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ANALYTICAL INDEX.

I. GROUNDWORK OF THE WHOLE.-§ 1. Universal law; unity;
God. § 2. Destiny and life-work of man; education defined. § 3.
Science of education; theory and practice. § 4. Value of wisdom;
need of education. § 5. Object of education. § 6. Method of educa-
tion; law of inverse inference; misunderstandings. § 7. Originally
passive character of education. § 8. Development needs freedom;
dangers of mandatory education; proper time for mandatory educa-
tion. § 9. Free self-activity, a requirement of the divine origin of
man. § 10. Human perfection can serve as a model only in spirit.
§ 11. Jesus, as an exemplar, calls for free, self-active development.
§ 12. Faith and insight render the ideal mandatory; law of opposites
in good education; education itself must obey law and banish des-
potism. § 13. Teacher and pupil equally subject to the law of right.
§ 14. Law of spiritual development. § 15. Man as a child of God; as
a child of humanity. § 16. Humanity developed in successive indi-
vidual human beings. § 17. Duty of parents; destiny of child. § 18.
Trinity of relations—unity, individuality, diversity. § 19. Need of
early education; self-activity. § 20. Force, the child's first utter-
ance; joy and sorrow; willfulness; value of small suffering; stage
of infancy; need of adjustment of surroundings; the first smile.
§ 21. Sense of community, as first germ of religious spirit; the
mother's prayer; value of religious spirit. § 22. Continuity of de-
velopment in the child's life. § 23. Creativeness; productive work;
singleness of purpose; relentlessness of law; need of industrial work
in education; temperance.

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velopment and all development; dawn of reason; agreement betw
the development of the individual and that of the race.
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velopment of the senses; law of connection of contrasts. S
Order of the senses. § 27. Muscular development; standing; pl
ing with his limbs; false habits; need of watchfulness. § 28.
ginning of childhood; language; the family. § 29. Importance
childhood; play and speech. § 30. Play; nature of play; imp
tance of play; unity of child and surroundings. § 31. Food of t
child; simplicity necessary; dangers of over-stimulation; food on
for nourishment. § 32. Clothing of the child. § 33. Object of p
rental care; maternal instinct is not sufficient; sketch of t
mother's work; arousing self-consciousness; study of surrounding
arousing self-activity: nursery of the "worldly-wise "mother; arou
ing the sense of community; value of rhythmic movements; spo
taneous association of ideas. § 34. Learning to stand and wall
collecting material. § 35. Studying the material; seeking the inne
nature; parental indifference crushes development; pernicious in
fluence of our short-sightedness. § 36. First attempts at drawing
finding the chalk; first sketches; linear representation. § 37. Prog
ress of drawing-work; parents need not be artists; need of de
scriptive words; word and drawing. § 38. Drawing leads to num
ber; development of number-notions; need of objects. § 39. Wealth
of the child's world. § 40. Helping father and mother; leading
the horse; attending the goslings; the little gardener; the forest-
er's son; the blacksmith, etc.; harshness; fostering independence
joy of child-guidance; development of industry. § 41. Our own
dullness. § 42. "Let us live with our children." § 43. Importance
of speech; importance of inner unity. § 44. Misunderstandings
from nearness of things; difficulty of self-knowledge; transition to
boyhood.

III. THE BOYHOOD OF MAN.-S 45. Boyhood defined; instruc-
tion; school defined. § 46. Objects of the school. § 47. Will de-
fined; starting-point; development of boyhood rests on childhood.
§ 48. Importance of the family; the family a type of life. § 49.
Transition from play to work; formative instinct; desire to help
the parents; danger of repulsion; indolence results; inquisitiveness;
love of difficulties; climbing; exploring caves; the garden; love of
water; love of plastic material; building; sense of proprietorship;

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ANALYTICAL INDEX.

xxiii

home-industry; love of the past; love of tales and stories; love of
song; symbolism of play. § 50. Actual boy-life very different from
this; causes of difference. § 51. Man essentially good. § 52. Nature
and origin of falsehood; how to overcome evil with good. § 53. In-
fluence of common sympathy; faults of ignorance; the boy and
the wig; the boy and the bowl; the broken window; the boy and
the pigeon; how boys are made bad; false conversion; the boy and
the beetle; ravages of harsh words. § 54. Sins against childhood.
§ 55. Seeking unity.

IV. MAN AS A SCHOLAR OR PUPIL.-§ 56. Aim of the school; aim
of instruction; the schoolmaster; the faith of boyhood; spirit of
the school; inner power of boyhood; playing with this inner power;
the spirit makes the school. § 57. Need of schools. § 58. What
shall schools teach? § 59. Mind; nature; language.

V. CHIEF GROUPS OF SUBJECTS OF INSTRUCTION.-A. Religion
and Religious Instruction.-§ 60. Religion defined; religious instruc-
tion; assumption of some degree of religion; difficulty of under-
standing original unity; the thinker and the thought; father and
son; spiritual unity. § 61. Essence of Christianity; parental and
filial relations, the key; Sonship of Jesus; Christian religion; three-
fold manifestation of God-unity, individuality, diversity.

B. Natural Science and Mathematics.-§ 62. Nature and relig-
ion. 63. Nature and art; immortality of the spirit; nature as
God's work; nature a revelation of God. § 64. Importance of na-
ture-study to boyhood; excursions; loss of sensitiveness. § 65.
Nature in inner and outer contemplation. § 66. External view un-
connected. § 67. The boy's desire to find unity; character of force;
the source of all things. § 68. Definition of force; force and mat-
ter; spherical tendency of force. § 69. The sphere; origin of diver-
sity in form and structure. § 70. Crystallization; the crystal the
first result of simply active force. § 71. Analogies between human
and crystalline development. § 72. Laws of crystallogenic force;
the cube; the octahedron; the tetrahedron; the "fall" of the oc-
tahedron; forms derived from the cube, etc.; the rhombohedron
and derivative forms; compound and cumulative forms; organized
material. § 73. Living force; vegetable and animal forms; binary
plants; quinary relations; relation of animals to plants; law of op-

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technical knowledge not essential; mission of colleges; God every-
where; natural objects, a Jacob's ladder; number, as guide; cor-
rectness of the boy's instinct; honest seeking. § 76. Mathematics,
the fixed point for nature-study; mathematics, a Christian science;
mathematics, the expression of life, as such; all forms proceed from
the sphere; number, form, extent; mathematics and mind.

C. Language.-S 77. Relation to religion and nature; their unity.
§78. Language defined. § 79. Language, a product of the human
mind; born in consciousness; its mediatory character; significance
of word-elements; roots not adventitious; illustrations of the mean-
ing of letters and sounds. § 80. Rhythmic law of language; evil
effects of its neglect; elocutionary tricks. § 81. Historical develop-
ment of writing; pictorial and symbolic writing; presupposes a
rich life; satisfies an inner want. § 82. Forms of letters not arbi-
trary; O and S. § 83. Reading naturally follows; value of the
alphabet; the use of letters presupposes knowledge.

D. Art and Objects of Art.-§ 84. Art, the representation of
inner life. 85. Its relation to religion, nature, and language; its
materials; art, a universal talent; mediatory character of drawing
and poetry; Christian art.

VI. CONNECTION BETWEEN SCHOOL AND FAMILY, AND THE SUB-
JECTS OF INSTRUCTION IT IMPLIES.-A. GENERAL CONSIDERATIONS.-
§ 86. Union of family and school; mere extraneous knowledge per-
nicious; value of the family; need of soul-training. § 87. Subjects
of study enumerated; domestic duties and industrial work.

B. PARTICULAR CONSIDERATIONS.-a. Cultivation of Religious
Sense. § 88. Religious instruction, based on sense of community;
spiritual union of father and son; religious intuition of boyhood;
need of religious experience; errors of dogmatism; contemplation
of the tree; renunciation; pernicious effect of promising rewards;
consciousness of duty well done. § 89. Memorizing of religious
maxims; prayer.

b. Knowledge and Cultivation of the Body.- 90. Respect for the
body; physiology.

c. Nature and Surroundings.-§ 91. To be studied in natural
connection; from the near to the remote; method and course illus-
trated; necessary ramifications; additional illustrations; natural
history; physics; sociology; objections met.

Memorizing Poems. 802 Memory-coms.

song: illustration

e. Language-Exercises, based on the Observation of Nature.-
§ 93. Language-exercises and grammatical exercises compared ; illus-
tration of language-exercises; physics and chemistry; mathematics;
additional illustrations.

f. Outward Corporeal Representation.-§ 94. Importance of outer
representation; superiority of manual over verbal expression; our
blindness due to false education; service of God or man; building;
tablets; lines; character of building-material; modeling.

g. Drawing in the Network.—§ 95. Formation of network; square
and triangle; avoid difficulty in work; size of square; essentials of
the course; details of the course; invention; needs of the school.

h. Study of Colors and Painting.-§ 96. Color and light; varie-
gation; its significance to boyhood; color and form; essentials of
color-study; naming the colors; painting natural objects; illustra-
tions of lessons.

i. Plays.-§ 97. Three kinds of plays; they imply inner life and
vigor.

j. Stories and Tales.-§ 98. Fondness of boys for stories; legends
and fairy-tales; love of repetition; praise of the genuine story-tell-
er; no need of practical applications and moralizing; connection of
stories with experience.

k. Excursions and Walks.-§ 99. In search of oneness of nature
and life; mountains and valleys; living things; observation.

7. Arithmetic.-$ 100. Formation, reduction, and comparison of
numbers; course of instruction indicated.

m. Form-Lessons.-§ 101. Outlines of work.

n. Grammatical Exercises.-§ 102. They consider the word as
material of representation; words, syllables, sounds; suggestions.
o. Writing.-§ 103. Suggestions of method.

p. Reading.-8 104. Suggestions of method.

VII. CONCLUSION.-§ 105. All-sided development the aim; objec-
tions met; creative freedom.

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