Billeder på siden
PDF
ePub

Knowledge must not be dead knowledge, Lily's Carmen Mon., 81

[blocks in formation]

-

Connexion of, Comenius, 157

Known to Unknown, 457

Koethen, Ratke fails at, 107
Kruesi joins Pestalozzi, 340
Lancelot on Comenius, 186
-on learning Latin, 185

Landon, J., School Management, 544
Langethal and Froebel, 390

Language-learning, Lancelot on, 186, n.
Method for, 426, n.

Language lives in small vocabulary, 169
- not Literature, 17

- teaching, Ratke's plan, 116
Languages. Comenius on learning, 140
Latham, H., Action of Exam., 544
Latin, Comenius for, 159

Laurie, S. S., his Comenius, 119

-on books of Comenius, 135

-on Milton, 214

Lavater and Basedow, 276

and Pestalozzi, 291

Learn, Every one can, Jacotot, 416
Learning as employment, 75

- begins with birth. Pestalozzi, 537
- by heart wrong. Ratke, 113
by heart. See Memorizing
for the few, Mulcaster, 93

may be borrowed, Montaigne, 73
- must not be play, 367

- not Knowledge, Montaigne, 71
Leipzig, Dr. Vater at, 477

Leisure hours, 450

- often useless, 498

Leitch, J., Practical Educationists, 409

- Practical Educationists, 544

Lemaître, 186, n.

Leonard and Gertrude, 305

Lessing on Raphael, 420
Leszna sacked, 132
"Letters," Comm. for, 538
Lewis, Prince, and Ratke, ro6
Light from within, Nicole, 190
Likes and Dislikes, Study, 466

Grammar, 533

Literature and Science, 154 539

- at Port-Royal, 184

in education, 539

- or Letters, 9

What is? 6

"Little Schools," 176

Locke against sugar and salt, 466
-and Froebel, 407

-behind Comenius, 230
Books on, 238

for Working Schools, 211,
-on Public Schools, 177, 513
- and Rousseau, 227

against ordinary learning, 234
predecessor of Pestalozzi, 362
two characteristics, 220
- teacher disposes influence, 513
Was he a utilitarian? 234
Locksley Hall quoted, 152
Louis XIV and Port-Royalists, 176
Love the essential principle, 358
Loyola on body and soul, 62
Lowe or Pestalozzi? 379

Lubinus, E., 166, n.

Ludus Literarius, 200

Lupton, J. H., and Colet, 534

Lupton, J. H., on Catechismus P., 102, th
Lux in tenebris, 133

Lytton, Ld., on mother's interference, 371
MacAlister, James, and Anschauung,
361

Macaulay on French Revolution, 246

wanted, 488

"Magis magnos clericos, &c.," 70

Maine, Sir H. S., on studying teaching
scientifically, 410, .

Malleson, Mrs., Notes on Early Training,

544

Mangnall's Questions, 374

Manning, Miss E. A., a Froebelian
Manual labour at Stanz, 331
Marcel, C., 535

Marenholtz-Bulow and Froebel, 394

Marion's fraud, 173

Martineau, Miss, and comet, 223

Masham, Lady, on Locke, 220, n.

Masson, D., quotes Mulcaster, 534

Masson, D., quotes Didac. Mag., 149, n
Masson's Milton, quoted, 127:
Masters and religion, 492

Masters, The "open" and the "reserved," | Model book, Ascham for, 87

[blocks in formation]

– depending on associating sounds, 193, Mother-tongue, 104

-

[blocks in formation]

Middle Age blind to beauty in human form Nature, Comenius about, 136, 137

[blocks in formation]

-on learning through the senses, 150, 213, Newman, J. H., on Locke, 235

510

Milwaukee, Inter-class matches at, 531

Mind like sea-anemone, 474

- on connexion of knowledges, 153

- on nature of literature, 7, 8.

New master, Advice to, 60, 19

New road, Pestalozzi's, 337

-

York School Journal and New Educa.
tion, 411

Nicole on Ed., 190

Niebuhr's Heroengeschichten, 428, m.
Niemeyer on thoroughness, 366, n.
Nihil est in intellectu, &c., 138
Noah's Ark for words, 161

Nonconformist, 504

Normal Schools on increase, 414
Nouvelle Héloïse, Family life, 242

[ocr errors]

Number of boarders in Port Royalist
schools small, 179

Numbers, First knowledge of, 479
Numeration before notation, 479
Oberlin, 408

Observation, Poetry for cultivating, 209
Observing children, 251

"Omnia sponte fluant," Comenius, 136
One thing at a time, Ratke, 109
Opinion, Education of, 502

- Sensible men cannot differ in, Locke,
221, n.

Orbis Pictus published, 132, 167

"Over and over again," Ratke, 110

Over-directing, Rousseau against, 265

Overworking teachers, 497

Oxenstiern sees Comenius, 128

Payne, Joseph, Science and Art of Teach
ing, 542

- Papers on History of Ed., 544
summing up Pestalozzi, 369, e
- a disciple of Jacotot, 415

and International Copyright, 529
-on women's ed., 98

Payne, Dr. J. F., notes to Locke, 228, ♬
Payne, W. H., Science of Ed., 545
Perez, B., on Jacotot, 438
Perfect familiarity, 433

Pestalozzian books, 383
Pestalozzianism lies in aim, 354
Pestalozzi's school at Neuhof, 296
- talks with children at Stanz, 325
Pestalozzi, a strange schoolmaster, 334
A portrait of, 345
and Bacon, 408
His poverty, 340
His severity, 308

Petty's Battlefield simile, 207
- Realism, 208

Philanthropinum, Subjects taught at, 279
Physical education for health, 104

Ed. neglected by Port-Royalists, 188
- Ed., Rabelais for, 67

Physician's defective science, 519

Picture-book for History, Dr. Arnold, 49,

Painter, F. V. N., History of Educa- Pictures for teaching, 476

tion, 543

[blocks in formation]

Piety at Port-Royal, 181

Pinloche's Basedow mentioned, 289, #, 527

Plants and education, Rousseau, 255

Plato against compulsion, 113

-

on literary instruction, 14

Play and learning different, 367
Pleasant, Learning must be, 138
Pleasurable, Exercise is, 464
Pleasure in learning, Jesuits, 506
in learning. Ratke, 112
in sch. work. Sacchini, 52
in sch. work. Mulcaster, 98

in study at Port-Royal, 183, 194
Poety, Memorizing, 483

Pomey's Indiculus, 40
Pope. Dunciad quoted, 31, 422
-on Locke and Montaigne, 230,
- on "Nature," 109

- quoted, 451, n.

Payn, James, on learning from books, 546 | Pope's "Little Knowledge," 446

Payne, Joseph, on Pestalozzi, 359, n.

- un observation, 361

-on child's unrest, 407, %%

Port-Royal des Champs and the Solitaries,

174

Posture, Importance of, 327

Potter, Miss J. D., quoted, ar

Pouring-in theory, 507

Practice does not make perfect, 182

Preparatory Schools, 374

Reading in elementary schools, 257, 14.
- Jacotot's plan for, 435
Rousseau against, 256
silent and vocal, 482

Prendergast and language learning, 426, n. Realism, Birth of, 198

Pressure, Causes of, 77

Mulcaster against, 97

Principles of the Innovators, 104

-

H. Spencer's summing up, 454
Printing, Effect of, 10

- spread literature at Renascence, 9
Private prayer, 502

Prize-giving in Jesuit schools, 58
Prodromus of Comenius, 125, 126
Prussia adopts Pestalozzianism, 346
Prussian edict against Froebel, 395
Psychologizing instruction, 338
Public education must imitate domestic,
Pestalozzi, 321

- schools, 513, N.

- schools Comm., quoted, 531

school freedom, 265

- schools leave boys to themselves, 177
-- schools undermastered, 514, N.

Punishments for moral offences only.

Comenius, 139

in Jesuit schools, 48

[ocr errors]

- Pestalozzi on, 327

Pupil teachers, 377, n.

· Comenius for, 149

- Rabelais, 66

Rearing offspring, to be taught, 447
Reason, Locke's dependence on, 221
- No education before, 242
Reformation of Schools, 125
Reformers, Attitude towards, 396
Reimarus and Basedow, 273
Rejected Addresses, quoted, 505
Relative value of Knowledges, 442
Religion and Science, 147
"Religion" lessons in Germany, 501
Religious and moral Training, 359
Religious instruction, 500
Renan, quoted, 247, n.

Renascence defects. See Table of Con
tents

-

- gave a new bend to ideas, 2
re-awakening to beauty in lit., 5

- settled Curriculum, 4

Repetitio, 45

Restlessness, The Child's, 406

Retainers," 89

- 426, n.

Quadrivium preferred by Rabelais, 65 Reverence to be taught, 503

Queen Louisa on Pestalozzi, 346

Questioning, art of, 428, n.

Rousseau, on art of, 266

Questions by pupils at Port-Royal, 190

Quidlibet ex quolibet, 423

Quintilian on rudiments, 195, ".

Rabelais for intuition, 508

His detachment, 63

-on Curriculum, 67, n.

Racine and Port-Royal, 187

Ramsauer and Pestalozzi, 336

"Rapid impressionists," 89, 426, n.

56 Ratich," 105

Ratio Studd, Soc. Jesu, 34, note

Ratke and Ascham, 117

Ratke's promises, 105

Raumer on Comenius, 146

Reaction in 17th century against books, 510

Reading after study of things. Petty, 209
― badly taught, 115, n.

[blocks in formation]

first shook off Renascence, 246

His proposals, 267

His two dogs, 312

His great influence, 240, 290
-on Common Knowledge, 458, n.
-studied by all, 248
Rousseauism, 516
Rousseau's work, 520
Routine work a refuge, 498

Rudiments not to be made repulsive, 194

-begun with Mother - tongue at Port- Rules, Hoole about, 202

Royal, 183

Ruskin on things and words, 159, 2.

Russell, John, translator of Guimps, 317
Sacchini quoted, 39, 41, 46, 47
Saint-Cyran and Port-Royal, 174
Sainte-Beuve on Port-Royal, 195
Salzmann, 287, 289

Saros-Patak. Comenius at, 132
Savoir par cœur, &c., 74, n.
Scheppler, Louise, 408

Schmid, Josef, goes to Yverdun, 349
Schmid, J. A., on Jesuits, 34
Schuepfenthal, School at, 289
Schola materni gremii, 142
Scholemaster, When published, 81
School-hours of Jesuits short, 43
Schoolmaster and words, 538

[blocks in formation]
[blocks in formation]

Science of Education dates from Comenius, Sonnenschein's parallel Grammars, 114 N.

[blocks in formation]
« ForrigeFortsæt »