14. To seek development, or evolution of power, in the exercise of those functions, in the use of those faculties, that it is desired to develop. 15. That the exercise productive of true development must be in harmony with the function or faculty to be developed, and proportioned to its present strength. 16. That to be most truly efficient the exercise must arise from and be sustained by the self-activity of the function or faculty to be developed. 17. That this self-activity must manifest itself not in receptive action or acquisition alone, but in expressive action or production. 18. Practically, that children should be busied with things that they can not only see but can handle and use in the making or representing of new things to express their growing ideas. Pages 414 to 469. JACOTOT. 1. Set pupils to learning by their own investigation and refrained from giving them direct instruction. 2. Asserted that all human beings are equally capable of learning. 3. Declared that every one can teach; and, moreover, can teach that which he does not know. 4. Has done great service by giving prominence to the principle that the mental faculties must be developed and trained by being put to actual work. 5. By his doctrine "All is in all," he gave prominence to the correlation of knowledge. 6. Made the thorough mastery of a single book and the retention of it all in the memory his basis of all further accumulation. 7. His methodology summarized: Learn something, repeat it, reflect upon it, test all related facts by it. HERBERT SPENCER. 1. The value in the views of one who comes to educational problems free from tradition and prejudice. 2. The teaching that gives the most valuable knowledge also best disciplines in the mental faculties. 3. The end and aim of education is to prepare us for com complete living. 4. The test of the relative value of knowledge lies in its power to influence action in right or wrong directions. In method we must proceed from the simple to the complex; from the known to the unknown; from the concrete to the abstract. 5. 6. Every study should have a purely experimental introduction, and children should be led to make their own investigations and draw their own inferences. 7. Instruction must excite the interest of pupils and therefore be pleasurable to them. Pages 470 to 503. I. THOUGHTS AND SUGGESTIONS. 1. The ideal of public-school work is to beget a healthy interest and pleasure in the doing of hard work. 2. The interest to arise from the nature of the subject itself, or from the recognized usefulness of the subject, or from emulation. 3. The value of pictures in the teaching of children as a means of awakening active interest. 4. The first teaching in reading and number to begin with. the objective method and pass thence to the subjective. 5. In geography and history the lively description and the interesting story to precede the formal compend. II. MORAL AND RELIGIOUS INFLUENCE. 6. Sources and means of the teacher's influence upon his pupils. 7. Causes of the loss of his good influence. 8. The influence of a few leading spirits among the pupils themselves. 9. A mode of religious training. Pages 504 to 547. REVIEW OF EDUCATIONAL PROGRESS. 1. The good and the ill influences of the Jesuits as the "first reformers" in educational practice. 2. Rabelais, the first to advocate training as distinguished from teaching. 3. Comenius, founder of the science of education, recognizing in his scheme the threefold nature of man. 4. Rousseau, the originator of the "new education" as based upon the inherent nature of the child. 5. Pestalozzi and Froebel, reformers of the processes of education, seeking to secure the development of each faculty by its own activity in appropriate exercise. Abbott, E. A., on Montaigne and Locke, Art learnt by right practice, 40 Analogies for illustration not proof, 155 Anschauung, Pestalozzi on, 360 Aquaviva and Jesuit schools, 36 Arithmetic, Children's. Comenius 145 Armstrong, Ld., on cry for Useless Know- Arnauld, his Règlement, 189 the Philosopher of Port-Royal, 187 Bell, Dr., at Yverdun, 352 Bellers, John, for hand-work, 211, %. His Besant, W. Readings in Rabelais, 67, r Birmingham lecture quoted, 193, Blackboard, Drawing on, 476 Browning, Oscar, on Humanists, &c., 231 Buchanan and Infant Schools, 409 Bülbring, Dr., and Mary Astell, 543 Burke, quoted, 437 Blunder of insisting on repulsive tasks, Buss, 341, 365 Butler, Bp., on Ed., 147, 148, - of not getting clear ideas about defini- Butler, Samuel, quoted, 30 Cadet on Port-Royal, 195 Calkins, Prof., on learning thro senses, 150, n. Cambridge exam. of teachers, 213, a -man, 40 years ago, 431, . Capitalizing discoveries, 517 - on "nag for sandcart," 467 Carré on Port-Royal, 195 Bookishness of Renascence. Montaigne, Cato's Distichs, 81, 121 Children and poetry, 541 -care for things and animals, 475, 521 Childhood the sleep of Reason, 245 Christopher and Eliza, 309 Bowen, H. C., on connected teaching, 424, Church, Dean R. W., on Montaigne, 71, Brown, Dr. John, Ed. through senses, 458, Clindy, Pestalozzi at, 353 2. -Hora Sub., quoted, 169 Clough, quoted, 358 Colet, Dean, So, 533 |