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. í. 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, E. A., on Montaigne and Locke, | Art learnt by right practice, 410 and Jacotot, 425 Ascham's method for Latin, 84 "six points," 85 "Ascott Hope," quoted, 498, #. for study of Nature, 408 — on "young plants," 406 studied by Comenius, 122, 149 Balliet, T. M., quoted, 156, 6. Barbauld, Mrs., on women's concealment of knowledge, 98, n. Barbier, La Discipline, 60, n. Bell, Dr., at Yverdun, 352 Bellers, John, for hand-work, 211, %. Besant, W. Readings in Rabelais, 67, Birmingham lecture quoted, 193, Blackboard, Drawing on, 476 His Browning, Oscar, on Humanists, &c., 231 Buchanan and Infant Schools, 409 Bülbring, Dr., and Mary Astell, 543 Burke, quoted, 437 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 - - tions, 460 of giving only book knowledge, 458 of teaching words without ideas, 475 — of assuming knowledge in pupil, 468 of teaching the incomprehensible, 195 Body, its part in education, 566 must be educated, 411 - Rabelais's care of the, 508 - Boileau's Arrêt, 187, n. Carré on Port-Royal, 195 Cat, Rousseau on the, 258 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 Montaigne 11, Brown, Dr. John, Ed. through senses, 458, Clindy, Pestalozzi at, 353 26. -Hora Sub., quoted, 169 Clough, quoted, 358 Colet, Dean, So, 533 Early education negative, 244, 403 Conduct of Understanding and Reason, Ecole modele, books not used, 154, *. Concrete, Start from, 461 221 Conférences pédagogiques, 362 Connexion of knowledges, 424 91 Corporal punishment, Pestalozzi for, 327 Daniel, Canon, quoted, 155, n. Decimal scale universal, 479 "Economy of Nature," 440 Education of Man, published 1826, 392 Educations. Rousseau's three, 248 Elizabeth, Queen, Ascham's pupil, 88 Empyrical before Rational, 462 Emulation cultivated by Jesuits, 42 Forms of, 530 De Garmo, Dr., on language work. 481, Encyclopædia Bri., 385, n. |