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. 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. 66 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" 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 Beginners Abbott, E. A., on Montaigne and Locke, | Art learnt by right practice, 410 - and Jacotot, 425 Ascham's method for Latin, 84 Jacob; Teacher, 544 Æschines on memorizing, 541 Æsop's Fables, Locke's, 238, n. -is in all. Jacotot, 423 to be educated. Comenius, 146 Altdorf burnt, 326 INDEX. Education for, 356 Education for. Comenius, 515, 522 "six points," 85 "Ascott Hope," quoted, 498, 1. for study of Nature, 408 "" on young plants," 406 Balliet, T. M., quoted, 156, 6. Barbauld, Mrs., on women's concealment Barbier, La Discipline, 60, n. Bell, Dr., at Yverdun, 352 Browning, Oscar, on Humanists, &c., 231 Bellers, John, for hand-work, 211, %. Buchanan and Infant Schools, 409 Bülbring, Dr., and Mary Astell, 543 - Birmingham lecture quoted, 193, - Pestalozzi at, 335 Blunder of insisting on repulsive tasks, Buss, 341, 365 - 467 Butler, Bp., on Ed., 147, 148, # of giving only book knowledge, 458 of teaching words without ideas, 475 of assuming knowledge in pupil, 468 of teaching the incomprehensible, 195 Bodily health, Jesuits cared for, 48, 507 Body, its part in education, 566 must be educated, 411 Rabelais's care of the, 508 Bookishness of Renascence. Montaigne, Cato's Distichs, 81, 121 76 - - Calkins, Prof., on learning thro sense, 150, n. Cambridge exam. of teachers, 219, - Capitalizing discoveries, 517 — on History, quoted, 145, *. 66 -on nag for sandcart," 467 Chambers, H. E., of N. Orleans, on "teams," 531 Channing, Eva, Trans. of L. and G., 305, n. Children and poetry, 541 - care for things and animals, 475, 521 - - Respect for, 481 - Rousseau against, 259 - useful in learning an art, 54€ Childhood the sleep of Reason, 245 Bowen, E. E., 118, n., 532 Bowen, H. C., on connected teaching, 424, Church, Dean R. W., on Montaigne, 11, n. n. - on development, 399 Citizens' duties, 447 - on Kindergartens without idea, 410 Bréal, M., quoted, 286, n. Classics, "Discovery" of the, 3 - on child-collectors, 429, r. -- on teachers, 455, n. - too hard for boys, 16 Brinsley, J., 200 -on training teachers, 99, n. Brown, Dr. John, Ed. through senses, 458, Clindy, Pestalozzi at, 353 2. Clough, quoted, 358 -Hora Sub., quoted, 169 Colet, Dean, So, 533 Colambus and geography, 2 Books about, 170 at Amsterdam, 133 in London, 126 -- - criticized by Lancelot, 186, ». G Dilucidatio of Comenius, 123 Drummond, Henry, quoted, 502, n. Concertations, 42 Early education negative, 244, 402 Concrete, Start from, 461 Conduct of Understanding and Reason, Ecole modele, books not used, 154, #. 231 Education of Man, published 1826, 392 in America, 529 -stiftung, 119 Compayré, Hist. of Pedagogy and Lec- tures, 544 on Jesuits, 56 on Port-Royal, 196 - Compendia Dispendia, 169 Complete living, H. Spencer on, 442 Compulsion, Nothing on, 112 Conférences pédagogiques, 362 91 Corporal punishment, Pestalozzi for, 327 Day-schools wanted, 499 -- quoted, 453, #. yuoted, 256, n. Ievelopment, Froebel's theory of, 400 -- Dead knowledge, 524 Decimal scale universal, 479 De Garmo, Dr., on language work. 481, Encyclopædia Bri., 385, n. 11 Educations. Rousseau's three, 248 studies. Comenius, 141 Elizabeth, Queen, Ascham's pupil, 88 - Endter. Publisher of Orbis Pictus, 167 - tongue, Mulcaster on, 92 without Verbs and Substantives, 46 n. Epitomes. Against, 485 Erinnerungen eines Jesuitenzöglings, 60 Eve, H. W., on old and young teachers, 506 |
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