Abiturientenexamen, 320, 326.
Academies in Jesuit schools, 9.
Accomplishments, Locke on, 87, 94.
Action, main factor in education, 336,
342.

Æsop, Locke on, 89, 92.

as reading books, 271.
Esthetic culture, 42, 192, 238.
All is in all, 208.

Amusements, Locke on instructive, 86.
Analysis versus Synthesis, II.
Anschauung, 188, note, 343.
Apparatus, use of, 251.

Aristocracy satirized by Pestalozzi, 159.
Arithmetic, Pestalozzian, 191.

Arnold, Dr., on first history-book, 275.
Arnold, M., against competitive exam-
inations for children, 138, note.
Ascham. See Table of Contents.
Austen, Miss, quoted, 219, note.
Authority, parental, how established,
77.

Bach's Fugues, Mozart's love of, 221,

343:

Basedow. See Table of Contents.
Behrisch and Basedow, 144.
Belgium, kindergarten in, 344.
Biography for boys, 278.

Blunder of "cramming children," 179.
- of giving only bock-knowledge, 247.
of teaching what is incomprehensi-
ble, 249, note.

- about first principles," 250.
- of not teaching about interesting
things, 252.

-of not giving primary ideas, 255.

o insisting on repulsive tasks, 256.
of assuming knowledge in pupil, 257.
-of teaching words without ideas, 266.
of using epitomes, 275.
about dictation, 272.

"Book about Dominies," quoted, 288,

Childhood differs from youth, 104, 137,
179, 289.

Child-nature, 341.

Children badly taught, 152, 177 ff.
-emulation of, 265.

-how taught at Leipz g, 267.
Children's interest in things, 266.
- knowledge, how gained, 246, 265.
Church of England Service, 291.
Cicero quoted, 30.

Citizen's duties, 236.
Class-matches. 295.

Classics, Spencer and Mill, 232.
Colet on grammar-rules, 299.

Comenius. See Table of Contents.
Common knowledge greatest, 247.

Competitive examinations bad for chil-
dren, 138, note.

Composition, 272.

-Jacotot's exercises in, 223.

Compulsory study, 80.

Concertations, 8, 295.

Concrete to abstract, 32, 250.

Connection of knowledges, 208, 210.
Corporal punishment, 15, 79, SI.
Dancing, Locke on, 82.

Davies, Miss, quoted, 73, note, 81.
Day-schools for children wanted, 72,
note.

De Morgan on learning one thing well,
316.

De Quincey on schools, 72, note.
Dejection of scholar fatal to learning,
81.

of master fatal to teaching, 287.
Desire for learning, 118, 133.
Dictation, 272.

French

report

Didactic teaching of Jesuits, 7, 16.
- Montaigne against, 30.
-Rousseau against, 133.
-Pestalozzi against, 189.
-Jacotot against, 199, 206.
-Pope on, 207.
Didactic teaching,
against, 225, note.
Diesterweg defends Froebel, 335.
Difficulties in learning, use of, 91, 135.
Disputations, Locke against. 86, 93.
Doctors not always to be called in, 75.
Doctrinale of Alexander, 21, 296.
Drawing.

See Esthetic culture.

Drummond, H.. quoted, 292, note.
Edgeworth on generalizations, 250, note.
Education threefold (Rousseau), 103.
Elder boys, their influence, 289.
Elementary teaching, its importance,
171, 190.

(347)

Goethe's first picture book of Homeric
heroes, 276.

Good spirits, importance of, 287.
Governor. See Tutor.

Grammar, difficulties not to be taught
by rules, 10.
Colet on, 299.
Wolsey on, 22.
Ascham on, 24, 26, 27.
Locke on, 90.

what is it? 90, note.
-Latin before English, 248.
Greek, Locke against, 93.

Hack's, Miss, "Winter Evenings," 279.
Harris, William T., and kindergarten,
344.

Health, attention to, in Jesuit schools,

note.

on learning one thing well, 315:

on preparation for open-mindedness,
293.
History as now taught, 220, 274, 317.
H. Spencer on, 236.

-J. S. Mill on, 238, note.
first book of, 275.

for boys, how it should be written,
277, 278.

Hope, A. R., against middle-sized
schools, 289, note.

Hours of study, 10, 62, 97.

Humbeeck, Van, and kindergarten, 344.
Huxley, Professor, a writer for the

young, 277.

Hymns, 292.

Ignorance of children to be maintained,
99.

-

-from excessive routine-work, 288.
Industrial schools started by Pestalozzi,
164.

Influence with boys, how gained and
lost, 283, ff.

Informal teaching, value of, 253.

- must not be neglected for formal, 288.
Innate sense of right and wrong (Rous.
seau), 127.

Innovators, common principles of the,
32.

Interest in study. See Learning.
Interlinear translations, Locke's use of,
89.

Jacotot. See Table of Contents.
Jacotot's maxims, 200, 201, 208, 210.
Janua Linguarum, 46, 63.

Jesuits.

See Table of Contents.

Johnson, Dr., on Ascham's plans, 23.
Jonson, Ben, on soul instead of salt,

288 n.

Jouvancy. See Jouvency.

Jouvency, 2 note, 7 note, 9, 10, 11.
Kant on educational experiments, 154.
Keilhau, Mecca of new education, 332.
Kennedy, Professor, against English
grammar, 249.
Kindergarten, rise of, 333.

Kindergarten, object of, 338.
differs from infants' school, 341.

spread of, 343.

in America, 343.
literature, 345.

Knowledge not the object of education,
92, 217.

-versus power, 213 ff., 321 ff.

- in education a means only, 218.
Knowledges, comparative value of, 230,
243, 218.

Known, from the, to the unknown,
245 ff.

Langethal, 330, 331, 334, note.

Language, Commissioners' opinion of
study of, 306.

Comenius on learning, 61.

Latin, Ascham's plan for, 23 ff.

Ratich's plan for, 38.

Comenius's plan for, 63.

Locke's plan for, 88 ff.

-Basedow's plan for, 147, 149.

Latin grammar, its gradual simplifica-
tion, 21.

what is it? 90, note.
-taught too soon, 248.

Learning should be made pleasant (Jes-

uits), 18.

Learning (Innovators), 32.

(Ratich and Plato), 37.
(Milton), 42.

(Comenius), 58.

(Locke), 79, 83, 86.

(Rousseau), 118.

(Pestalozzi), 193.
(H. Spencer), 253.
(Wordsworth), 263, note.

the matter discussed, 254 ff, 262 ff,
274, 280.

Learning should be made easy at first,
91.

Learning, use of difficulties in, 91, 135,
203.

Learning and forgetting, 212.

Lectures of Jesuits, 7, 11.

Leipzig, teaching of children at, 267 ff.

Liberty, Rousseau on, 123, 124.

Lily's Grammar, 297.

Litanies, 292.

Literature, study of, 305, 306.

Locke. See Table of Contents.

Locke and Froebel, 342.

Lord's Prayer, classical version of, 298.
Losing time, art of (Rousseau), 99.
-importance of, 138, note.
Manners, Locke on good, 82.

Marenholtz-Bulow, Baroness von, 334,

349

- (Ratich) 36.
(Comenius), 57.

(Rousseau), 116.

Locke on strengthening the, 91.
- Jacotot's use of, 211.

waste of, 116, 219, 220, 261.

- in mathematics, 220.
excessive use of, 253, 257.

assisted by interest, 18, 91, 275.
Mersenne, 49.

Method of Jesuits, 7.

of Innovators, 32..
of Comenius, 61.

of Investigation, 225.
Methodology, maxims of, 307.
Methodus Linguarum, 52.
Michelet on Froch 1, 336, 343.
Middendorff, 339, 331. 332, 335.
Mill, J. S., on classics, 232.
-on history, 238, note.

on the object of education, 242, note
Milton. See Table of Contents.
on study of things, 303.

Model-book, study of a, 27, 38, 39, 208.
ways of studying, 212.

Montaighe. See Table of Contents.

on children's games, 342.

Mother tongue, 31, 61.

- Mulcaster on use of, 300 ff.

-Locke on study of, 90, 93.

-Jacotot's plan for, 223.

Mozart's study of Bach, 221, note.
Mulcaster, 300.

Multifarious studies, Rousseau against,

131, text and note.

danger of, 217.

Narrowing effect of teaching, 261, 286,
Nature, Innovators appeal to, 32.
-value of appealing to, 55.

- Comenius appeals to, 55, 58, 59.
-Locke appeals to, 75, 76.
Rousseau appeals to, 98.
Basedow, 145, 148.
Pestalozzi, 311.

Froebel, 328, 329, 330, 336.

Natural faculties to be developed (Pes-

talozzi), 185, 311.

Natural philosophy, Locke on, 93.

Newton, Locke on, 93.

Obelin a philanthropinist, 154.

formed day asylums, 341.

Object-lessons, 109, 172, 191.
Observation to be taught, 188.
Offspring, manner of rearing, 235.
Orbis Pictus, 53, 66.

Organization in Jesuit schools, 5.
want of, in English schools, 16.
Over-work, its bad effect on teacher,
287.

Oxenstiern, 50.

Payne, J., on Jacotot, 198, etc.

on curriculum of education, 317.
Pestalozzi. See Table of Contents.
and Froebel, 329, 338.

Philistinism, moral and intellectnal, 286.
Physical education (Montaigne), 31.
education (Innovators), 32.
(Locke), 74 ff.
(Rousseau), III.

(Basedow), 153.
(Pestalozzi), 193.

neglect of, 108 note, 181.
Physiology, Spencer for, 231.
Pictures used by Comenius, 66.
-used by Basedow, 1:5.

See Learning.

should be used, 267, 270, 276.
Piety, education to, 291.
Plato quoted, 37, note.
Pleasure in study.
- a mean only, 264.
Plutarch's Lives, 278.
Poetry, H. Spencer on, 239, note.
-should be taught, 271, 273.
- often badly said, 271.
Poets, Locke's estimate of, 310.
Pope on didactic teaching, 207.

on teaching only words, 304.
Prayer, private, 292.

Preparatory schools, 72 note, 180, 289.
Public schools, 69, 129, 288.

religious instruction in, 290.
Punishments, 9, 15, 60, 81, 127.
Quadrivium, the, 31.

Quintilian quoted, 118, text and note.
Ramsauer on Pestalozzi, 313.
Ratich. See Table of Contents.
Ratio Studiorum, its origin, 3.
- first edition of, 2, note.

Reading, how it should be taught, 36, n.
Ratich's plan for, 38.
Jacotot's plan for, 222.
how taught at Leipzig, 267.
- good, how taught, 271.
Reading-books, 270, 273, 279.
Reasoning with children (Locke), 84.
Reimarus teaches Baesdow, 139.
Religion the ground of education, 336.
Religious instruction in public schools,
290.

in national schools, 290.

in Germany, 290.

-connected with worship, 291.

should be concrete, 294, note.
Renascence fixed theory of education,
31, 341.

Robinson Crusoe, Rousseau on, 123.
Rousseau. See Table of Contents.

---

on common knowledge, 246, note.
Routine work, preparation for, 256.
- its effect on the mind, 287.
an escape from thought, 288.
Sacchini, 2, note.

quoted, 6, 8 note, 13, 14 note, 17 n., 18.
Salis, Schwabe, Madame, 344.
Saying by heart. See Memory.
School-hours of Jesuits short, 10.
- of Comenius, 62.

School hours of Basedow, 153.
Schools, different kinds of, 61.

Schools, public versus private, 69, 128,
288.

- bad state of, in eighteenth century,
140.

- preparatory, 180, 289.

- day, for children wanted, 72, note,
Science, money-value of, 233.
- should be taught, 218, 235.
-way of teaching, 199, 204.
Science of education, 243.
Seeley, J. R., 218, note, 249, 320.
Self-activity, 337.

Self-denial, Locke on, 77.
Self-development, 252.

Self-preservation, 231.

Self-teaching, 32, 134, 200.

Senses, knowledge through the (Inno
vators), 32.
(Comenius), 58.
(Milton), 67.
(Rousseau), 109 ff.
(Pestalozzi), 188.

H. Spencer), 217.

Senses, education of (Rousseau), 100, 109.
in Philanthropin, 145.

- (Pestalozzi), 192.

Severity, 22, note, 78, 80, 81.

Simple, from the, to the complex, 245.
Societas Professa of Jesuits, of whom
composed, 3.

Speaking, practice in (Locke), 92.

-manner of (Rousseau), 113.

Sociology (H. Spencer), 233.

Spelling taught by dice, 86.
-Jacotot's plan, 224.

suggestions for, 272.

-class matches in, 295.

Spencer, H. See Table of Contents.
Stanley, Lord, quoted. 108, note, 217, n.
Stephen, Sir J., on the connection of
knowledges, 316.

Subjects taught by Jesuits, 7.

in the Schola Vernacula, 61.
- in the Philanthropin, 146.
Teacher's calling, the, 14, note, 286.
Teaching apt to narrow the teacher,
261, 286.

Telemaque, Jacotot's model book, 208.
Themes, Locke against, 91.

Theorists, their value, 194, 227.
Things. See Words and Things.
Thorough learning (Jesuits), 13.
(Ascham), 28.

(Pestalozzi), 172, 191.
(Jacotot), 210, 212.
(Helps), 315..
(De Morgan), 316.
(Wiese), 321.

valne ot, 216, 220.

"Tom Brown," great influence of, 277.
Tone of school, 289, 290.

Tout est dans tout, 205, 210.

Trade to be learnt, (Locke), 94.

(Rousseau), 136.

(Basedow), 153.

Words and things (Innovators), 32.

(Comenius), 60.

(Milton), 303.
Cowley), 303.
(Locke), 88.

(Pope), 304.

(Rousseau), 114.

(Pestalozzi), 190.

(Cowper), 304.

meaning of antithesis, 302.

Words substituted for ideas, 211.
Wordsworth on pleasure in learning,
263, note.

- on general truths, 286.

Wrestling, Milton for, 42.
-Locke for, 94.

Writing, Locke's plan for, 87.
-Jacotot's plan for, 222.

Yonge's, Miss, "Golden Deeds, " 277
Youth. See Childhood.