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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.
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.
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
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
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.,
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
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
Calkins, Prof., on learning thro sense,
Cambridge exam. of teachers, 219,
Capitalizing discoveries, 517
— on History, quoted, 145, *.
nag for sandcart," 467
Chambers, H. E., of N. Orleans, on "teams,"
Channing, Eva, Trans. of L. and G., 305,
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,
- 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
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, ».
Dilucidatio of Comenius, 123
Drummond, Henry, quoted, 502, n.
Early education negative, 244, 402
Concrete, Start from, 461
Conduct of Understanding and Reason, Ecole modele, books not used, 154, #.
Education of Man, published 1826, 392
in America, 529
Compayré, Hist. of Pedagogy and Lec-
on Jesuits, 56
on Port-Royal, 196
Compendia Dispendia, 169
Complete living, H. Spencer on, 442
Compulsion, Nothing on, 112
Conférences pédagogiques, 362
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.
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
Epitomes. Against, 485
Erinnerungen eines Jesuitenzöglings, 60
Eve, H. W., on old and young teachers, 506