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. as 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, 420 231, ". Jacob; Teacher, 544 Accomplishments, 451 Action, the root of Ed., 403 "Advice to a Young Lord" (1691), 234, #. Education for. Comenius, 515, 522 - to be educated. Comenius, 146 Analogies for illustration not proof, 155 Anschauung, Pestalozzi on, 360 Froebel for, 408 - · 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 Cadet on Port-Royal, 195 Calkins, Prof., on learning thro senses, 150, N. Cambridge exam. of teachers, 219, ♣ man, 40 years ago, 431, s. Capitalizing discoveries, 517 - on" nag for sandcart," 467 Carré on Port-Royal, 195 Bookishness of Renascence. Montaigne, Cato's Distichs, 81, 121 Bowen, H. C., on connected teaching, 424, Church, Dean R. W., on Montaigne, 13, Brown, Dr. John, Ed. through senses, 458, Clindy, Pestalozzi at, 353 -- -Rousseau for, 261 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 Conduct of Understanding and Reason, Ecole modele, books not used, 154, #. Connexion of knowledges, 424 91 Corporal punishment, Pestalozzi for, 327 Decimal scale universal, 479 "Economy of Nature," 440 Education of Man, published 1826, 392 - in America, 529 De Garmo, Dr., on language work, 481, Encyclopædia Bri., 385, n. |