JOHN LOCКЕ. 1. What experience had Locke to give any insight into matters of practical teaching? 2. In Locke's view what departments of education were most important? 3. What was his conception of the human mind as concerning its education? 4. What practical aim had Locke in view in his educational system? Pages 223 to 266. PORT ROYALISM: FÉNELON, ROLLIN. 1. What educational work was accomplished at Port Royal? 2. Of the two "Teaching Congregations," the Jesuits, and the Jansenists, which, in your judgment, most advanced the true principles of educational method? 3. In what connection is Fénelon most noteworthy as an educator? 4. In what direction have we advanced in educational purpose and method beyond the principles set forth by Rollin? GERMAN PIETISM: FRANCKE. 1. What views of education were most prominent in the work of Francke? 2. What was the origin and what the final extent of his schools at Halle? ABSTRACT HUMAN EDUCATION: ROUSSEAU, BASEDOW. 1. What reaction characterized the movement in educational progress at the beginning of the eighteenth century? 2. What two directions did the different tendencies of this reaction take? 3. In what book is Rousseau's discussion of educational theory and practice contained? 4. Are his theories of educational principle worthy of our acceptance? 5. Are the methods outlined in his romance equally worthy of practical adoption? 6. How does the work of Basedow compare with that outlined by Rousseau ? 7. To what fact would you ascribe the want of success in the philanthropist's schools? THE HUMANISTS. 1. In what respect is the educational theory or practice of the humanists opposed to that of Rousseau or Basedow? 2. In what class of schools in our day is the influence of the humanists most marked? 3. For what advances are we most indebted to the realists? Pages 266 to 288. I. PESTALOZZI. 1. How would you compare Pestalozzi with Comenius in regard to his views of teaching? 2. How with Rousseau in regard to his general theory of education? 3. Was his spirit of philanthropy of higher value than his special views upon education? 4. Should his successive failures in practical undertakings suffice to stamp his educational views as impracticable? 5. What constitutes the teacher's duty as viewed by Pestalozzi? 6. What psychological order of knowledge does the summary of his principles set forth? 7. What aim of education determined all his practice and method? II. FROEBEL. 1. What aim of education was recognized by Froebel ? 2. What circumstances of his early life most influenced his habits of thought in after years? 3. At what age and under what influences did Froebel come in contact with Pestalozzi? 4. After how long an experience in teaching did Froebel undertake to reform primary methods in teaching? 5. What is the specific purpose of the kindergarten? 6. What principle governs the relation of play to work in the kindergarten? 7. Do you regard the kindergarten as entitled to a distinct place in our American system of public schools, and why? 8. In what manner should the spirit of the kindergarten permeate all the grades of our schools? Pages 288 to 325. CONTEMPORARY EDUCATION. 1. What causes may be determined for the present notable prominence given to questions of popular education? 2. In what respects does the German system of education excel as regards provision and as regards results? 3. Why has France failed to keep abreast of Germany and the United States in the matter of popular education? 4. What are the points of special excellence in the French schools as now adapted to the needs of the masses? 5. How have the endowed schools of England retarded the progress of education among the masses? 6. What good purposes have been served by the Bell and Lancaster methods of school work? 7. What have been the notable steps in the progress of popular education in England during the present century? 8. Why does the Constitution of the United States include no clause relating to education? 9. In what ways has the national Government chiefly aided in the provision for educational advancement? to. What is the character and purpose of the National Bureau of Education? INDEX. Abstract human education, tenden- 315. Agricola, father of German human- Agricultural colleges in the United Albrecht of Saxony, on excesses of Alexandria in Egypt, 36; catecheti- cal schools in, 91-93. Aryan or Indo-European family of 94. Athens, in Attica, position and peo- W to, Aristotle, influence of, 56- 65. Augustine, Saint, on Christian edu- Bacon, Francis, early life and train- Basedow, founder of Philanthropin- 99. Bell, Andrew, educational work of, 304. Benedictines, 99. Berkeley, Sir William, on free schools, etc., in Virginia, 308. |