CHAPTER XIII. --Rousseau and the _Émile_ 278-310 CHAPTER XIV. --The Philosophers of the Eighteenth Century. --Condillac, Diderot, Helvetius, and Kant 311-339 CHAPTER XV. --The Origin of Lay and National Education. --La Chalotais and Rolland 340-361 CHAPTER XVI. --The Revolution.--Mirabeau, Talleyrand, and Condorcet 362-389 CHAPTER XVII. --The Convention.--Lepelletier Saint-Fargeau, Lakanal, and Daunou 390-412 CHAPTER XVIII.--Pestalozzi 413-445 CHAPTER XIX. --The Successors of Pestalozzi.--Frœbel and the Père Girard 446-477 CHAPTER XX. --Women as Educators 478-507 CHAPTER XXI. --The Theory and Practice of Education in the Nineteenth Century 508-534 CHAPTER XXII. --The Science of Education.--Herbert Spencer, Alexander Bain, Channing, and Horace Mann 535-570 APPENDIX 571-575 INDEX 577-598 TRANSLATOR’S PREFACE. The two considerations that have chiefly influenced me in making this translation are the following:-- 1. Of the three phases of educational study, the practical, the theoretical, and the historical, the last, as proved by the number of works written on the subject, has received but very little attention from English and American teachers; and yet, if we allow that a teacher should first of all be a man of culture, and that an invaluable factor in his professional education is a knowledge of what has hitherto been done within his field of activity, there are the best of reasons why the claims of this study should be urged upon the teaching profession. For giving breadth of view, judicial candor, and steadiness of purpose, nothing more helpful can be commended to the teacher than a critical survey of the manifold experiments and experiences in educational practice. The acutest thinkers of all the ages have worked at the solution of the educational problem, and the educating art has been practised under every variety of conditions, civil, social, religious, philosophic, and ethnic. Is it not time for us to review these experiments, as the very best condition for advancing surely and steadily?