A

Academician, The, 69, 70.
Academies, in Mass., 17-19.
Adams, C. F., quoted, 14, 15 note.
Adams, John, on education in N. E.,

26.

American Annals of Education
and Instruction, The, 71.
American Institute of Instruction,
the, 67.

American Journal of Education,
The (Mr. Wm. Russell, editor),

70.

Antioch College, founding of, 242,
243; Horace Mann, president of,
243-247; opening of, 248, 249;
courses of study at, 251, 252; co-
educational, 252; receives persons
of color as students, 253; discipline
and moral training at, 253, 254;
troubles at, 259-263; later history
of, 265.

B

Bache, Pres. A. D., report to the trus-
tees of Girard College, 65.
Barnard, Dr. Henry, creates the
Teachers' Institute, 136, 137; on
Cyrus Pierce, 154; first secretary
of Conn. Board of Education, 280-
282; commissioner of common
schools in R. I., 283; principal of
Conn. Normal School, 283; editor
and publisher of American Jour-
nal of Education, 291.
Bell, Dr. Andrew, in Va., 35, 36; his

monitorial system, 58, 59.
Board of Education, the Mass., pro-
visions of the law creating, 105, 106;

origin of the measure, 106, 107; its
utility, 107, 108; first composition
of, 108, 109; first secretary of,
elected, 109-111; opposition to, 126-
180; attacks on, by religious secta-
ries, 214, 215, 221; vindication of,
by Mr. Mann, 222, 223.

Boston schoolmasters, men of educa-
tion and character, 183; aroused by
seventh report, 184; Remarks of,
185; Rejoinder of, 197, 198; four
of, dismissed, 202.
Brooks, Rev. Charles, advocates Nor-
mal schools, 147, 158.

C

Carter, J. G., on education in N. E.,
29, 30; birth and education, 52, 53;
Letters of, on the free schools of
N. E., 53; Essays of, on popular
education, 54-56; outline of an in-
stitution for the education of teach-
ers, by, 55, 56; reviews of his writ-
ings, 56; draws the bill creating
Mass. State Board of Education, 106,
107; member of first board, 109;
considered for Secretary of Board,
109, 110.

Catechism, the Shorter, 33, 210, 211,
217, 219.

Christian Connection, the, found An-
tioch College, 242; character of, 244,
245, 260, 261, 263.

Cincinnati, public schools of, organ-
ized, 42, 43.

Clergy, the, decline of educational in-
fluence, 45, 211.

Clinton, Gov. De Witt, 40; recom-
mends a teachers' seminary, 57, 58;

recommends district school libra-
ries, 131.

Clinton, Gov. Geo., on common
schools, 39.

College of professional teachers, 67–69.
Collegiate Reformed Dutch Church,

in the city of N. Y., school of, 37.
Combe, George, his Constitution of
Man, 94, 95, 98, 101 note; a friend
of popular education, 99, 100; letters
of Mr. Mann to, on controversy with
schoolmasters, 201, 202; letters of
Mr. Mann to, on controversy with
religious sectaries, 228, 229; letters
of Mr. Mann to, on going to Con-
gress, 234, 235; letter of Mr. Mann
to, on re-election, 239; letter of Mr.
Mann to, on growing old, 258, 259;
letter of Mr. Mann to, on work at
Antioch, 262; article of, on educa-
tion in Mass., 278.
Common School Revival, the, origin
of, 72, 73; progress of, 281-310; -
in Mass., 275, 276; in Conn., 282,
283; in R. I., 283; in other N. E.
States, 283, 284; in N. Y., 284; in
the West, 284, 285; in Mich., 285,
286; progress of, shown in new
school systems, 287; shown in sta-
tistics, 287, 288; slavery a barrier
to, 289; stimulated by the Civil
War, 289, 290; shown in educational
literature, 290, 292; effect of, in the
West, 292, 293; a democratic move-
ment, 295; involves free education,
296; also gratuity and compulsion,
296, 297; European influence on,
298-300; includes high schools, 302-
305; extension of, to rural districts,
305, 306; includes both material and
spiritual elements, 309, 310.
Common schools, general survey of, 1-
45;-in Mass., 1-19; in Plymouth,
19; in Conn., 20, 21; in N. H., 22,
23; in Me., 23, 24; in R. I., 25;
in N. E. as a whole, 26-33; in
other States, 33, 34; in Va., 35,
36-39; in N. Y., 37, 39, 40; in Penn.,

87; in N. J., 37; in S. C., 39; in
the West, 40; in Ky., 41, 42; in
Tenn., 41; in Ohio, 42, 43; in Ind.,
43.

Compulsory education, 8, 296, 297.
Connecticut, early education in, 20-
22; education at beginning of the
century, 27, 28; revival in, 282, 283.
Cousin, M. Victor, report of, on the
state of public instruction in Prus-
sia, 64, 65, 285.

D

Dame school, the, 9, 25, 81.
Davis, Rev. Emerson, a member of
the Mass. Board of Education, 109;
defends Mr. Mann, 230.
Discoveries and inventions, educa-
tional influence of, 71, 72.
District system, the, in Mass., 11, 14;
Mr. Mann on, 177, 306.
Dwight, Mr. Edmund, member of the
State Board of Education, 109; se-
cures the election of Mr. Mann as
Secretary, 110; contributes to popu-
lar education, 121, 137, 143, 148;
sketch of, 147 note.

Dwight, Dr. Timothy, on education
in N. E., 27, 28.

E

Education, influence of, on individual
and social well-being, 168, 169, 178,
179.

Educational declension in Mass., 9,
10, 15-17.

Emulation in schools, 203-205.
Everett, Gov. Edward, recommends
the State Board of Education, 106;
on the name "Normal," 145 note;
on the Mass. Normal schools, 156-
158.

F

Foreign influence on education in the
U. S., 58-66, 299.

Free schools, 8, 9, 44, 295, 296.

Mann, Horace, forerunners of, 46-74;
schools and schoolmasters, 75-104;
-birth and family, 75, 76; regimen
to which he was subject, 76, 77; in-
ured to toil, 77, 78; early education,
78, 79; love of books and study,
79; early relations to nature, 80,
S1; access to the Franklin library,
81, 82; early religious experience,
82, 83; later theories, 83, 84; char-
acter of his childhood, 84, 86; pre-
pares for college, 86; in Brown
University, 86, 87; studies law, 87,
88; tutor and librarian at Brown
University, 87; at the bar, 88, 89;
a member of the State legislature,
89, 90; his friends, 90; married life
of, 91; his wife's death and its effect
upon him, 92, 93; description of
his mind and manner, 93; ill health,
94; becomes a phrenologist, 94-96;
influenced by phrenology, 100,
102; equipment for his educational
work, 102-104; secretary of the
Massachusetts Board of Education,
105-114;-his selection for the office,
109-111; his ideas relating to the
office, 111, 113; motives that led
him to accept the office, 113, 114;
his secretaryship in outline, 115-
144;-first work as Secretary, 115,
116; prepares for his work, 117,
118; obstacles to be overcome, 118,
119; first circuit of the State, 119,
120; his First Report, 120; his popu-
lar addresses, 120; his communica-
tion to the legislature relative to
qualifying teachers, 121; second
educational circuit of the State, 121,
122; subsequent circuits, 122, 123;
brings out The Common School
Journal, 124, 125; repels the oppo-
sition to the Board of Education
and secretaryship, 125-130; favors
district school libraries, 131-135;
adopts the Teachers' Institute, 135-
138; marries Miss Peabody and
visits Europe, 138, 139; his visits