INDEX

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Spirit, 50, 51;
  • starts anew after flood, 52;
  • decline in, 54, 55;
  • in Israel, 68-91;
  • system of for Israel, 72;
  • its threefold nature, 82;
  • spiritual made prominent in Jewish schools, 82;
  • at same time spiritual and practical, 88;
  • reforms in among the Jews, 90;
  • among the Spartans, 100;
  • in Athens, 100;
  • influence of Plato in, 101-111;
  • offered by Jesus, 130-132;
  • among early Christians, 139-155;
  • in homes of early Christians, 143;
  • division of opinion concerning, 153;
  • becomes papal, 158-183;
  • its three representatives, 170;
  • controlled by monks, 179;
  • propagated by Arabs, 200-202;
  • reform in needed, 212;
  • the secret of papal power, 214;
  • Reformation and, 221;
  • favored by Protestantism, 225;
  • Luther’s plans for, 231;
  • Melancthon’s influence in, 235-247;
  • in Wittemberg, 239;
  • Melancthon on, 240;
  • effect of Protestantism on, 252;
  • its part in the Reformation, 255;
  • return to papal methods in, 258;
  • cramming system in, 259, 323-325, 347;
  • Sturm’s influence on modern, 262;
  • controlled by the Jesuits, 264-287;
  • papal or Christian? 286;
  • among Puritans, 294;
  • among Congregationalists, 295;
  • in the United States, 293-338;
  • effect on republicanism, 297;
  • at Harvard, 297-302;
  • at Yale, 303;
  • during colonial days, 305;
  • during Revolutionary period, 306;
  • given over to the state by all the churches, 312-315;
  • effects of modern, 327;
  • elective system in, 329;
  • means character development, 332;
  • union of with state, 335;
  • Catholic in America, 335;
  • doubt in modern, 353-360;
  • place of farm in, 375;
  • defined by Pestalozzi, 380;
  • should be threefold, 234;
  • one with Melancthon, 237;
  • his students, 240;
  • his words concerning the Bible, 291.
  • Mann, Horace, father of the public school, 317-319.
  • Manual training, Christ’s attitude toward, 125;
  • correlated with mathematics, 369-373;
  • its value in education, 375, 402;
  • in farm and garden, 375-378.
  • Mathematics made practical, 369-373.
  • Melancthon in education, 235-247;
  • one with Luther, 237;
  • his students, 240;
  • views of education, 240;
  • prepares text-books, 241.
  • Medical study, effect of Dark Ages upon, 194-196;
  • corrupted during Dark Ages, 199.
  • Memory work, prominent in papal schools, 186, 187, 342;
  • after Reformation, 259.
  • Meteorology, 27, 28.
  • Mind, the highest form of creation, 24, 25;
  • effect of disobedience on, 34;
  • of man before the flood, 42.
  • Mineralogy, 27, 28.
  • Ministers, trained at Harvard, 299-301.
  • Missionaries, children rightly trained will become, 143.
  • Modern reformers, 326;
  • oppose too much language study, 343.
  • Monks, their system of education, 178;
  • control education, 179.
  • Montaigne on cramming system, 348.
  • Murder, a result of education by reason, 44.
  • Music, in schools of Israel, 80.
  • Mysticism, 177.
  • Nature, result of studying if God is not taken into account, 52, 53;
  • the first study of Christ, 121;
  • taught from by Christ, 134, 314;
  • Luther on study of, 234;
  • study of in modern schools, 327;
  • study of prevents “cramming,” 352;
  • its study based on doubt, 354;
  • study of not to supersede the Bible, 387.
  • Noah a teacher of righteousness, 46, 47.
  • Origen, his birth and education, 169;
  • his reasons for studying philosophy, 169, 170;
  • represents mixture of pagan and Christian ideas, 170;
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