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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.

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.

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Abbott, E. A., on Montaigne and Locke, | Art learnt by right practice, 410

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and Jacotot, 425

Ascham's method for Latin, 84

"six points," 85

"Ascott Hope," quoted, 498, #.
Athletic public schoolmen, 514, th
Audition, Hint for, 429, n.
Augsburg, Ratke at, 106
Bacon against epitomes, 446, Fo
for Jesuits, 33, n.

for study of Nature, 408

— on "young plants," 406

studied by Comenius, 122, 149
Baconian teaching, Effect of, 510
Bahrd, 289

Balliet, T. M., quoted, 156, 6.
Banzet, Sara, 408

Barbauld, Mrs., on women's concealment

of knowledge, 98, n.

Barbier, La Discipline, 60, n.
Bardeen's Orbis Pictus, 168
Barnard, H., English Pedagogy, 54a
- Eng. Pedagogy, 91, n., 212, %.
-on Kindergarten, 409

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Bell, Dr., at Yverdun, 352

Bellers, John, for hand-work, 211, %.
Benham, D. His Comenius, 119.
trans. of Sch. of Infancy, 142

Besant, W. Readings in Rabelais, 67,
Biographies before history, 489

Birmingham lecture quoted, 193,

Blackboard, Drawing on, 476

His

Browning, Oscar, on Humanists, &c.,

231

Buchanan and Infant Schools, 409
Buisson on Intuition, 361

Bülbring, Dr., and Mary Astell, 543
Burgdorf Institute, 341
Pestalozzi at, 335

Burke, quoted, 437

Blunder of insisting on repulsive tasks, Buss, 341, 365
467

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 epitomes, 485

of teaching words without ideas, 475
- of "cramming" children, 374, 375
- of not beginning at the beginning,
468

— of assuming knowledge in pupil, 468
- of neglecting interest, 464, 474

of teaching the incomprehensible, 195
- about "first principles," 461
Bluntschli warns Pestalozzi, 293
Bodily health, Jesuits cared for, 48, 507
Bodmer, 291

Body, its part in education, 566

must be educated, 411

- Rabelais's care of the, 508

-

Boileau's Arrêt, 187, n.

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Carré on Port-Royal, 195

Cat, Rousseau on the, 258

Bookishness of Renascence. Montaigne, Cato's Distichs, 81, 121

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Children and poetry, 541

- care for things and animals, 475, 521
- not small men, 250

Childhood the sleep of Reason, 245

Christopher and Eliza, 309

Bowen, H. C., on connected teaching, 424, Church, Dean R. W., on Montaigne 11,

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Brown, Dr. John, Ed. through senses, 458, Clindy, Pestalozzi at, 353

26.

-Hora Sub., quoted, 169

Clough, quoted, 358

Colet, Dean, So, 533

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Early education negative, 244, 403
Ecclesiasticus, quoted, 77

Conduct of Understanding and Reason, Ecole modele, books not used, 154, *.

Concrete, Start from, 461

221

Conférences pédagogiques, 362

Connexion of knowledges, 424
Consolation, &c., Brinsley, 200
Cooking should be taught, 540
Coote, Edward, English Scholemaster,

91

Corporal punishment, Pestalozzi for, 327
Cotterill, C. C., Suggested Reforms, 545
Cowley's Proposition, &c., 202
Cowper on man and animals, 517
Creative instinct. Froebel, 404

Daniel, Canon, quoted, 155, n.
Daniel, Le P. Ch., quoted, 62, n.
Day-dreams of a Schoolmaster, 542
Day-schools wanted, 499
Dead knowledge, 524

Decimal scale universal, 479

"Economy of Nature," 440

Education of Man, published 1826, 392
Educational Reformers. History of the
book, 527
-in America, 529

Educations. Rousseau's three, 248
Edwardes, Rev. D., quoted, 499,
Elbing, Comenius at, 130
Elementarie. Mulcaster's, 92
Elementary, Basedow's, published, 275
- course. Mulcaster, 97
- studies. Comenius, 141

Elizabeth, Queen, Ascham's pupil, 88
Elyot's Governour, 91, 202
Emerson, R. W., quoted, 501

Empyrical before Rational, 462

Emulation cultivated by Jesuits, 42

Forms of, 530

De Garmo, Dr., on language work. 481, Encyclopædia Bri., 385, n.

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