Conclusions. oppression of foreign tyranny, one of the first things she did was to make provision for the training of the teachers in her secondary schools. She thus procured for herself that magnificent army of educational experts which forms one of the chief sources of her national strength. Now that we have to fight against the world to try and maintain our industrial and commercial supremacy, we might do worse than follow the example of Germany, and lay the first educational foundations of trade and industry and of all national prosperity by training our secondary teachers. If we refuse to do this it will be useless to organize our secondary education, as Matthew Arnold so strongly and so wisely urged us to do many years ago; and we may, at no very distant date, find ourselves compelled to begin to train our educational experts by the same necessity as Germany. INDEX. = E. England. F. France. G. Germany. U.S.A. United America. See National Educa- tion in the United States. Andover, Mass., 260. Angers, 193. Antwerp Congress, 131. Arago, F. J. D., 160. Architecture (G.), 106–108. Arnold, Matthew, 33, 34, 115, 276. Baker, James, 129. Berkeley, Sir William, Governor of Berlin, 61, 106, 115. See also Birkbeck, Dr. George, 16-25, 46, Columbia University (U.S.A.). See Universities. Compiègne, 184, 185. See also Conservatoire National des Arts 129. Cornell, Ezra, 278. Cornell University (U.S.A.). See Crefeld school (G.), 127, 128. Dale, F. H., 119–125. Democracy and Education (E.), Devonshire, Duke of, 97. Dresden, 104, 115. Drexel Institution of Art, Science, Dupuy, Charles, 164. Eaton, Professor Amos, 280. II, 19, 24, 31, 47, 53. Education Department (E.), 32. English, the Study of (G.), 96, 97. Fichte, J. T., 62, 86. Index. Language. See Modern Lan- Latin, the study of (F.), 170; (G.), Leipzig Commercial High School, Lowe, Robert, 13. 79. Napoleon, 6, 9, 10, 59, 64, 65, 154, National Bureau of Education Education Act of 1870..11. Mechanics' institutions, 21, 22. |