Principles and Practices of Teaching

Theories-Scientific View-Definition of Divisions - Subdivisions.
CHARACTERISTICS OF THE SUBJECTIVE COURSE: Relations to Develop-
ment-Relations to Knowledge-Place in the Educational Course-Mis-
use of the Subjective Method. THE OBJECTIVE AND SUBJECTIVE COURSES
COMBINED: The Two Courses as Related to Discovery and Application
-The Two Courses as Related to the Teacher's Work-Errors of Re-
versing the Two Courses. COROLLARIES: Sources of Primary Ideas-
Training the Senses-Securing Attention-Cultivating Perception-
Exercises in Memory-Advanced Instruction-Ideas and Words-The
Steps of Instruction-Exercise-Completed Processes.

GENERAL VIEW OF THE SUBJECT: False Philosophy-Introduction of Ob-

ject-Lessons-Practical Mistakes-Reaction against Object-Teaching--

Real Nature of Object-Lessons. VALUE OF OBJECT-LESSONS: Qualities

of Objects-The Physical Sciences-" How not to do it"-Ideal Objects

-Order in Thinking-The Ideal and the Real-Interest in Study-Veri-

fication of a Law. SUMMARY: Cautions to be Observed-Limits of Ob-

ject-Teaching-Additional Caution-Conclusion.

CHAPTER VI.

RELATIVE VALUE OF THE DIFFERENT BRANCHES OF INSTRUCTION

THE END OF EDUCATION: Practical Questions-Responsibility for Change-

Conditions of Change. REAL AND APPARENT KNOWLEDGE: Relations

of Language-Relations of Mathematics-Direct and Incidental Acquire-

ment-Kinds of Knowledge Required-Branches of Real Knowledge.

THE BRANCHES AS RELATED TO DEVELOPMENT: Natural Science as Pro-

moting Development-The Discipline of Memory-The Humanities as

Promoting Development-Discipline of the Reflective Faculties-Gener-

al Effect of Real Knowledge-The Discipline of Conduct. THE BRANCHES

Industry-Ubiquity of the Elements of Natural Science-Uses of the

Humanities-Conditions of their Successful Use. SPECIAL STUDIES:

Importance of History-Chronology-Philology-Archæology-What is

Gained. FOREIGN LANGUAGES: Elementary Study-Foreign Literature

-Comparative Philology. THE ANCIENT LANGUAGES: Advantages

Claimed-Difficulties Encountered-Mental Discipline-Schiller's Opin-

ion. SUMMARY IN REGARD TO LANGUAGE. GENERAL SUMMARY.

CHAPTER VII.

PESTALOZZI

SCHOOLS OF THE OLDEN TIME: Effect of Printing upon Education-Teach-

ers Employed-Value of Learning to Road-Ideal Schools. PESTALOZ-

ZI'S CAREER: Philanthropic Views-The Ideal Reduced to Practice-

Experiments at Neuhof-Condition of the Country-School at Stanz -

Condition of the School-Things and Representatives-Intellectual Suc-

cess-Moral Success-School at Burgdorf-School at Yverdon. PESTA-

LOZZI'S PRINCIPLES: Order in Mental Growth-Home Education-The

Influence of Mothers-Mistakes in Application-Education of Mothers-

Study of Children-Training Imbeciles-Basis of Experience-Object-

Teaching-Practical Objections-Conduct and Character-Growth of

the System.

FRUIT OF PESTALOZZI'S PRINCIPLES: Education through Work-Agricultu-

ral Schools-Limitations of these Schools. THE WORK OF FROEBEL:

Philanthropic Motives-Development of the Kindergarten-Obscurity

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of Expression. KINDERGARTEN PRINCIPLES: Inherited Powers and

Tendencies-Education should Commence Early-Education Based on

Self-Activity-Spontaneous Activity, or Play-School Exercises should

give Pleasure-Physical and Mental Activity combined-Harmonious

Development of the Powers-The Schools demanded by these Princi-

ples. PRACTICAL KINDERGARTEN WORK: The Kind of Play-The

Method of Play-Original Work-Singing-Playing in the Dirt-The

Law of Order-Study of the System. THE KINDERGARTEN AT ST.

LOUIS: Necessity of Study and Experiment-Scope of Education-

Scope of the Kindergarten-Delicate Adjustments-Philosophy Involved

-Questions to be Settled.

CHAPTER IX.

AGASSIZ; AND SCIENCE IN ITS RELATIONS TO TEACHING

THE SCOPE AND END OF SCIENCE: Philosophy and Utility-Prof. Tyndall's

Opinion-Another View-Prof. Huxley's Opinion-Antagonisms Har-

monized-Incentive to Investigation. METHODS OF SCIENCE: Scientific

Method in Teaching-Defects in Teaching which cience Remedies-

Waking up Mind-Growth of the Scientific Principle. AGASSIZ's

WORK: Early Life-Love of Nature-Vacation Studies-Study of the

Glaciers--Spirit of his Work-The Old Methods Distrusted-Reforma-

tion Begun-The School at Penikese-A New Era-Unfinished Plans.

SUMMARY OF AGASSIZ'S PRINCIPLES: Training the Observing Powers--

Importance of Hand-Work-Science the Basis of Education-Knowl-

edge Necessary for Discipline-Authority in Science and Education-

Thoroughness in Work and Study - Scientific Object-Lessons-Corrobo-

rative Views-Uses of Hypotheses-Value of Hypotheses-Hypoth-

eses in Education.

CHAPTER X.

SYSTEMS OF EDUCATION COMPARED

INTRODUCTORY. MEMORIZING: Chinese Schools-The Monkish System-

English Schools-Grounds of Defense-Securing Attention--Training

the Memory-Judgment of Study-Cultivation of Language-Future

Use. THE STUDY OF BOOKS: Ideas of what Constitutes an Educated

Man-The Worship of Books-Evils resulting from the Abuse of Books

-The Place of Text-Books-The Necessity of Text-Books-The Proper

Use of Text-Books-Increased Demand for Text-Books. THE STUDY

OF THINGS: Cultivation of Perception-Basis of Experience-Materials

of Thought. EXPERIMENT AND WORK: Technical Schools-Superiority

of Educated Workmen-Work in the Kindergarten-The Next Step

Demanded-Manual Training-Hand and Brain Culture. GENERAL

SUMMARY.

PHYSICAL CULTURE

CHAPTER XI.

INTRODUCTORY: Opposing Theories-Factors of Physical Culture-Scope

of Instruction-Preparation on the Part of Teachers. FooD: Kinds of

Food-Limitations-Quality of Food-Quantity of Food-Variety of

Food-Caution to be Observed-Time for Taking Food-Manner of

Taking Food-Miscellaneous Suggestions-Use of Drinks-Pernicious

Drinks-Tobacco-Habits of the Teacher. WARMTII: Clothing-Mate-

rials for Clothing-Relations of Clothing to Food-Changes of Tem-

perature-Sanitary Suggestions-Houses-Necessary Considerations.

LIGHT: Direction of Light-Defective Sight. AIR AND VENTILATION:

Sources of Impure Air-Conditions to be Observed-Distribution of

Heat-Egress of Air-Ventilating Arrangement-Method of Operation

-Practical Suggestions. DIRECT MUSCULAR TRAINING: Calisthenics-

Kinds of Exercise-Calisthenic Apparatus-Time given to Exercise-

Caution to be Observed. REST: Rest of Change-Rest of Attention-

Complete Rest-Daily Rest or Sleep-Amount of Sleep-Rest from

NATURE OF ÆSTHETICS: Standard of Beauty-Ruskin's Views-Experience

Theory-Training in Art. FORM: Analysis of Form-Geometric Di-

visions-Forms Used in Art-Nature the Basis of Art. PROPORTION:

Proportion in Architecture-Element of Safety-General Ideas of Pro-

portions-Ideas of Proportion Applied. UNITY: Example in Nature-

Unity in Art-Disregard of Unity-Aggregation_not Unity._SYMME-

TRY: Symmetry in Nature-Symmetry in Art. HARMONY: Harmony

in Style-Harmony in Nature-Harmony in Art-Want of Harmony.

VARIETY: Variety in Nature-Variety in Art-Monotony in Cities-

Contrasted Examples. COLOR: Standard of Beauty in Color-Comple-

mentary Colors-Variety in Color-Attention to Color. SOUND: Origin

of Musical Perception-Esthetic and Moral Value of Music-Tones in

Speech-Unpleasant Tones. GENERAL SUMMARY. ESTHETIC TEACH-

ING: The School-room-School Surroundings-Dress-Habits and Man-

ners. DRAWING: Muscular Drill-Cultivating Observation-Perspec-

tive and Shading-Use of Color-Industrial Art-Art Proper-National

Art.

MORAL CULTURE

CHAPTER XIII.

MORAL AIMS: Neglect of Moral Instruction-Reasons for the Neglect.

WHAT IS MORALITY? Basis of Morals. Extent of Needs-Equality of

Needs-Basis of Rights-Basis of Duty-Negative and Positive Duties

-Standard of Moral Duty-Concrete Examples-Factors of Morality-

Individual Morality. MORAL INSTRUCTION IN SCHOOL: Force of Ex-

ample-Manners-Example of Ill Manners-Limit of Responsibility-

Moral Sensibility-Incidental Moral Lessons-Negative Results-Labor

and Service-Caution-Recognition of Well-doing. School Govern-

MENT: Obstructive Considerations-Changes Desirable-Restraint-

Indirect Moral Influences-Dangers of Neglect. DIRECT MORAL

TEACHING Precept and Practice-Use of Common Incidents-Use of

Literature-Abuse of Literature-Use of History-Defects in Historic

Study-Moral Science. SOCIAL RELATIONS: The Family-General So-

ciety-Civil Government-Practical Morality-Applications in Schools-

Results of Moral Training.

CHAPTER XIV.

GENERAL COURSE OF STUDY.

PRELIMINARY: Principles taken as a Basis-The Natural Sciences-Course

in Science-Philosophy, or the Humanities-Literature-Geography-

History-Mental and Moral Philosophy-Four Subordinate Lines of

Instruction-Music-Manual Arts-Language-Mathematics-Course

in Music Course in Language-Course in Manual Arts-Course in

Mathematics-Cultivation of Taste.

CHAPTER XV.

COUNTRY SCHOOLS AND THEIR ORGANIZATION.

COMPARATIVE STANDING: Advantages 3-Defects - Imperfect Grading-

Boards of Control-School-houses-Apparatus and Books-Short

Terms-Change of Teachers. QUALIFICATION OF TEACHERS: Scientific

Knowledge -General Culture - The Mental Powers Professional

Knowledge-Self-Improvement. DETAILS OF WORK: The Alphabet-

Reading-Spelling-Object-Lessons-Rural Affairs.

THE STORY OF A SCHOOL

PRINCIPLES AND

PRACTICE OF TEACHING.

CHAPTER I.

GENERAL OBJECTS OF EDUCATION.

KNOWLEDGE AS RELATED TO SUCCESS." The secret of thrift," says the late Charles Kingsley, "is knowledge. The more you know, the more you can save yourself and that which belongs to you, and can do more work with less effort. A knowledge of the laws of commercial credit, we all know, saves capital, enabling a less capital to do the work of a greater. Knowledge of the electric telegraph saves time; knowledge of writing saves human speech and locomotion; knowledge of domestic economy saves income; knowledge of sanitary laws saves health and life; knowledge of the laws of the intellect saves wear and tear of brain; and knowledge of the laws of the spirit-what does it not save?" The need of special knowledge for all the various trades and professions has long been admitted, but practically the farmer and the teacher have been like the poetHeaven-taught. We are finally coming to see that the

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