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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 complete living.

4. The test of the relative value of knowledge lies in its power to influence action in right or wrong directions. 5. In method we must proceed from the simple to the complex; from the known to the unknown; from the concrete to the abstract.

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.

1. 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.

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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.

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Abbott, E. A., on Montaigne and Locke, | Art learnt by right practice, 4:20

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Analogies for illustration not proof, 155

Anchoran edits C.'s Janua, 163

Andreæ, J. V., 122

Anschauung, Pestalozzi on, 360

Froebel for, 408
Apparatus, 462

Aquaviva and Jesuit schools, 36
Arber, Prof., 82, n., 83

Arithmetic, Children's. Comenius 145
- for children, 479, 482

Armstrong, Ld., on cry for Useless Know-
ledge, 78, n.

Arnauld, his Règlement, 189

the Philosopher of Port-Royal, 187
Arnaulds, The, and the Jesuits, 173
Arnold, Dr., educator of English type,

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Bell, Dr., at Yverdun, 352
Bellers, John, for hand-work, 211, s.
Benham, D. His Comenius, 119.
trans. of Sch. of Infancy, 142
Besant, W. Readings in Rabelais, 67,
Biographies before history, 489
Birmingham lecture quoted, 193,

Blackboard, Drawing on, 476

Browning, Oscar, on Humanists, &c.,

231

His Buchanan and Infant Schools, 409
Buisson on Intuition, 361

Bülbring, Dr., and Mary Astell, 543
Burgdorf Institute, 341
Pestalozzi at, 335
Burke, quoted, 437

Blunder of insisting on repulsive tasks, Buss, 341, 365
467

Butler, Bp., on Ed., 147, 148, m

- of not getting clear ideas about defini- Butler, Samuel, quoted, 30
tions, 460

-

of giving only book knowledge, 458
- of teaching epitomes, 485

- of teaching words without ideas, 475
of "cramming" children, 374, 375
of not beginning at the beginning,
468

of assuming knowledge in pupil, 468
of neglecting interest, 464, 474
of teaching the incomprehensible, 195
- about "first principles," 461
Bluntschli warns Pestalozzi, 293
Bodily health, Jesuits cared for, 48, 507
Bodmer, 291

Body, its part in education, 566

- must be educated, 411

- Rabelais's care of the, 508

Boileau's Arrêt, 187, n.

Cadet on Port-Royal, 195

Calkins, Prof., on learning thro sensee,

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Bookishness of Renascence. Montaigne, Cato's Distichs, 81, 121

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Children and poetry, 541

- care for things and animals, 475, 521
- not small men, 250

Childhood the sleep of Reason, 245

Christopher and Eliza, 309

Bowen, H. C., on connected teaching, 424, Church, Dean R. W., on Montaigue, 71,

n.

-on development, 399

-on Kindergartens without idea, 410

Bréal, M., quoted, 286, n.

-- on child-collectors, 429, r.

-- on teachers, 455, n.

Brewer, Prof., 98

Brinsley, J., 200

-on training teachers, 99, n.

n.

Citizens' duties, 447

Classics, "Discovery" of the, 3

- do not satisfy modern wants,
-in Public Schools, 76

- too hard for boys, 16

Classification, Thoughts on, 237
Classifiers, Caution against, 239
Class matches, 42, 529

Brown, Dr. John, Ed. through senses, 458, Clindy, Pestalozzi at, 353

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Clough, quoted, 358

Colet. Dean, 60, 533

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Conduct of Understanding and Reason, Ecole modele, books not used, 154, 8.

Concrete, Start from, 461

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Educations. Rousseau's three, 248
Edwardes, Rev. D., quoted, 499,
Elbing, Comenius at, 130
Elementarie. Mulcaster's, 92
Elementary, Basedow's, published, 275
- course. Mulcaster, 97

studies. Comenius, 141

Elizabeth, Queen, Ascham's pupil, 88
Elyot's Governour, 91, 202

Emerson, R. W., quoted, 501

Empyrical before Rational, 462

Emulation cultivated by Jesuits, 42
Forms of, 530

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De Garmo, Dr., on language work, 481, Encyclopædia Bri., 385, n.

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