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. 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, 4:20 Analogies for illustration not proof, 155 Anchoran edits C.'s Janua, 163 Andreæ, J. V., 122 Anschauung, Pestalozzi on, 360 Froebel for, 408 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 Blackboard, Drawing on, 476 Browning, Oscar, on Humanists, &c., 231 His Buchanan and Infant Schools, 409 Bülbring, Dr., and Mary Astell, 543 Blunder of insisting on repulsive tasks, Buss, 341, 365 Butler, Bp., on Ed., 147, 148, m - of not getting clear ideas about defini- Butler, Samuel, quoted, 30 - of giving only book knowledge, 458 - of teaching words without ideas, 475 of assuming knowledge in pupil, 468 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, 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 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, - too hard for boys, 16 Classification, Thoughts on, 237 Brown, Dr. John, Ed. through senses, 458, Clindy, Pestalozzi at, 353 Clough, quoted, 358 Colet. Dean, 60, 533 Conduct of Understanding and Reason, Ecole modele, books not used, 154, 8. Concrete, Start from, 461 Educations. Rousseau's three, 248 studies. Comenius, 141 Elizabeth, Queen, Ascham's pupil, 88 Emerson, R. W., quoted, 501 Empyrical before Rational, 462 Emulation cultivated by Jesuits, 42 - De Garmo, Dr., on language work, 481, Encyclopædia Bri., 385, n. |