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 432 EDUCATION EDWARD III. selected course and one year of practice ;- and that of architect after three years' study and two of practice. Among the most valuable works on the subject of education are : Schwarz, Erziehungslehre (Leipsic, 1829) ; Cramer, Oe- schicJite der Erziehung und des Unterrichts in inelthistorischer Entwickelung (Leipsic, 1832 '8) ; Cousin, " Report on Public Instruction in Prussia" (New York, 1835); Foster, "Educa- tional Reform" (London, 1837); Bache, "Re- port on Education in Europe " (Philadelphia, 1839); Von Raumer, Geschichte der Pada- gogik seit dem Wiederaufbluhen classischer Studien (Stuttgart, 1843-'52) ; Fritz, Esquisse d'un systeme complet d 1 instruction et ^educa- tion (Strasburg, 1841-'3); E. D. Mansfield, "American Education" (New York, 1851); Henry Barnard, "National Education in Eu- rope" (New York, 1854); Edison, "National Education" (London, 1855); Horace Mann, "Lectures on Education" (Boston, 1855); Thery, Histoire d} education en France (Paris, 1858) ; Wiese, Das hohere Schulwesen in Preus- sen (Berlin, 1864); Lowe, "Primary and Clas- sical Education" (Edinburgh, 1867); Blake, "American Schools and Colleges" (London, 1867) ; Matthew Arnold, " Schools and Uni- versities on the Continent" (London, 1868) ; Randall, "First Principles of Popular Educa- tion and Public Instruction " (New York, 1868) ; Staunton, "The Great Schools of England" (London, 1869); Arnott, " National Education " (London, 1869); Roberts, "National Educa- tion " (London, 1869) ; " Report on Education," by John W. Hoyt, United States commissioner on education to the Paris exposition of 1867 (Washington, 1870); J. W. Hoyt, "University Progress" (New York, 1870); Encyclopadie des Erziehungs- und Unterrichswesens, edited by Dr. K. A. Schmid of Stuttgart (81st part, 1871); Barnard, "National Education," Ger- man States (New York, 1871); Randall, "His- tory of the Common School System of the State of New York " (New York, 1871) ; Hazen, " The School and the Army in Germany and France " (New York, 1872) ; " Report of Committee of Council on Education for 187l-'2," Great Brit- ain (London, 1872); Carl Rosenkranz, Die Pddagogik als System (Berlin, 1847; English translation by Anna C. Brackett, St. Louis, 1873) ; Dr. G. A. Riecke, Erziehungslehre (3d ed., Stuttgart, 1873); Herbert Spencer, " Education, Intellectual, Moral, and Physical " (New York, 1873); "Education in Japan, a Series of Letters addressed by prominent Amer- icans to Arinori Mori" (New York, 1873); Northrop, "Education Abroad" (New York, 1873) ; Rigg, " National Education in its Social Conditions and Aspects, and Public Elementary School Education, English and Foreign " (Lon- don, 1873). See also Luben's PddagogiscJier Jahresbericht, published annually at Leipsic; Wolfram's Allgemeine Chronik des Volksschul- wesent, published annually at Hamburg; an- nual reports of the United States bureau of education, beginning with 1870, also numer- ous circulars of information published by that bureau ; and the annual reports of the su- perintendents and boards of education for the various states and cities of the United States. EDWARD I., surnamed the Elder, king of the West Saxons, son and successor, in 901, of Al- fred the Great, died in 925. His claim to the throne, though recognized by the witenage- mote, was disputed by his cousin Ethelwald, who gained the support of the Northumbrian and East Anglian Danes. The rebels marched through the counties of Gloucester, Oxford, and Wilts, and Edward, unable directly to oppose them, retaliated their ravages in the country of the East Angles. He thought prop- er to withdraw his army, loaded with booty, before the approach of the rebels ; but the Kentish men, greedy of more spoil, stayed behind in defiance of orders. They were as- saulted by the East Angles, and resisted so valiantly that, though at last obliged to retreat, it was not till after they had slain a great number of the enemy, and had terminated the rebellion by causing the death of Ethelwald himself. The reign of Edward was occupied with subduing the turbulent Danes, who abounded and were constantly reenforced in the provinces of East Anglia and Northum- bria. In this he was assisted by his sister Ethelfleda, who governed Mercia. He pro- tected his territories by fortresses which grad- ually became centres of trade and population. He gained two victories at Temsford and Mal- don, and subjected all the tribes from North- umbria to the channel. His sons Athelstan, Edmund, and Edred successively occupied the throne. EDWARD II., surnamed the Martyr, king of the Anglo-Saxons, son and successor of Edgar, born about 962, ascended the throne in 975, and was murdered in 978. His stepmother Elfrida raised a faction in favor of her own son Ethel- red, who was but seven years of age. Ecclesi- astical parties took opposite sides, the married clergy who had been ejected in the preceding reign regarding Elfrida as their patroness and supporting the pretensions of Ethelred, and the monastic followers of St. Dunstan main- taining the claim of Edward. A civil war had already begun, when at a general meeting of the witenagemote Edward, after much oppo- sition, was formally accepted as king. The strife among the clergy still divided the king- dom, and the party opposed to St. Dunstan plotted the murder of the young monarch. He was stabbed in the back at Corfe castle, the residence of his stepmother, as he was drinking a cup of mead on horseback, and sinking from his seat was dragged away by his horse. Ethelred II. succeeded him. EDWARD HI., surnamed the Confessor, king of the Anglo-Saxons, son of Ethelred II. and successor to Hardicanute, born at Islip, Oxford- shire, about 1004, ascended the throne in 1042, and died Jan. 5, 1066. His mother was a Nor- man princess, Emma, and during the Danish