INDEX. Abiturientenexamen, 320, 326. Æsop, Locke on, 89, 92. as reading books, 271. Amusements, Locke on instructive, 86. Aristocracy satirized by Pestalozzi, 159. Arnold, Dr., on first history-book, 275. Bach's Fugues, Mozart's love of, 221, 343: Basedow. See Table of Contents. Blunder of "cramming children," 179. - about first principles," 250. -of not giving primary ideas, 255. o insisting on repulsive tasks, 256. "Book about Dominies," quoted, 288, Childhood differs from youth, 104, 137, Child-nature, 341. Children badly taught, 152, 177 ff. -how taught at Leipz g, 267. Citizen's duties, 236. Classics, Spencer and Mill, 232. Comenius. See Table of Contents. Competitive examinations bad for chil- Composition, 272. -Jacotot's exercises in, 223. Compulsory study, 80. Concertations, 8, 295. Concrete to abstract, 32, 250. Connection of knowledges, 208, 210. Davies, Miss, quoted, 73, note, 81. De Morgan on learning one thing well, De Quincey on schools, 72, note. of master fatal to teaching, 287. French report Didactic teaching of Jesuits, 7, 16. See Esthetic culture. Drummond, H.. quoted, 292, note. (347) Goethe's first picture book of Homeric Good spirits, importance of, 287. Grammar, difficulties not to be taught what is it? 90, note. Hack's, Miss, "Winter Evenings," 279. Health, attention to, in Jesuit schools, note. on learning one thing well, 315: on preparation for open-mindedness, -J. S. Mill on, 238, note. for boys, how it should be written, Hope, A. R., against middle-sized Hours of study, 10, 62, 97. Humbeeck, Van, and kindergarten, 344. young, 277. Hymns, 292. Ignorance of children to be maintained, - -from excessive routine-work, 288. Influence with boys, how gained and Informal teaching, value of, 253. - must not be neglected for formal, 288. Innovators, common principles of the, Interest in study. See Learning. Jacotot. See Table of Contents. Jesuits. See Table of Contents. Johnson, Dr., on Ascham's plans, 23. 288 n. Jouvancy. See Jouvency. Jouvency, 2 note, 7 note, 9, 10, 11. Kindergarten, object of, 338. spread of, 343. in America, 343. INDEX. Knowledge not the object of education, -versus power, 213 ff., 321 ff. - in education a means only, 218. Known, from the, to the unknown, Langethal, 330, 331, 334, note. Language, Commissioners' opinion of 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- what is it? 90, note. Learning should be made pleasant (Jes- uits), 18. Learning (Innovators), 32. (Ratich and Plato), 37. (Comenius), 58. (Locke), 79, 83, 86. (Rousseau), 118. (Pestalozzi), 193. the matter discussed, 254 ff, 262 ff, Learning should be made easy at first, Learning, use of difficulties in, 91, 135, 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. Marenholtz-Bulow, Baroness von, 334, 349 Memory to be used only about things - (Ratich) 36. (Rousseau), 116. Locke on strengthening the, 91. waste of, 116, 219, 220, 261. - in mathematics, 220. assisted by interest, 18, 91, 275. Method of Jesuits, 7. of Innovators, 32.. of Investigation, 225. on the object of education, 242, note Model-book, study of a, 27, 38, 39, 208. 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. Multifarious studies, Rousseau against, 131, text and note. danger of, 217. Narrowing effect of teaching, 261, 286, - Comenius appeals to, 55, 58, 59. 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. Organization in Jesuit schools, 5. Oxenstiern, 50. Payne, J., on Jacotot, 198, etc. on curriculum of education, 317. Philistinism, moral and intellectnal, 286. (Basedow), 153. neglect of, 108 note, 181. See Learning. should be used, 267, 270, 276. on teaching only words, 304. Preparatory schools, 72 note, 180, 289. religious instruction in, 290. Quintilian quoted, 118, text and note. Reading, how it should be taught, 36, n. in national schools, 290. in Germany, 290. -connected with worship, 291. should be concrete, 294, note. Robinson Crusoe, Rousseau on, 123. --- on common knowledge, 246, note. quoted, 6, 8 note, 13, 14 note, 17 n., 18. School hours of Basedow, 153. Schools, public versus private, 69, 128, - bad state of, in eighteenth century, - preparatory, 180, 289. - day, for children wanted, 72, note, Self-denial, Locke on, 77. Self-preservation, 231. Self-teaching, 32, 134, 200. Senses, knowledge through the (Inno H. Spencer), 217. Senses, education of (Rousseau), 100, 109. - (Pestalozzi), 192. Severity, 22, note, 78, 80, 81. Simple, from the, to the complex, 245. Speaking, practice in (Locke), 92. -manner of (Rousseau), 113. Sociology (H. Spencer), 233. Spelling taught by dice, 86. suggestions for, 272. -class matches in, 295. Spencer, H. See Table of Contents. Subjects taught by Jesuits, 7. in the Schola Vernacula, 61. Telemaque, Jacotot's model book, 208. Theorists, their value, 194, 227. (Pestalozzi), 172, 191. valne ot, 216, 220. "Tom Brown," great influence of, 277. 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. (Pope), 304. (Rousseau), 114. (Pestalozzi), 190. (Cowper), 304. meaning of antithesis, 302. Words substituted for ideas, 211. - on general truths, 286. Wrestling, Milton for, 42. Writing, Locke's plan for, 87. Yonge's, Miss, "Golden Deeds, " 277 |