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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.

ó. 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.

66

4. Rousseau, the originator of the new education based upon the inherent nature of the child.

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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, 420

231, ".

Jacob; Teacher, 544

Accomplishments, 451

Action, the root of Ed., 403

"Advice to a Young Lord" (1691), 234, #.
Eschines on memorizing, 541
Æsop's Fables, Locke's, 238, n.
Alexander De Villa Dei, 80, 532
All can learn, Jacotot, 416
Education for, 356

Education for. Comenius, 515, 522
- is in all. Jacotot, 423

- to be educated. Comenius, 146
Altdorf burnt, 326

Analogies for illustration not proof, 155
Anchoran edits C.'s Janua, 163
Andreæ, J. V., 122

Anschauung, Pestalozzi on, 360

Froebel for, 408

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· Pestalozzi at, 335

Burke, quoted, 437

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

467

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

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

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Cadet on Port-Royal, 195

Calkins, Prof., on learning thro senses,

150, N.

Cambridge exam. of teachers, 219, ♣

man, 40 years ago, 431, s.
Campanella, 122
Campe, 287

Capitalizing discoveries, 517
Carlyle about the Schoolmen, 10, s.
-on divine message, 401
-on History, quoted, 145, he
- on Knowledge, 223

- on" nag for sandcart," 467
-on teaching religion, 359, #.
Carlyle s "mostly fools," 517, N.
"Succedaneum for salt," 498

Carré on Port-Royal, 195
Cat, Rousseau on the, 258

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

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Bowen, H. C., on connected teaching, 424, Church, Dean R. W., on Montaigne, 13,

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

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-Rousseau for, 261
Drill, Need of, 526
Drudgery defined, 472

Drummond, Henry, quoted, 508, 1.

Dunciad, quoted, 31, 422

Dupanloup, Bp., quoted, 113

Dupanloup against Public Schools, 179

Dury's Reformed Schoole, 203

- watch simile, 205

Early education negative, 244, 408
Ecclesiasticus, quoted, 77

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

Connexion of knowledges, 424
Consolation, &c., Brinsley, 200
Cooking should be taught, 540
Coote, Edward, English Scholemaster,

91

Corporal punishment, Pestalozzi for, 327
Cotterill, C. C., Suggested Reforms, 545
Cowley's Proposition, &c., 202
Cowper on man and animals, 517
Creative instinct. Froebel, 404
Daniel, Canon, quoted, 155, #.
Daniel, Le P. Ch., quoted, 62, n.
Day-dreams of a Schoolmaster, 548
Day-schools wanted, 499
Dead knowledge, 524

Decimal scale universal, 479

"Economy of Nature," 440

Education of Man, published 1826, 392
Educational Reformers. History of the
book, 527

- in America, 529

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

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