Co-ercive teaching, 50, 95 Colet, 35, 292 Comenius, 56-80 -and Jacotot, 208 -and Locke, 92 -and Milton, 79 --and Pestalozzi, 75 -and Ratich, 52 -summary of principles, 68 Committing to memory, 49, 104, 120, Composition exercises, 104, 221, 267 Criticism, premature, 322 Curiosity fostered, 133 De Geer, Lawrence, 66 De Morgan, Prof., q., 312 Descartes, q., 17, 62 Desire for knowledge, 123, 133, 216 Dictation lessons, 266 Didactica Magna, 59, 63, 68, 75 Disciplinary studies, 211, 212, 215, Division of hours, 152 Double translation, 40, 52 Drawing, 106, 120, 190, 202 Drummond, q., 286 Dull teaching defended, 252 Dupanloup, q., 102 Early teaching, 176 Edgeworth, q.. 246 Editions of books, 53, 57, 80, 136, 166, 167, 194, 197, 254, 317 Education through play, 72, 120 -of a gentleman, 82 Elbing, Comenius at, 63 Elizabeth, Queen, 41 Emerson, q., 285 Emile, 108-137, 135 Empirical to rational, 247 Emulation and rewards, 23, 72, 288 Ernest of Weimar, Prince, 48 Evening Hour of a Hermit, 165, 305 Exertion encouraged, 191 Formal religious teaching, 284 Franklin, q., 265 Fred's Journey to Dessau, 147 Froude, q., 287 Functions of a tutor, 96, 116 Fundanius, 64 Generalities vs. facts, 321 Genesis of knowledge, 247 Goethe, v., 209, 270 Good breeding, 94 -spirits in teacher, 281 Greek, importance of, 45, 106, 241 Grubé Method, 195 Hack's Winter Evenings, 274 Hamilton, 81, 181 Hands and voice, 74 - Hartlib, 60 -and Comenius, 64 -and Milton, 53 Head-master's influence, 85 Health of pupils, 29 Helps, q., 232, 286, 310 Helvicus, q., 47, 48, 58 INDEX. History teaching, 217, 234, 235, 256, Hoose's Pestalozzian Arithmetics, 195 Hope, A. R., q., 282 How vs. What, 322 "Human" vs. material, 300 Idleness indulged, 112 Indefinite to definite, 246 Indifference of teachers, 193, 253,256 Innocence hazarded, 83 Innovators, the, 45, 54, 101 Independence of facts, 219, 311 -essential, 259 -of the teacher, 192 Jacotot, 196-223. --and Hamilton, 210 --and Spencer 209, 212, 214, 217 -and Vogel, 264 -his paradoxes, 198 -his rules, 219 -his special work, 222 327 Janua Linguarum, 59, 66, 68, 73, 75 Jesuits, 17-34, 45 -and Comenius, 71, 75 Kant, q., 140 -and Basedow, 153 Knight's School History, 272 Knowledge and power, 215, 323 -vs. power, 211, 212, 215, 225, 252, Known to unknown, 242, 263 Kromayer, 52 Krüsi, 173 Language lessons, 102, 187, 221 Lavater and Basedow, 141 Learning disparaged, 98 -made attractive, 32, 46, 50, 54, 69, 71, 95, 98, 151, 191, 249, 250 -vs. development, 276 Leisure, part of education, 235-237 Le Maire, 62 Length of school-hours, 25 Leonard and Gertrude, 165, 166 Leszno, Comenius at, 58, 65 Liberty as a panacea, 127 Lily's Grammar, 35, 100, 290. Little, but thoroughly, 49, 132, 264, 312, 320 Little learning dangerous, 231 Locke, 42, 81-107 -and Pestalozzi, 190, 191 -and Rousseau, 88, 135 -notion of education, 97 -summary of principles, 107 Long, George, q., 36 Love Letter of Pestalozzi, 160 Macaulay for boys, 270 Maternity, instruction in, 149 Mental discipline, (see Disciplin- Merivale, Herman, 135 Mersenne, 62 Methodology, truths of, 301 Methodus Linguarum Nov., 65, 68 Mind and memory, 74 Model boy, Rousseau's, 112 Modelling, 191 Money-getting education, 229, 238 Montaigne, 42-44, 45, 67, 130, 132, 202 -and Jacotot, 209 -and Locke, 89 -and Rousseau, 109 Moral behavior, 116, 125 Moravian brethren, 57, 58, 65 Mothers as teachers, 183 Mozart, 204, 218 Mulcaster, 45, 293 Music, value of, 106, 120, 190. -methods, 202 -in religion, 285 Natural instruction, 46, 49, 69, 72, 110, 124, 144, 147 -philosophy, 106 Naturalness in teachers, 278 Nothing to be forgotten, 210 261 Observation and reflection, 187 Orbis Pictus, 59, 66, 68, 79, 80, 142 Palmer, q., 164 Pansophiae Prodromus, 58, 60 -and Ramsauer, 308 Pestalozzianism, 176-195 Physical education, 46, 228 -training, 55, 86, 107, 111, 180, 190 Pictures valuable, 261 Playing into spelling, 99 Poetry, value, 104, 139, 237, 266, 304 Popularity of Jesuits, 30 Private vs. public education, 82 -corporal, 92, 94, 139 Pupil's influence, 84 Quaalen, Herr von, 138 Qualifications of a tutor, 96, 116 Ramsauer, q., 172, 308 --and Comenius, 57, 58, 63, 73 Raumer, q., 45, 51, 139, 175, 194 "Real" knowledge, 101 Realists and idealists, 278 Reasoning with children, 96 Reflection, 219 Reformers as a class, 108 INDEX. Reiner's Lessons in Number, 195 Religious differences, 45, 48, 57, 66, -instruction, 99, 146, 284 329 -and Pestalozzi, 110, 117, 136, 157, -and Spencer, 130 Salzman, 153 Saros-Patak model school, 65 Schmid, q., 19, 29, 185 School-building pleasant, 72 School-teaching a failure, 257 Schummell, Herr, q., 147 Science of education, 240 Science teaching, 103, 117, 132, 202, Seeley, Prof., q., 216, 245 Self-government, 130 Self-instruction, 46, 197, 201 Self-preservative knowledge, 228 Seneca, 88, 130 Sense-instruction, 46, 71, 116, 118, 144 Service in schools, 285 Sheldon's Object-Lessons, 195 Simple to complex, 242 Skyte, John, 62 Smith, Sydney,.q., 181 Special education, 100, 184, 230 Spencer, 87, 177, 202, 224-254 -summary of criticism, 238 Stanley, Lord, q., 117, 215 Subjects made interesting, 259 --what one does not know, 199 Things vs. representations, 122 Thoughts and suggestions, 255-275 Tonic Sol-Fa, 120 Tout est dans tout, 206, 219 Tutors, private, 82 Useful Knowledge," 273 Vices in public schools, 84 Waking children gently, 89 Weise, q., 316 Williams, David, q., 135 Wilson, M, q., 133, 197, 202, 205, 205 Work of a tutor, 97 Words and things, 45, 54, 70, 72, 121, --unintelligible, 122 Wordsworth, q., 258, 280 "Young ladies'" schools, 217 Youth in teachers, 116 Yverdun, Pestalozzi at, 174 |