmuch lessened by her complete change of plan of conducting the\\nschool of St. Cyr. If the first plans had been adhered to it is\\npossible that France might have attained a place of leadership in\\nthe higher education of women", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0063.jp2"}, "64": {"fulltext": "62\\nOUTLINE STUDIES.\\nOUTLINE XXIX.\\nSIXTH EPOCH. EDUCATION IN\\nCENTURY.\\nTHE SEVENTEENTH\\nVI. Work and influence of Ratich.\\nThe Innovators nature of their influence.\\nChief demands made by them.\\nRatich the first of the Innovators.\\nLife and character.\\nHis proposals for educational reform.\\nRatich s teaching experiences.\\nReasons for his failures.\\nHis writings and educational doctrines\\nRatich s relation to subsequent reform.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0064.jp2"}, "65": {"fulltext": "HISTORY OF EDUCATION. 6$\\nOUTLINE XXIX.\u00e2\u0080\u0094 Reading References.\\nQuick: pp. 103-18.\\nBrowning: pp. 51-6.\\nSeeley: pp. 209-11.\\nShoup: pp. 217-18.\\nWilliams: pp. 154-62.\\nPainter: pp. 194-200.\\nCompayre: pp. 121-2.\\nPayne: pp 67-7 1.\\nBarnard s German Teachers: pp. 319-44.\\nLaurie s Comenius: pp. 15-18.\\nCyclopedias of Education: article Ratich.\\nNote. Compare Ratich s educational principles with the gen-\\neral principles of the Innovators. What views set forth by Ratich\\nseem to lack validity? It happened to Ratich as to many other\\nhistorical characters that those who followed him, adopting and\\nadapting his principles and plans, have received more credit than\\nthe originator. The reasons for this are partly personal and\\npartly in the nature of the times in which he lived.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0065.jp2"}, "66": {"fulltext": "6/\\\\. OUTLINE STUDIES.\\nOUTLINE XXX.\\nSIXTH EPOCH. EDUCATION IN THE SEVENTEENTH\\nCENTURY.\\nVII. Comenius The Greatest of the Innovators.\\n1. Early life and education.\\n2. Work at Fulneck.\\n3. At Lissa.\\n4. Visit to London.\\n5. Work in Elbing.\\n6. In Patak.\\n7. Later years.\\n8. Pansophic schemes\\n9. Ideal school organization.\\n10. Didactica Magna.\\n11. [anna Linguarum Rcserata.\\n12. Or bis P ictus.\\n13. Other educational writings.\\n14. Summation of leading principles.\\n15. Educational influence.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0066.jp2"}, "67": {"fulltext": "HISTORY OF EDUCATION. 6$\\nOUTLINE XXX.\u00e2\u0080\u0094 Reading References.\\nLaurie s Comenius: pp. 19-65.\\nQuick: pp. 119-70.\\nPainter: pp. 200-12.\\nBrowning: pp. 56-67.\\nWilliams: pp. 163-86.\\nCompayre: pp. 122-37.\\nMunroe: pp. 72 94.\\nSeeley: pp. 21 1-17.\\nPayne: pp. 76-82.\\nBarnard s German Teacher s: pp. 347-88.\\nReport of National Educational Association for\\n1892: pp. 703-28.\\nEducational .Review III: pp. 209-36.\\nHanus Educational Aims and Educational Val-\\nues: pp. 195-2 1 1\\nNote. This study has to do with only the educational side of\\nthe work of Comenius; but he was nearly or quite as much a\\ntheologian as he was an educator. His theological contentions\\nand the elaboration of his religious views often interrupted or de-\\nlayed the educational work that he had undertaken. Owing to the\\ntroublous times in which be lived, the immediate influence of\\nComenius and his educational doctrines was not so great as would\\nbe supposed from the reading of some authors.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0067.jp2"}, "68": {"fulltext": "66 OUTLINE STUDIES.\\nOUTLINE XXXI.\\nSIXTH EPOCH. EDUCATION IN THE SEVENTEENTH\\nCENTURY.\\nVIII. Influence of Francis Bacon,\\ni. Life.\\n2. Writings.\\n3. Bacon and the university.\\n4. Other educational views.\\n5. Influence of the Baconian philosophy.\\nIX. Educational Views of Milton.\\n1. Life and character.\\n2. Views regarding university life.\\nTractate on Education.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0068.jp2"}, "69": {"fulltext": "HISTORY OF EDUCATION. 6j\\nOUTLINE XXXI. \u00e2\u0080\u0094Reading References.\\nPainter: pp. 179-94.\\nSeeley: pp. 205-9, ^17-20.\\nBrowning: pp. 89-101.\\nMunroe: pp. 36-67.\\nWilliams: pp. 191-202.\\nQuick: pp. 212-18.\\nLaurie s Addresses on Educational Subjects: pp.\\n164-89.\\nBarnard s English Pedagogy: pp. 77-94, 151-90.\\nKiddle and Schem: articles Bacon, Milton.\\nSonnenschein: article Milton.\\nThe Tractate may be found in full in Milton s\\nprose works and in Barnard s English Pedagogy.\\nNotes.\u00e2\u0080\u0094 1. It is questionable if the claim that Bacon is the\\nfounder or discoverer of the inductive method of investigation is\\nwell founded. Was the philosophy of Aristotle wholly deductive?\\n2. The smallest part of Milton s title to fame is in the expres-\\nsion of his educational views The Tractate, which is well worth\\nreading in full, is, especially in the latter part, a rather oft-hand\\ndiscussion of a very large subject.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0069.jp2"}, "70": {"fulltext": "68 OUTLINE STUDIES.\\nOUTLINE XXXII.\\nSIXTH EPOCH. EDUCATION IN THE SEVENTEENTH\\nCENTURY.\\nX. Work and Influence of John Locke.\\n1. Early life and education.\\n2. His life at Oxford.\\n3. Connection with the Shaftesburys.\\n4. Teaching work.\\n5. Political offices and dangers.\\n6. Writings.\\n7. Reason for first writing Thoughts on Edu-\\ncation.\\n8. Important doctrines of the Thoughts.\\na. On physical education.\\nb. On intellectual development.\\nc. On moral discipline.\\n9. Locke and Montaigne compared.\\n10. Influence of Locke on Rousseau.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0070.jp2"}, "71": {"fulltext": "HISTORY OF EDUCATION. 69\\nOUTLINE XXXII.\u00e2\u0080\u0094 Reading References.\\nMunroe: pp. 101-23.\\nBrowning: pp. 102-16.\\nCompayre: pp. 194-210.\\nQuick: pp. 219-38.\\nPainter: pp. 213-24.\\nWilliams: pp. 202-19.\\nCyclopedias of Education: article Locke.\\nSeeley: pp. 220-3.\\nDavidson: pp. 199-208.\\nThoughts on Education may be found com-\\nplete in Quick s Locke on Education, in English\\nPedagogy, pp. 225-342, and in Locke s Works,\\nVolume IX, pp. 6-205.\\nNote. The doctrines of Locke form the basis of much of\\nRousseau s Emile On the cardinal principles expressed by Locke,\\ncompare Rousseau and Montaigne. Do the views of Comenius\\nally him with this group of thinkers?", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0071.jp2"}, "72": {"fulltext": "/O OUTLINE STUDIES.\\nOUTLINE XXXIII.\\nSIXTH EPOCH. EDUCATION IN THE SEVENTEENTH\\nCENTURY.\\nXI. American Education.\\ni. Attitude of New England colonists toward\\nschools.\\n2. Early laws.\\n3. Activity of the Dutch.\\n4. Contrast between northern and southern\\ncolonies.\\na. Reasons.\\n5. Grades of schools established.\\n6. Subjects taught and courses of study.\\n7. Founding and early history of Harvard Col-\\nlege.\\n8. William and Mary College.\\n9J Noted names.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0072.jp2"}, "73": {"fulltext": "HISTORY OF EDUCATION. /I\\nOUTLINE XXXIII.\u00e2\u0080\u0094 Reading References.\\nMartin s Evolution of the Massachusetts School\\nSystem: pp. 1-69.\\nBoone s Education in the United States: pp. 1-\\n60, passim.\\nPainter: pp. 308-14.\\nWilliams: pp. 247-52.\\nBarnard s American Educators: pp. 13-42, passim.\\nReport of Commissioner of Education for 1892-3:\\npp. 1225-47.\\nReport of Commissioner of Education for 1893-4:\\npp. 648-82.\\nHill s Harvard College: pp. 1-22.\\nEducational Review III: pp. 313-36.\\nEducational Review: IV: pp. 34-46, 241-52.\\nNote. The early education laws of New England mark one of\\nthe most advanced positions then taken anywhere in the world in\\nbehalf of state education But the schools there commanded by\\nlaw were not usually free schools, supported by public taxation,\\nas we now have them.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0073.jp2"}, "74": {"fulltext": "72\\nOUTLINE STUDIES.\\nOUTLINE XXXIV\\nSEVENTH EPOCH.\\n-EDUCATION IN THE SEVENTEETH\\nCENTURY.\\nPietism and the Work of Franc ke.\\ni. Nature and Influence of Pietism.\\n2. Early life and education of Francke.\\n3. Acquaintance with Spener results.\\n4. Teaching work.\\n5. Professorship at Halle.\\n6. Founding and growth of the Stiftungen.\\n7. Francke s leading educational principles.\\n8. Permancy of his influence.\\na. Relation to the real Schulen.\\n9. Present condition of the Stiftungen.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0074.jp2"}, "75": {"fulltext": "HISTORY OF EDUCATION. 73\\nOUTLINE XXXIV.\u00e2\u0080\u0094 Reading References.\\nBarnard s German Educators: pp. 407-24.\\nPainter: pp. 239-47.\\nSeeley: pp. 232-6.\\nWilliams: pp. 260-7.\\nHailman: pp. 68-73.\\nKiddle and Schem: article Francke.\\nKlemm s European Schools: pp. 182-5.\\nPhilobiblius: pp. 218-21.\\nNote. In the history of education there is no more illustrious\\nexample of devotion to principle, genius for organization, and\\nskill in management than is shown in the work of Francke.\\nConsistent religious instruction, professional training for teachers,\\nand emphasis of so-called practical studies, are his most important\\ncontributions to educational systems.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0075.jp2"}, "76": {"fulltext": "74 OUTLINE STUDIES.\\nOUTLINE XXXV.\\nSEVENTH EPOCH. EDUCATION IN THE EIGHTEENTH\\nCENTURY.\\nII. Development of German Universities.\\n1. Changing relation of the faculties.\\n2. Broadening and modernizing the courses of\\nstudy.\\na. Law.\\nb. Medicine.\\nc. Theology.\\nd. Philosophy (faculty of arts).\\n3. Growth of the scientific, investigating spirit.\\n4. Nature of the new humanism.\\n5. Representative university leaders.\\n6. New institutions.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0076.jp2"}, "77": {"fulltext": "HISTORY OF EDUCATION. 75\\nOUTLINE XXXV.\u00e2\u0080\u0094 Reading References.\\nRussell s German Higher Schools: pp. 64-75,\\npassim.\\nPainter: pp. 261-4.\\nWilliams: pp. 275-80.\\nBarnard s Superior Instruction: pp. 52-8.\\nPaulsen s German Universities: pp. 57-65. Same\\nmatter in\\nReport Commissioner of Education 91-2: pp.\\n267-9.\\nReport Commissioner of Education 97-8: pp.\\n45-63.\\nBritannica XXIII: p. 847, in article Univer-\\nsities.\\nNote.\u00e2\u0080\u0094 Compare the typical university of the eighteenth cen-\\ntury with the earliest universities in curriculum, organization, and\\nplans of teaching. Differentiate eighteenth century from sixteenth\\ncentury humanism. Note the gradual lifting of the faculty of arts\\nfrom a subordinate to a co-ordinate position with the other facul-\\nties.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0077.jp2"}, "78": {"fulltext": "76 OUTLINE STUDIES.\\nOUTLINE XXXVI.\\nSEVENTH EPOCH. EDUCATION IN THE EIGHTEENTH\\nCENTURY.\\nIII. Growth of Secondary Schools in Germany,\\ni. Gymnasium.\\na. Influence of humanism.\\nb. Organization.\\n2. Real School.\\na. Differentiation from gymnasium.\\nb. Beginnings made by Francke.\\nc. Work of Semler.\\nd. Work of Hecker.\\nIV. Professional Training of Teachers,\\ni. Plans of the Jesuits.\\n2. Francke s Influence.\\n3. Hecker s plan.\\n4. University seminars.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0078.jp2"}, "79": {"fulltext": "HISTORY OF EDUCATION. 7/\\nOUTLINE XXXVI.\u00e2\u0080\u0094 Reading References.\\nRussell: pp. 64-6, 73-4, 352-4.\\nWilliams: pp. 266-75.\\nBarnard s German Educators: 431-46.\\nSonnenschein: article Real School.\\nKiddle and Schem: articles Gymnasium, Real\\nSchool, Teachers Seminaries.\\nReport Commissioner of Education 1897-8: pp.\\n46-7. 52-3, 59 7 6\\nNote. In Germany is found the earliest differentiation of the\\nclassical and the non-classical element in school organization.\\nFrom the beginning until very recently the plan has been to give\\nthese two kinds of instruction in separate institutions, involving a\\nchoice of scholastic career at the very beginning of school life.\\nCompare with the American plan, where the division is usually\\nmade after eight years of school life.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0079.jp2"}, "80": {"fulltext": "yS OUTLINE STUDIES.\\nOUTLINE XXXVII.\\nSEVENTH EPOCH. EDUCATION IN THE EIGHTEENTH\\nCENTURY.\\nV. Basedow and the Philanthropinist Movement.\\n1. Early life and training of Basedow.\\n2. Teaching work; character of the man.\\n3. Educational writings.\\n4. Leading principles.\\n5. Test of principles on the daughter of Base-\\ndow\\n7. Establishment of the Philanthropinum.\\n8. Character of work in the institution.\\n9. Causes of failure.\\n10. Influence of the Philanthropinum.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0080.jp2"}, "81": {"fulltext": "HISTORY OF EDUCATION. 79\\nOUTLINE XXXVII.\u00e2\u0080\u0094 Reading References.\\nPainter: pp. 256-61.\\nWilliams: pp. 318-29.\\nCompayre: pp. 414-5-\\nQuick: pp. 273-89.\\nSeeley: pp. 250-6.\\nPayne: pp. 91-6.\\nBarnard s German Educators: pp. 457-90.\\nKiddle and Schem: articles Basedow, Philan-\\nthropic\\nSonnenschein: article Basedow.\\nPhilobiblius: pp, 233-6.\\nNote. There is much in the work and character of Basedow\\nto remind one of Ratich, though his work seems to have been\\nless original than that of Ratich. Trace the systematic develop-\\nment of physical training in Germany from the work of the\\nPhilanthropinum.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0081.jp2"}, "82": {"fulltext": "80 OUTLINE STUDIES.\\nOUTLINE XXXVIII.\\nSEVENTH EPOCH. EDUCATION IN THE EIGHTEENTH\\nCENTURY.\\nVI. Rousseau and the Emile.\\n1. Personal character of Rousseau.\\n2. His revolutionary tendencies.\\n3. General character of the Emile.\\n4. Divisions of the work.\\n5. Educational periods considered.\\na. Physical development.\\nb. Intellectual education.\\nc. Moral and religious culture.\\n6. Rousseau s views regarding the education\\nof women.\\n7. Contrast of the ideal with the real in Rous-\\nseau s time.\\n8. Chief defects in the Emile,\\n9. Influence of the work.\\n10. Rousseau s indebtedness to others for the\\nviews expressed.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0082.jp2"}, "83": {"fulltext": "HISTORY OF EDUCATION. 8 1\\nOUTLINE XXXVIII. \u00e2\u0080\u0094Reading References.\\nPainter: pp. 247-55\\nQuick: pp. 239-72.\\nWilliams: pp. 290-309.\\nMunroe: pp. 153-78.\\nCompayre: pp. 278-310.\\nBrowning: pp. 133-48.\\nHailman: pp. 74-84.\\nSeeley: pp. 241-9.\\nBritannica VII: p. 676, in article Education.\\nShoup: pp. 224-7.\\nPayne II: pp. 84-91.\\nDavidson s Rousseau and Education According to\\nNature.\\nSee the unabridged and the abridged edition of\\nthe Emile.\\nNote \u00e2\u0080\u0094The most widely divergent views regarding Rousseau and\\nhis work are expressed by the authors referred to above. From a\\ncareful comparison of these views a proper appreciation of the im-\\nportance and value of Rousseau s educational dogmas may be\\ngained. So far as the Emile influences present-day education, or\\nhas ever influenced the work of the schools, it is probably indirect-\\nly and by inference rather than by direct application of Rousseau s\\nprinciples.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0083.jp2"}, "84": {"fulltext": "82 OUTLINE STUDIES.\\nOUTLINE XXXIX.\\nSEVENTH EPOCH. EDUCATION IN THE EIGHTEENTH\\nCENTURY.\\nVII. Conditions and Growth in America,\\ni. Development of the common schools.\\na. Courses of stud)\\nb. Text-books.\\nc Material equipment,\\nd. Character of teachers.\\n2. Academies.\\n3. Colleges.\\na. Institutions founded.\\nb. Support, growth, influence.\\n4. Beginning of permanent school funds.\\n5. Education of girls.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0084.jp2"}, "85": {"fulltext": "HISTORY OF EDUCATION. 83\\nOUTLINE XXXIX.\u00e2\u0080\u0094 Reading References.\\nMartin s Evolution of the Massachusetts School\\nSystem: pp. 44-126, passim.\\nBoone s Education in the United States: pp. 49-\\n91, passim.\\nShoup: pp. 248-62.\\nWilliams: pp. 361-5.\\nBarnard s Educational Development in the United\\nStates: pp. 345-94-\\nEarle s Child Life in Colonial Days: pp. 63-162,\\npassim.\\nNotes. 1 Paul Leicester Ford s volume on the New England\\nPrimer gives a very clear account of that remarkable text-book,\\nand shows its great importance in early American schools.\\nBarnard and Earle also give interesting views of early school con-\\nditions in America.\\n2. Schools for secondary instruction in America have been\\nknown chiefly as grammar schools, academies, and high schools.\\nNote the decadence of the grammar schools and the rise of the\\nacademies, and how the academies, later, generally gave way to\\nthe high schools.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0085.jp2"}, "86": {"fulltext": "$4 OUTLINE STUDIES.\\nOUTLINE XL.\\nEIGHTH EPOCH. EDUCATION IN THE NINETEENTH\\nCENTURY\\nI. The Work of Pestalozzi.\\ni Family and early years.\\n2. His education.\\n3. Choosing a profession.\\n4. Marriage.\\n5. Early years at Neuhof.\\n6. Neuhof educational experiment.\\na. Plan.\\nb. Difficulties.\\nc. The outcome.\\n7. Literary work.\\na. Purpose.\\nb. Writings.\\nc. Influence.\\n8. Revolutionary tendencies.\\n9. Pestalozzi as a politician.\\n10. His work at Stanz.\\n11. At Burgdorf.\\na. Work as assistant teacher.\\nb. Institute at Burgdorf.\\nc. Connection with Fellenberg.\\n12. Yverdun.\\na. Early years.\\nb. Dissensions.\\nc. Closing of the Institute.\\n13. Pestalozzi s last years.\\n14. Influence of Rousseau on Pestalozzi s work.\\n15. Educational principles.\\n16. Influence of Pestalozzi on present-day edu-\\ncation.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0086.jp2"}, "87": {"fulltext": "HISTORY OF EDUCATION. 85\\nOUTLINE XL.\u00e2\u0080\u0094 Reading References.\\nDe Guimp s Life of Pestalozzi.\\nKrusi s Life of Pestalozzi.\\nBarnard s Pestalozzi and Pestalozzianism.\\nPainter: pp. 266-78.\\nSeeley: pp. 257-71.\\nWilliams: pp. 330-49.\\nBrowning: pp. 149-62.\\nHailman: pp. 93-114.\\nPayne II: pp 97-114.\\nQuick: pp. 290-383.\\nMunroe: pp. 179-95.\\nEducational Review III: pp. 173-84.\\nEducational Review V: pp. 417-23.\\nCompayre: pp. 412-45.\\nNote It is difficult for the student at the end of the nine-\\nteenth century, when Pestalozzi s educational principles have\\nmostly become commonplaces, to comprehend the tremendous\\nimportance of Pestalozzi s work at the century s beginning. Trace\\nthe growth of the ideal of universal education and the recognition\\nof the importance of rational method in school work These are\\ntwo of the most important principles that Pestalozzi contributed\\nto education.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0087.jp2"}, "88": {"fulltext": "86 OUTLINE STUDIES.\\nOUTLINE XLI.\\nEIGHTH EPOCH. EDUCATION IN THE NINETEENTH\\nCENTURY.\\nII. Froebel and the Kindergarten.\\ni. Family and early years of Froebel.\\n2. Training and character of the boy.\\n3. Studies at the university.\\n4. Choosing an occupation.\\n5. Beginning of his teaching work.\\n6. Froebel at Yverdun.\\n7. Military life.\\n8. Later work at the university.\\n9. Institute at Keilhau.\\n10. Work in Switzerland.\\n11. Blankenburg.\\n12. Marienthal\\n13. Last years.\\n14. Writings.\\na. Treatise on Sphericity.\\nb. Education of Man.\\n15. The Kindergarten.\\na. Development of the idea.\\nb. First establishments.\\nc. Governmental interdiction.\\nd. Later growth.\\ne. Cardinal principles.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0088.jp2"}, "89": {"fulltext": "HISTORY OF EDUCATION. 87\\nOUTLINE XLL\u00e2\u0080\u0094 Reading References.\\nHanschmann s Kindergarten System, passim.\\nBaroness Marenholtz-Bulow s Reminiscences of\\nFroebel.\\nBowen s Froebel and Education through Self-\\nActivity.\\nFroebel s Autobiography.\\nMunroe: pp. 195-206.\\nPainter: pp. 278-88.\\nPayne II: pp. 1 17-34.\\nSeeley: pp. 272-7.\\nBoone: pp. 332-7.\\nCyclopedias of Education: article Froebel.\\nWilliams: pp. 396-405.\\nNote. In studying Froebel it becomes clear that his work\\nsupplements that of Pestalozzi. Their cardinal principles are the\\nsame, but Froebel seems to have been able to apply these princi-\\nples more surely than Pestalozzi. The kindergarten is the con-\\ncrete expression of the educational philosophy to which Froebel\\ndevoted a great part of his life.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0089.jp2"}, "90": {"fulltext": "88 OUTLINE STUDIES.\\nOUTLINE XLII.\\nEIGHTH EPOCH. EDUCATION IN THE NINETEENTH\\nCENTURY.\\nIII. Development of German Education,\\ni. Influence of Napoleonic wars,\\na. Fichte s addresses.\\n2. Nationalizing of primary instruction.\\n3. Growth of secondary schools.\\na. Rise of Tc^^Z-schools.\\nb. Relation to the university; the leaving\\nexamination.\\n4. Universities.\\na. New foundations.\\nb. Development of the various faculties.\\n5. Development of teachers seminaries.\\n6. Work of the ministry of education.\\n7. Noted names of the present century.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0090.jp2"}, "91": {"fulltext": "HISTORY OF EDUCATION. 89\\nOUTLINE XLII.\u00e2\u0080\u0094 Reading References.\\nPedagogical Seminary I: pp. 1-3.\\nSeeley s German School System: pp. 40-6.\\nRussell s German Higher Schools: pp. 76-105.\\nPaulsen s German Universities: pp. 65-88. Same\\nmatter in\\nReport of Commissioner of Education, 91-2:\\npp. 269-77.\\nPainter: pp. 291-2.\\nWilliams: p. 389.\\nArnold s High Schools and Universities of Ger-\\nmany: pp. 41-61.\\nReport Commissioner of Education 1897-8: pp.\\n62-81.\\nBritannica XXIII: pp. 848-9, in article Univer-\\nsities.\\nBarnard s National Education (German States):\\npp. 360-7, 411-23.\\nNote The secondary schools of Germany take higher rank\\nthan the secondary schools of America. Their work includes at\\nleast the equivalent of the first two years of American college\\nwork. Dr. Munsterberg, in a recent number of the Atlantic\\nMonthly, declares that the German gymnasium includes the\\nequivalent of the work done in the Freshman, Sophomore, and\\nJunior years of Harvard College.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0091.jp2"}, "92": {"fulltext": "90 OUTLINE STUDIES.\\nOUTLINE XLIII.\\nEIGHTH EPOCH. EDUCATION IN THE NINETEENTH\\nCENTURY.\\nIV. Herbart and His Influence on Education.\\ni. Life and character.\\n2. Teaching work.\\n3. Writings.\\n4. Relation of Herbart s psychology to his\\npedagogy.\\n5. Educational principles.\\n6. Influence.\\na. Leading disciples.\\nb: Present form of Herbartian doctrine.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0092.jp2"}, "93": {"fulltext": "HISTORY OF EDUCATION. 9 1\\nOUTLINE XLIIL\u00e2\u0080\u0094 Reading References.\\nBiography in Herbart s Science of Education\\n(Heath edition).\\nSeeley: pp. 278-83.\\nBrowning: pp. 17 1-7.\\nPrince s Methods in German Schools: pp. 183-92.\\nKlemm: pp. 184-6, 191-3.\\nCompayre: p. 537.\\nDe Garmo s Herbart and the Herbartians, pas-\\nsim.\\nEducational Review I: pp. 33-45, 244-52, 453-62.\\nGilbert in Education XIV: pp. 75-80.\\nCyclopedias of Education: article Herbart.\\nNote. The disciples of Herbart have by no means agreed in\\nthe interpretation of some of his doctrines. Herbart s concept of\\nthe will is one of these disputed points in psychology which has a\\ndirect bearing on pedagogical principles. Another matter much\\nin dispute is the application of Herbart s principle of concentra-\\ntion to school work. Find the difference in the use of the terms\\nconcentration, co-ordination, correlation.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0093.jp2"}, "94": {"fulltext": "92 OUTLINE STUDIES.\\nOUTLINE XLIV.\\nEIGHTH EPOCH. EDUCATION IN THE NINETEENTH\\nCENTURY.\\nV. Development in England.\\ni. Monitorial system.\\na. Work of Dr. Bell.\\nb. Joseph Lancaster.\\nc. Influence of monitorial system on pri-\\nmary schools.\\n2. First school grants.\\na. Plans of apportionment.\\n3. Arnold and secondary education.\\na. Life and work of Thomas Arnold.\\nb. Characteristics as a teacher.\\nc. General educational influence.\\nd. Changes in secondary education.\\n4. Growth of technical instruction.\\n5. Founding and growth of training schools\\nfor teachers.\\n6. University development.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0094.jp2"}, "95": {"fulltext": "HISTORY OF EDUCATION. 93\\nOUTLINE XLIV \u00e2\u0080\u0094Reading References.\\nSharpless s English Education: pp: 1-15.\\nPainter: pp. 302-6.\\nGill: pp. 162-202.\\nAcland s Studies in Secondary Education: pp.\\n1-22.\\nState Education for the People: 25-30.\\nCraik s The State and Education: pp. 1-47.\\nFitch s The Arnolds: passim.\\nM. Arnold s Reports on Elementary Schools: pp.\\n21-31.\\nStanley s Life of Arnold: passim.\\nSmith s Oxford and Her Colleges: pp. 140-56.\\nBarnard s English Pedagogy II: pp. 129-72.\\nBarnard s National Education: pp. 727-50.\\nPayne II: pp. 177-90.\\nCyclopedias of Education: articles Arnold, Bell,\\nEngland, Monitorial system, Lancaster.\\nNote\u00e2\u0080\u0094 Determine if the pupil-teacher system now in the\\nEnglish schools is a survival of the monitorial system introduced\\nby Bell and Lancaster. Compare with the German system of\\ntraining teachers. The pupil-teacher plan is said to be coming\\nmore and more into disfavor in England. Why? Yet it will\\nprove very difficult to displace it altogether.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0095.jp2"}, "96": {"fulltext": "94 OUTLINE STUDIES.\\nOUTLINE XLV.\\nEIGHTH EPOCH. EDUCATION IN THE NINETEENTH\\nCENTURY.\\nVI. Development of French Education.\\ni. Effect of the Revolution.\\na. Precedent illiteracy.\\nb. Plans of Mirabeau for education.\\nc. Influence of Talleyrand.\\nd. Condorcet s plan.\\n2. The imperial university.\\n3. Development of primary instruction.\\n4. Jacotot\\n5. Guizot.\\n6. Women in education.\\n7. Recent changes in university organization.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0096.jp2"}, "97": {"fulltext": "HISTORY OF EDUCATION. 95\\nOUTLINE XLV.\u00e2\u0080\u0094 Reading References.\\nCompayre: pp. 362-412, 508-34, passim.\\nPainter: pp. 296-9.\\nQuick: pp. 4 I 4-3^-\\nMunroe: pp. 208-18.\\nPayne II: pp. 135-67.\\nBarnard s Superior Instruction: pp. 769-800,\\npassim.\\nBarnard s National Education: pp. 381-90.\\nReport Commissioner of Education 96-7: pp.\\n33-7-\\nCircular of Information, No. 4, 81: pp 95-114,\\npassim.\\nKiddle and Schem: articles Jacotut, France,\\npassim.\\nNote. On account of recent changes writers on university\\norganization whose works were published before 1896 should be\\nconsulted with caution. Important changes have also been made\\nrecently in secondary schools and superior primary and industrial\\nschools. Compare the educational effect of the defeat of France\\nby Germany in 1870 with that of the defeat of Prussia by France\\nin 1806.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0097.jp2"}, "98": {"fulltext": "96 OUTLINE STUDIES.\\nOUTLINE XLVI.\\nEIGHTH EPOCH. EDUCATION IN THE NINETEENTH\\nCENTURY.\\nVII. Development in America.\\ni. The national university idea.\\na. Leading advocates.\\nb. Attempts to realize the idea.\\n2. National aid to education.\\na. Land grants for common schools.\\nb. Surplus revenue fund.\\nc. Agricultural college grants.\\n3. Improvement in common school conditions.\\n4. Growth of high schools.\\n5 Origin and development of school supervis-\\nion.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0098.jp2"}, "99": {"fulltext": "HISTORY OF EDUCATION. Q/\\nOUTLINE XLVI.\u00e2\u0080\u0094 Reading References.\\nHinsdale s Horace Mann: pp. 281-310.\\nMartin: pp. 186-235.\\nWilliams: pp. 388-95.\\nPainter: pp. 314-18.\\nBoone: pp. 79-116.\\nJohnson s Country School: pp. 31-55, et passim.\\nReport National Educational Association, 87:\\npp. 118-45, passim.\\nReport Commissioner of Education, 92-3: pp.\\n1268-87, 1293-1312.\\nReport Commissioner of Education, 94-5: pp.\\nJ 505-1616, passim.\\nNote Determine what precedents, if any, led to the school\\nland grant made in the Ordinance of 1787. Note the increase in\\nthe grant made for common schools more than half a century\\nlater The grants made for agricultural colleges represent almost\\nthe only case where congress has made direct appropriations for\\neducational institutions not under control of the national author-\\nities.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0099.jp2"}, "100": {"fulltext": "98 OUTLINE STUDIES.\\nOUTLINE XLVU.\\nEIGHTH EPOCH. EDUCATION IN THE NINETEENTH\\nCENTURY.\\nVfl. Development in America {Continued).\\n6. Higher education for women.\\na. Pioneer work of Miss Lyon, Mrs. Willard,\\nMiss Grant, and others.\\nb. Colleges for women.\\nc. The annex idea.\\nd. Co-education.\\n7. Founding and growth of state universities.\\n8. Establishment and development of schools\\nfor defectives.\\n9. Some educational pioneers and leaders of\\nthis century.\\na. Horace Mann.\\nb. David P. Page.\\nc. Henrv Barnard.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0100.jp2"}, "101": {"fulltext": "HISTORY OF EDUCATION. 99\\nOUTLINE XLVIL\u00e2\u0080\u0094 Reading References.\\nMartin: pp. 135-85, passim.\\nBoone: pp. 362-80.\\nSeeley: pp. 284-8.\\nHinsdale s Horace Mann, passim.\\nBarnard s American Teachers: pp. 100-103, 125-\\n68, 365-99, passim\\nTen Brook L s State Universities: pp. 58-74.\\nMrs. Mann s Life of Horace Mann, passim.\\nSonnenschein: article Mann.\\nKiddle and Schem: articles Mann, Lyon, Page,\\nWillard.\\nEducation V: pp. 506-17.\\nHitchcock s Religious Truths Illustrated from\\nScience: pp. 354-72, passim.\\nNotes. 1. The increase in the maximum of educational op-\\nportunity for girls and women from the dame-school to the uni-\\nversity is a marvelous development, in the record of which all\\nAmericans, especially all American women, may feel a just pri. c.\\nNo nation now equals the United States in the untrammeled con-\\nditions for intellectual development that are offered to women.\\n2. Compare the eastern and the western states with reference\\nto the relative importance of state universities. Why should an\\neducational means of this kind be used so widely and so efficient-\\nly in one sertion and be almost unused in another?\\nLore,", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0101.jp2"}, "102": {"fulltext": "IOO OUTLINE STUDIES.\\nOUTLINE XLVIII.\\nEIGHTH EPOCH.\u00e2\u0080\u0094 EDUCATION IN THE NINETEENTH\\nCENTURY.\\nVIII. Present Organization of German Schools\\n1. Elementary schools.\\na. Various types and purposes.\\nI). Courses ol study.\\nc. Support, control and supervision.\\nd. Training of teachers.\\ne. Influence of Herbart.\\nf. Supplementary and industrial schools.\\n2. Secondary schools.\\na. Gymnasium and Real school.\\nb. Other forms of secondary schools.\\nc. Courses of study.\\nd. School attendance and military service.\\ne. Qualifications and training of teachers.\\n3. Universities.\\na. University influence.\\nb. Spirit of university work.\\nc. Eaculties, examinations, degrees.\\nd. Lehrfreiheit and Lemfreiheit.\\ne. Classes, appointment, and tenure of uni-\\nversity instructors.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0102.jp2"}, "103": {"fulltext": "History of education. ioi\\nOUTLINE XLVIIL\u00e2\u0080\u0094 Reading References.\\nSeeley: pp. 289-95.\\nPainter: pp. 291-6\\nIn Educational Review:\\nVol. I: pp. 200-8, 378-81, 490-3.\\nVol. V: pp. 3*3-24-\\nVol. VII: pp. 460-5.\\nVol. VIII: pp. 240-57.\\nReports of Commissioner of Education:\\nFor 1 891-2 pp. 277-368.\\nFor 1894-5: pp. 322-425.\\nFor 1895-6: pp. 187-212.\\nFor 1897-8: pp. 79-82.\\nOther valuable material on this subject may be\\norganized by the use of indexes and reading\\nshort from the following named works:\\nPrince s Methods in German Schools,\\nSeeley s German Schools.\\nBolton s German Schools.\\nKlemm s European Schools.\\nRussell s German Higher Schools.\\nArnold s Higher Schools and Universities (partly\\nout of date).\\nPaulsen s German Universities.\\nConrad s German Universities in the Last Fifty\\nYears.\\nNote. Paulsen, Russell, and Bolton, are the latest and most\\nreliable authorities on this study. The works of Paulsen and\\nRussell are unusually complete and serviceable on their respective\\nsubjects.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0103.jp2"}, "104": {"fulltext": "102 OUTLINE STUDIES.\\nOUTLINE XLIX.\\nEIGHTH EPOCH. EDUCATION IN THE NINETEENTH\\nCENTURY.\\nIX. Present Organization of English Schools.\\n1. Elementary instruction.\\na. Voluntary and board schools compared.\\nb. Scope of the work in elementary schools.\\nc. Compulsory attendance.\\nd. Government grants.\\ne. School buildings and equipment.\\nf. Training of teachers.\\n2. Secondary instruction.\\na. Typical institutions.\\nb. Character of the work.\\nc. Comparison with American standards.\\nd. Work of the Science and Art Department.\\ne. Professional studies for teachers of sec-\\nondary schools.\\n3. Superior instruction.\\na. Leading institutions.\\nb. Organization of an English university.\\nc. Manner of student life.\\nd. Instruction, examinations, degrees.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0104.jp2"}, "105": {"fulltext": "HISTORY OF EDUCATION. 1 03\\nOUTLINE XLIX.\u00e2\u0080\u0094 Reading References.\\nCraik s The State and Education: pp. 89-105.\\nAcland s Studies in secondary Education: pp.\\n248-75, et passim.\\nSharpless s English Education: pp. 16-168.\\nStaunton s Great Schools of England, passim.\\nSmith s Oxford and Her Colleges, passim.\\nCorbin s Schoolboy Life in England, passim.\\nBalfour s Educational Systems of Great Britain,\\npassim.\\nRoberts British Universities: pp. 3-64.\\nReport Commissioner of Education, 88-9: pp.\\n78-109.\\nReport Commissioner of Education, 96-7: pp.\\n4-27.\\nReport Commissioner of Education. 97-8: pp.\\n1 33-67, passim.\\nSeeley: pp. 304-8.\\nNote. Compare the function of the state in education in Eng-\\nland and the United States The difference is made especially\\nevident in the history of primary instruction. It is equally\\nmarked in the conduct of training colleges. Care should be used\\nin consulting authorities as to the present condition of elementary\\nschools, owing to recent changes in the English education laws,", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0105.jp2"}, "106": {"fulltext": "104 OUTLINE STUDIES.\\nOUTLINE L.\\nEIGHTH EPOCH. EDUCATION IN THE NINETEENTH\\nCENTURY.\\nX. Present Organization of Schools in France,\\ni. Grades of Schools.\\n2. School revenues how obtained.\\n3. Control and supervision.\\n4. Training of teachers.\\n5. Appointment, tenure and compensation of\\nteachers.\\n6. Courses of study.\\n7. Provisions for education of girls and women.\\n8. Compulsory school attendance.\\n9. Recent changes in secondary education.\\n10. Consolidation of facultes into universities.\\n11. French and American standards compared.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0106.jp2"}, "107": {"fulltext": "HISTORY OF EDUCATION. 105\\nOUTLINE L.\u00e2\u0080\u0094 Reading References.\\nPedagogical Seminary I: pp. 62-76.\\nSeeley: pp. 296-303.\\nPainter: pp. 296-303.\\nKlemm: pp. 317-91, passim.\\nEliott s Educational Reform: pp. 156-76.\\nCirculars of Information, No. 4, 1881; No. 6,\\n1882, passim.\\nEducational Review IV: pp. 475-84.\\nEducational Review X: pp. 313-24.\\nEducational Review XIII: pp. 291-4.\\nGrasmere s Teaching in Three Continents: pp.\\n33-5- et passim.\\nReport Commissioner of Education, 1896-7: pp.\\n33-65.\\nReport Commissioner of Education, 1897-8: pp.\\n694-759.\\nNote. Important changes in the organization and conduct of\\nFrench universities and secondary schools have been made within\\nthe last five years. This necessitates care in consulting authori-\\nties Compare the universities and secondary schools of France,\\nas now organized, with those of Germany.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0107.jp2"}, "108": {"fulltext": "106 OUTLINE STUDIES.\\nOUTLINE LI.\\nEIGHTH EPOCH. EDUCATION IN THE NINETEENTH\\nCENTURY.\\nXI. Education of the Blind,\\ni. Ratio of blind to seeing.\\n2. First efforts in education of the blind.\\n3. Development of systems.\\n4. Support and control.\\n5. Subjects taught.\\n6. Methods of reading.\\na. Raised letters.\\nb. Braille system.\\nNew York points.\\n7. Industries open to the blind.\\n8. Present status of schools.\\n9. Laura Bridgman.\\n10. Helen Kellar.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0108.jp2"}, "109": {"fulltext": "HISTORY OF EDUCATION. IO/\\nOUTLINE LI. \u00e2\u0080\u0094Reading References.\\nBoone s Education in the United States: pp.\\n246-9.\\nBarnard s Educational Development of the United\\nStates: pp. 497-9.\\nConference of Charities and Corrections, 1886:\\npp. 234-6.\\nConference of Charities and Corrections, 1888:\\npp. 1 13-19.\\nReport Commissioner of Education, 1888-9: pp.\\n1382-9.\\nSee later issues of Commissioner s Report for\\nstatistics.\\nKiddle and Schem: articles Education of the\\nBlind, Howe.\\nSonnenschein: article Blind, Education of the.\\nJohnson s Cyclopedia: article Blind.\\nNote. Announcement is made of the publication by the Yolta\\nBureau of a small volume on the education of Helen Kellar. This\\nis timely and important, for there is no other chapter in the his-\\ntory of the education of defectives so wonderful. Compare the\\ndevelopment of Helen Kellar with that of Laura Bridgman.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0109.jp2"}, "110": {"fulltext": "Io8 OUTLINE STUDIES.\\nOUTLINE LIL.\\nEIGHTH EPOCH. EDUCATION IN THE NINETEENTH\\nCENTURY.\\nXII. Education of the Deaf.\\ni. First attempts to educate the deaf.\\n2. The Braidwoods and British schools.\\n3. Abbe Sicard and French schools.\\n4. The work of T. H. Gallaudet.\\n5. First institutions in America.\\n6. Methods of support and control.\\n7. Courses of stud) 7\\n8. Sign language.\\n9. Lip reading and oral speech.\\n10. Industrial training for the deaf.\\n1 1. Present status of deaf mute education.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0110.jp2"}, "111": {"fulltext": "HISTORY OF EDUCATION. IOO,\\nOUTLINE LIL\u00e2\u0080\u0094 Reading References.\\nBoone s Education in the United States: pp.\\n244-6.\\nBarnard s Life of Gallaudet: pp. 71-101.\\nBarnard s American Teachers: pp. 97-118.\\nBarnard s Educational Development in the United\\nStates: pp. 491-6.\\nMann s Reports II: pp. 245-55.\\nEducational Review IV: pp. 16-26.\\nHistory of Education in Kansas: pp. 64-7.\\nGordon s Education of the Deaf.\\nHistories of American Schools for the Deaf,\\npassim.\\nConference of Charities and Corrections, 86: pp.\\n215-33-\\nReport Commissioner of Education, 70: pp.\\n371-3-\\nReport Commissioner of Education, 78: pp.\\nCXXIV-VII.\\nKiddle and Schem: article Deaf Mutes.\\nSonnenschein: article Education of Deaf Mutes.\\nNote. The dispute as to the relative merits of the sign lan-\\nguage and the use of lip reading and oral speech has been long\\ncontinued and often acrimonious. The true compromise position\\non this question seems to be the view that the brightest and most\\ncapable of the deaf pupils can be taught oral speech and lip read-\\ning to good advantage, but that the less capable ones would far\\nbetter use the sign language exclusively.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0111.jp2"}, "112": {"fulltext": "BIBLIOGRAPHY.\\nThe following titles include the works mentioned\\nin the reading references for the preceding outlines.\\nIf other editions of the various works are found in\\nthe library of the University of Kansas they are\\ngiven in parenthesis:\\nAcland, Arthur H. D. (editor;. Studies in Sec-\\nondary Education. London: Macmillan Co.\\n1892.\\nArber, Edward (editor). English Reprints.\\nRoger Ascham. The Scholemaster. Birmingham:\\n1870. Also see Giles.\\nArnold, Matthew. Higher Schools and Univer-\\nsities in Germany. London: Macmillan Co.\\n1892.\\nArnold, Matthew. Reports of Elementary\\nSchools, 1852-1882. London: Macmillan Co.\\n1889.\\nBalfour, Graham. The Educational Systems of\\nGreat Britain and Ireland. Oxford: Clarendon\\nPress. 1895.\\nBarnard, Henry. National Education in Europe.\\nHartford: Case, Tiffany Co. Second edition.\\n1854.\\nBarnard, Henry (editor). Life, Educational\\nPrinciples, and Methods of |ohn Henry Pestalozzi.\\nNew York: F. C. Browne]].", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0112.jp2"}, "113": {"fulltext": "BIBLIOGRAPHY. 1 1 I\\nBarnard, Henry. Systems, Institutions and Sta-\\ntistics of Public Instruction in Different Countries.\\nEurope German States. New York: E. Steiger.\\nBarnard, Henry. A Discourse in Commemora-\\ntion of the Life, Character and Services of Rev.\\nThomas H. Gallaudet. Hartford: Hutchinson\\nBullard. 1859.\\nBarnard, Henry. Memoirs of Teachers and\\nEducators. New York: T. C. Brownell. Second\\nedition. 1861.\\nBarnard, Henry. Educational Development in\\nthe United States.\\nBarnard, Henry. An Account of Universities\\nand Other Institutions of Superior Instruction in\\nDifferent Countries. Hartford: Office of American\\nJournal of Education. 1873.\\nBarnard, Henry. Education, the School, and\\nthe Teacher in English Literature. Hartford:\\nBrown Gross. Second edition. 1876.\\nBarnard, Henry. Memoirs of Eminent Teachers\\nand Educators, with Contributions to the History\\nof Education in Germany. Hartford: Brown\\nGross. Revised edition. 1878.\\nBeard, Charles. Port Ro al. London: Long-\\nman, Green, Longman Roberts. 1861.\\nBolton, Frederick E. The Secondary School\\nSystem of Germany. New York: I). Appleton\\nCo. 1900.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0113.jp2"}, "114": {"fulltext": "112 BIBLIOGRAPHY.\\nBoone, Richard G. Education in the United\\nStates. New York: D. Appleton Co. 1894.\\nBrockett, L. P. (Pseudonym Philobiblius, q. v.)\\nBrowning, Oscar. An Introduction to the His-\\ntory of Educational Theories. London: Kegan\\nPaul, Trench, Triibner Co. Third edition. 1894.\\n(New York: Harper Brothers. 1899.)\\nBrowning, Oscar. Aspects of Education. New\\nYork: E. L. Kellogg Co. 1892.\\nBryan, William Lowe and Charlotte Lowe. Plato\\nthe Teacher. New York: Charles Scribner s Sons.\\n1898.\\nBiilow, B. Marenholz (translated by Mrs. Mary\\nMann) Reminiscences of Friedrich Froebel. Bos-\\nton: Lee Shepard. 1895.\\nCadet, Felix (translated by Adnah D. Jones). Port\\nRoyal Education. New York: Charles Scribner s\\nSons. 189.x.\\nClarke, George. The Education of Children at\\nRome. New York: Macmillan Co. 1896.\\nCompayre, Gabriel (translated by W. H. Payne).\\nThe History of Pedagogy. Boston: D. C. Heath\\nCo. 1899.\\nCompayre, Gabriel. Abelard and the Origin and\\nEarly History of Universities. New York: Charles\\nScribner s Sons. 1897.\\nConrad, Dr. J. (translated by John Hutchison).\\nThe German Universities in the Last Fifty Years.\\nGlasgow: David Bryce Son. 1885.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0114.jp2"}, "115": {"fulltext": "BIBLIOGRAPHY. 113\\nCorbin, John. Schoolboy Life in England. New\\nYork: Harper Brothers. 1898.\\nCrichton, Andrew. The History of Arabia. New\\nYork: Harper Brothers.\\nDavidson, Thomas. A History of Education.\\nNew York: Charles Scribner s Sons. 1900.\\nDavidson, Thomas. Aristotle and Ancient Edu-\\ncational Ideals. New York. 1892.\\nDavidson, Thomas. The Education of the Greek\\nPeople. New York: D. Appleton Co. 1894.\\nDavidson, Thomas. Rousseau and Education\\nAccording to Nature. New York: Charles Scrib-\\nner s Sons. 1898.\\nDe Garmo, Charles. Herbart and the Herbar-\\ntians. New York: Charles Scribner s Sons. 1896.\\nDe Guimps, Roger (translated by J. Russell).\\nPestalozzi: His Life and Work. New York: D.\\nAppleton Co. 1895 (Translated by Margaret\\nGuthbertson. Syracuse: C. W. Bardeen. 1889.)\\nEliot, Charles William. Educational Reform.\\nNew York: Century Co. 1898.\\nEenelon, Francois de Salignac de La Mothe\\n(translated by Kate Lupton). The Education of\\nGirls. Boston: Ginn Co. 1 891.\\nFitch, Sir Joshua. Thomas and Matthew Arnold,\\nand Their Influence on English Education. New\\nYork: Charles Scribner s Sons. 1898.", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0115.jp2"}, "116": {"fulltext": "114 BIBLIOGRAPHY.\\nFroebel, Friedrich (translated by Emilie Michaelis\\nand H. Keatly Moore). Autobiography. Syracuse:\\nC. W. Bardeen. 1889.\\nFryer, Alfred C. Llantwit Major: a Fifth Cen-\\ntury University. London: Elliot Stock. 1893.\\nGiles, Rev. Dr. (editor). The Whole Works of\\nRoger Ascham. London: John Russell Smith.\\n1864.\\nGill, John. Systems of Education. Boston:\\nI). C. Heath Co. 1887.\\nGordon, Joseph C. (editor;. Education of Deaf\\nChildren. Washington: Volta Bureau. 1892.\\nGrasby, W. Catton. Teaching in Three Con-\\ntinents. London: Cassell Co. 1891.\\nGuizot F. (translated by William Hazlitt). His-\\ntory of Civilization from the Fall of the Roman\\nEmpire to the French Revolution. New York: D.\\nAppleton Co. 1852.\\nHailman, W N. Twelve Lectures on the His-\\ntory of Pedagogy. New York: Van Antwerp,\\nBragg Co. 1874.\\nHanschmann, Alexander Bruno (translated by\\nFanny Franks). The Kindergarten System. Lon-\\ndon: Swan Sonnenschein Co. 1897.\\nHanus, Paul H. Educational Aims and Educa-\\ntional Values. New York: The Macmillan Co.\\n1899.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0116.jp2"}, "117": {"fulltext": "BIBLIOGRAPHY. 1 I 5\\nHerbart, Johann Friedrich (translated by Henry\\nM. and Emmie Filkin). The Science of Educa-\\ntion. Boston: D. C. Heath Co. 1896.\\nHill, George Birbeck. Harvard College: by an\\nOxonian. New York: Macmillan Co. 1895.\\nHinsdale, B. A. Horace Mann and the Common\\nSchool Revival in the United States. New York:\\nCharles Scribner s Sons. 1898.\\nHitchcock, Edward. Religious Truth Illustrated\\nfrom Science. Boston: Phillips, Sampson Co.\\n1857-\\nHughes, Rev. Thomas. Loyola and the Educa-\\ntional System of the Jesuits. New York: Charles\\nScribner s Sons. 1892.\\nHunter, Sir William Wilson, and others. State\\nEducation for the People. Syracuse: C. W. Bar-\\ndeen. 1895.\\nJohnson, Clifton. The Country School in New\\nEngland. New York: D. Appleton Co. 1893.\\nKlemm, L. R. European Schools. New York:\\nD. Appleton Co. 1891.\\nKrusi, Hermann. Pestalozzi: His Life, Work,\\nand Influence. Cincinnati: Wilson, Hinkle Co.\\nLardner, Dionysius (editor). Literary and Scien-\\ntific Men of France. London: Longman. Orme,\\nBrown, Green Longmans. 1838.\\nLaurie, S S. Historical Survey of Pre-Christian\\nEducation. 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British Universities. Man-\\nchester: J. E. Cornish. 1892.\\nRousseau, Jean Jacques (translated by William\\nH. Paynej. Emile; or Treatise on Education.\\nNew York: D. Appleton Co. 1893. An abridg-\\nment.\\nRousseau, Jean Jacques (translated). Emilius\\nand Sophia. London. 1763.\\nRussell, James E. German Higher Schools.\\nNew York: Longmans, Green Co. 1899.\\nSayce, A. H. Babylonians and Assyrians. New-\\nYork: Charles Scribner s Sons. 1899.\\nSeeley, Levi. History of Education. New York:\\nAmerican Book Company. 1899.\\nSeeley, Levi. The Common School System of\\nGermany. New York: E. L. Kellogg Co. 1896.\\nSharpless, Isaac. English Education in the Ele-\\nmentary and Secondary Schools. New York: D.\\nAppleton Co. 1892.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0120.jp2"}, "121": {"fulltext": "BIBLIOGRAPHY. II9\\nShoup, William J. The History and Science of\\nEducation. New York: American Book Company.\\nSmith, H. Lewellyn (editor). Studies in Educa-\\ntion. See Acland.\\nSmith, Goldwin. Oxford and Her Colleges.\\nNew York: Macmillan Co. 1895.\\nStanley, Arthur Penrhyn. The Life and Corres-\\npondence of Thomas Arnold. New York: Charles\\nScribner s Sons.\\nStaunton, Howard. The Great Schools of Eng-\\nland. London: Sampson Low, Son Marston.\\n1865.\\nSymonds, John Addington. Renaissance in Italy.\\nThe Age of Despots. New York: Henry Holt\\nCo. 1888.\\nTen Brook, Andrew. American State Universi-\\nties. Cincinnati: Robert Clarke Co. 1875.\\nVenable, W. H. Let Him First Be a Man.\\nBoston: Lee Shepard. 1894.\\nWest, Andrew Fleming. Alcuin and the Rise of\\nthe Christian Schools. New York: Charles Scrib-\\nner s Sons. 1892.\\nWilkins, Augustus N. National Education in\\nGreece. London: Strahan Co. 1873.\\nWilliams, Samuel G. The History of Modern\\nEducation. Syracuse: C. W. Bardeen. Third edi-\\ntion. 1899. (First edition. 1892).", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0121.jp2"}, "122": {"fulltext": "120 BIBLIOGRAPHY\\nXenophon (translated by H. G. Dakyns). Works.\\nNew York: The Macinillan Company. 1897.\\nXenophon (translated by Watson and Dale).\\nCyropedeia. New York: George Bell Sons. 1893.", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0122.jp2"}, "123": {"fulltext": "", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0123.jp2"}, "124": {"fulltext": "11", "height": "3699", "width": "2400", "jp2-path": "outlinestudiesin01olin_0124.jp2"}, "125": {"fulltext": "", "height": "3714", "width": "2380", "jp2-path": "outlinestudiesin01olin_0125.jp2"}, "126": {"fulltext": "LIBRARY OF CONGRESS\\n019 879 709", "height": "3810", "width": "2481", "jp2-path": "outlinestudiesin01olin_0126.jp2"}}