X RELIGIOUS INSTRUCTION AND ITS RELA-

TION TO EDUCATION

Education part of the life process-Study of the en-

vironment-Religious training essential to education-

Forces separating religious training from education-Is

the Bible a sectarian book?-The secular schools of France

-Limitations of the secularized school-The family and

the church as educational agencies-Religious belief uni-

versal-Moral and civic instruction no substitute for

religious teaching-Opportunity of the Sunday-school-
Effects of ignorance of the Bible-The appeal to the hu-
man heart.

XI THE SCOPE AND FUNCTION OF SECONDARY

EDUCATION

Extent of secondary instruction-What is secondary

education?—The secondary school programme of study—

Characteristics of adolescence-Characteristics of second-

ary-school studies-Passage from elementary to secondary

instruction-Disciplinary and selective functions of sec-

ondary instruction-Passage from secondary school to col-

lege Overcrowded school programmes-Purpose of flex-

ible and elective courses.

XII THE SECONDARY SCHOOL PROGRAMME

Threefold division of instruction-Field of secondary

education-Effect of college admission examinations—

Waste in education-Need of better-trained secondary

teachers-Aim of secondary instruction-Secondary-

school programmes of study-English-Geography and

History Mathematics-Natural science-Latin and

Greek-French and German-Drawing and construc-

tive work-Physical training-The secondary school and

life.

Distinction between college and university-Are there
American universities ?-Definition of a university-
The American college-The college population-The col-
lege programme of study-Higher education in America

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201

227

259

and in Germany-Teaching and research-The technical

school in the university Schools of applied science-
Schools of law and of medicine-The unity of the true uni-
versity-Excessive specialization a danger.

XIV. THE PLACE OF COMENIUS IN THE HIS-

TORY OF EDUCATION

Comenius-State of Europe in 1592-Educational aim

of Comenius-His teachers-Comenius an exile-The

Pansophia-Comenius and Milton-In Sweden and in

Hungary-The dream of Comenius-Comenius as fore-

runner of modern ideas-Comenius and Locke-Rous-

seau- -Pestalozzi-Froebel-Comenius and the modern

movement in education.

XV. STATUS OF EDUCATION AT THE CLOSE OF

THE NINETEENTH CENTURY

The centuries-The nineteenth century-Develop-

ment of the importance of the individual-Growth of

emphasis on the individual in educational theory-The

new spirit of freedom-Excesses of individualism-The

individual and institutions of civilization-Influence of

the doctrine of evolution-The logical and the psycho-

logical order-Evolution and individualism-New im-

portance of education as a government function.

American education not exclusively a government

function-Public character of non-tax-supported educa-

tion-Government and liberty-The three types of Amer-

ican educational institution-National institutions not

necessarily governmental-Scope of tax-supported educa-
tion-Tax-supported education as public service-Daniel
Webster on taxation for public instruction-Three funda-
mental principles of American education.

National government and education-Education a

State function-Statistics of public education-Illit-
eracy-Education and crime-Education and industry-

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297

319

343

Public secondary education-Local influence of the col-
lege-American universities-Literature of education-
Private aid to education-Study of education.

XVIII. DISCIPLINE AND THE SOCIAL AIM OF
EDUCATION

Training implies purpose-Form of training determined
by one's philosophy of life-The common school a prod-
uct of democracy-Discipline and democracy-The des-
potism of a majority-Individualism, collectivism, and in-
stitutionalism-Discipline and personality-Democracy
and efficiency-Education and the ideal state.

INDEX.

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379

I

INTRODUCTION