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reading, 298; children fond of in-
struction,

299;

easily impressed,
300; studies for woman, 301.
Froebel, Frederick, sketch of, 369;

with Pestalozzi, 370; fundamental
thought of, 370; tribute to, 371;
the divine unity, 372; definition of
education, 372,

379; theory and
practice of education, 373; effects
of good education, 374; education

giving and taking, 375;
premacy of right, 375; material and
spiritual ends, 376; play, 376, 380;
children not to be repelled, 378;
nature of schools, 378; example
and precept, 379; craving for tales,
381; man not bad by nature, 381.

as

su-

relation of Christianity to, 319;
what it gives, 323; sense, percep-
tion in, 326; authority in, 334; re-
ligious, to be deferred, 338; what
it includes, 341; develops manhood,
343; as development, 345; progres.
sive, 346; an art, 346; adapted to
the idea of humanity, 347; moral
training in, 349; experiments in,
349; private and public, 350; a
problem of, 350; Pestalozzian prin-
ciples of, 353; hurry to be avoided
in, 354; study of nature in, 354;
exercising faculties in, 355; study
of words in, 356; value of work
in, 358; domestic, 359; moral, 362;
solid foundation for, 363; element-
ary, 364; complete, 364; the senses
in, 366; fundamental elements in,
367; essential work of, 368; de-
fined, 372; theory and practice of,
373; results of good instruction,
374; as giving and taking, 375;
material and spiritual ends in, 376;
uninterrupted, 378; precept

and
example in, 379; of the body, 386;
of the intellect,

388; and plu-
tocracy, 389; an equalizer, 390; a
source of power, 391; moral side
of, 392; religious, 395; a controll-
ing principle of, 403; present rude
character of, 404; preparation for
com living, 407; symmetrical,
411; esthetic, 413; error of, 414;

science in, 416.
Egypt, dancing and music in, 15.
Eloquence, see Orator.
Emulation, recommended, 145;

in
Jesuit schools, 201.
English, importance of, 288.
Epicurus, quoted on philosophy, 220.
Example, influence of, 142.

GEOGRAPHY, starting points of, 334.
Geometry, defined, 165.
God, as worthy objec of endeavor,

20; man's greatest need, 357; the
unity of all things, 372; a knowl-

edge of necessary, 396.
Grammar, the study of, 123; defined,

162; relation to the Scriptures, 162.
Greek, a language for scholars, 289.

(See Languages, The ancient.)
Gymnastics, two parts, 11; should be

employed, 49; should not

cessive, 50; nor neglected, 134.
HARRIS, Dr. W. T., quoted on Froe-

bel, 370.
Health, laws of, 280.
History, proper study of, 212; con-

ventional value of, 412.
Housekeeper, a model, described, 81.
Humboldt, referred to, 400.
Hunting, a preparation for war, 65.

be ex-

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JEROME, sketch of, 143; letter to

Laeta, 143; religious education,
144; learning the alphabet, 144;
writing, 145; emulation, 145; teach-
er to be moral and learned, 145;
early impressions, 146; dress and
ornament, 146; study of the Scrip.
tures, 146; 'religious exercises, 147;
manual training, 148; monastic

education, 149.
Jesuits, the, sketch of, 187; Con-

rea-

stitutions of, 187; Ratio Studi.
orum, 188; selection of teachers,
188; study of the Scriptures, 189;
innovating opinions discouraged,
189; examinations, 189, 199; dif-
ferent schools or grades, 190; life-
long teachers, 190; injurious books
to be excluded, 191; use of Latin
language, 191; prizes, 191; dispu-
tations, 192, 198; useful books,
192; the teacher's aim, 193; rules
for quoting authorities, 194; direc-
tions for the teacher, 195; the Vul-
gate to be defended, 195; Thomas
Aquinas to be followed, 196;
rules for various studies, 197; re-
ligious study of the sciences, 199;
appointment of

censors, 200;
ligious lectures, 201; emulation,

Locke, John, sketch of, 278;

'Thoughts Concerning Educa-
tion,” 279; ideal of education, 280;
rules for health, 280; mistakes of
parents, 281; self-control, 281;
children not to be broken, 282;
their aptitudes studied, 282;
soning with, 283; whipping to be
avoided, 284; character of teacher,
284; four ends in education, 285;
ancient languages, 286; gaining the
attention, 287; pre-eminence of

English, 288.
Luther, Martin, sketch of, 169; prin-

cipal educational writings, 170;
fundamental conception of educa-
tion, 170; Letter to Mayors and
Aldermen, 171; decline of schools,
171; the devil's purpose, 172; im.
portance of education, 173; shame
of neglecting, 174; civic welfare
dependent on education, 175; lib-
eral studies, 176; the languages
and the gospel, 177; schools
quired for civil government, 178;
necessity of education, 179; chil.
dren delight in learning, 180;
music, 180; work and study, 181;
appeal to city authorities, 182; on
libraries, 183; defects of schools,
183, 184;

different classes of
books, 184.

re-

201.

re-

an

Kant, Immanuel, sketch of, 340; his

Pedagogy,” 341; nature of edu-
cation, 341; office of discipline, 342,
348; love of freedom, 343; culture,
343, 348; theory of education, 344;
development of latent powers, 345;
education progressive, 346; as
art, 346; a mistake of parents, 347;
moral training, 349; experimental
schools, 349; private and public ed-
ucation, 350; an educational prob-

lem, 350.
Knowledge, relative worth of, 405;

intrinsic and conventional value of,
411; and discipline, 412.

a

Languages, the ancient, 176, 177;

excessive study of, 223; too dearly
bought, 225; how learned by Mon-
taigne, 225, 226; why studied, 242;
studied too long, 286; of no prac-
tical utility, 401; quasi-intrinsic

value of, 411.
Latin, in Jesuit schools, 191.
Liberal Arts, 45; not to be pursued

for profit, 100; enumerated, 162.
Libraries, to be established, 183; dif-

ferent kinds of books for, 184.
Life, divided into two parts, 37; its

nature, 324.

Mann, Horace, sketch of, 383; sec-

retary of Board of Education, 384;
last Annual Report, 385; schools a
civilizing force, 385; physical edu-
cation, 386; intellectual, 388; edu.
cation and plutocracy, 389;
education an equalizer, 390;
source of power, 391; moral edu-
cation, 392; effect of right train-

ing, 393; religious education, 395.
Manual training, inculcated, 148;

honest trades to be learned, 152.
Marriage, effects of, 141.
Mathematics, influence of, 233.
Maurus, Rhabanus, sketch of, 158;

principal works, 159; education of
the clergy, 159; character of the
Scriptures, 160; how to be read,

a

learning, 210; sincerity, 211; ac-
quisitive disposition, 212; study of
history, 212; the world great
book, 213; what the scholar should
know, 214;

various studies, 215;
effects of philosophy, 216; Aris.
totle's teaching, 219;

book-worin
study, 220; times and places of
study, 220, 221; best style of ex-
pression, 224; learning Latin and
Greek, 225, 226; at the College of

Guienne, 227.
Music, conformed to right models,

17; how regulated, 19; for
and women, 20;, in education, 46;
why taught, 50, 51; for social en-
joyment, 53; different kinds, 54;
should be taught to children, 54;
instruments of, 56; why studied,
58; nature and utility of, 166;
should be taught, 180.

men

86;

161; liberal arts, 162; grammar de.
fined, 162; rhetoric defined, 163;
dialectic explained, 164; arith-
metic, 164; geometry, 165; music,

166; astronomy, 167.
Memory, a sign of ability,

119;
should be cultivated, 136.
Method, the developing, 205; truth

to be assimilated, 206; nothing to
be imparted by mere authority, 206;
teaching by rote, 208; right meth-
od of instruction, 215; Aristotle's
219; severe sweetness in, 222; As-
cham's, in Latin, 229; harsh, in
English, 231, 235; order of studies,
243; with languages,

245, 246;
traveling, 253; basis of, 261; sub-
jects suited to pupil's age, 263;
errors of, 265; examples before
rules, 266; premature instruction,
267; too many studies, 268; com-
prehension should precede memo-
rizing, 270; the general should pre-
cede the particular, 272; gradual
progress, 273, 274; holding the at-
tention, 287; with Latin, 287; suc-
cession of studies, 290; instruction
to be made pleasant, 300; studies
for women, 301; in domestic edu-

cation, 359.
Milton, John, sketch of, 240; school
in London, 241;

Tractate on Edu-
cation,” 241; end of learning, 242;
purpose of language study, 242;
too difficult tasks exacted, 243;
professional pursuits, 244; school
arrangements, 245;

method with
Latin and Greek, 245, 246; range
of studies, 247; moral training,
248; on poetry, 250; physical cul.

ture, 251; travel, 253.
Mimicry, an unfavorable sign, 120.
Monasteries, urged to give instruc-

tion, 156.
Montaigne, sketch of,

203;
says,'

204; purpose of education,
204; developing method, 205; truth
to be assimilated, 206; nothing by
mere authority, 206; bookish learn-
ing,
208;

of travel, 208;
physical training, 209; how to use

ORATOR, Cicero's ideal of, 84; defi.
nition
of, 85; and

poet,
studies of, 88; five parts of his
art, 91; should write speeches, 93;
various exercises, 94, 95; compre-
hensive knowledge, 96; should
make preparation, 131; his style,

132.
Order, utility of, 76-79; in the

household, 79.

Parents, should be educated, 105;

conduct of, 141; should set good
example, 142; should be models,
147; should bring up children in
religion, 152; mistakes of, 281; in-
fluence of, 302;

their obligations,
325; an error of, 347; aim of, 377.
Paroz, quoted on Fénelon, 293.
Pedagogues. See Teachers.
Pestalozzi, John Henry, sketch of,

351; at Stanz, 352, 360; at Yver-
dun, 352; summary of principles,
353; avoid hurry, 354; study of
nature, 354; development by ex-
ercise, 355; study of words, 356;
truth

of strength, 356;
man's need of God, 357; work, 358;
domestic education, 359; winning

" Es-

a

source

uses

Pythagoras, enigmatical precepts of,

140.

QUINTILIAN, sketch of, 103; his “In-

stitutes," 103; children quick to
learn,

104;

trained to correct
speech, 105; parents should be edu.
cated, 105; character of teachers,
106; Greek should precede Latin,
107; education should begin early,
108; should be made pleasant, 109;
the alphabet, 110; learning to
write, 110; reading, IT; kind of
copies, 112; public schools, 113;
evil

influences, 114; emulation,
117; pupil's disposition to be as-
certained, 119; mimicry, I 20;
school management, I 20;
tion, 121; corporal punishment,
122; study of grammar, 123.

recrea-

confidence, 360; eagerness of chil-
dren to learn, 361; moral educa-
tion, 362; solid foundation, 363;
complete development, 364; im-
pulse of development, 365; sense-
perception, 366; fundamental ele-
ments, 367; essential work of edu-

cation, 368.
Philosophy, nature of, 100; impor-

tance of, 133; utility of, 197; value
of, 214; effects of, 216; early in-
culcated, 219; suited to all occa-

sions, 221.
Physiology, to be taught, 387.
Plato, sketch of, 7; principal works,

8; early training of children, 9;
training both hands,

10; two
branches of education, 11; influ-
ence of play, 13; dancing in Egypt,
15; music, 17; poetry, 18; God as
object of endeavor, 21; right way
to live, 22; gymnasia, 23; compul.
sory education, 23; female educa.
tion, 23, 34; life of virtue, 26;
boys insubordinate, 28; scope and
periods of education, 29; different

kinds of poets, 31; teachers, 32.
Play, influence of, 13; significance

of, 376; relation to inner life, 380.
Plutarch, sketch of, I 25;

three
needs in development, 126; in-
ferior ability helped by training,
126; care of children, 127; teach-
ers of blameless life, 128; phil-
osophy, 133; universal education,
135; children to be encouraged,
135; memory to be cultivated, 136;
self-control, 137; anger

to be
avoided, 138;

faults of

young
138; evil associations, 140;
conduct of parents, 141; marriage,

141.
Poets, should be heedful, 18; dif.

ferent kinds, 31; allied to orators,

86; study of, 250.
Punishment, corporal, condemned,

122; inculcated, 132; to be avoid-
ed, 284; use of rod in, 310;
proof, 311; should come as a nat-
ural result,

330; bodily chastise-
ment, 362.

re-

READING, how to be taught, ill.
Recreation, to be allowed, 121, 317.
Refinement, nature of, 348.
Rhetoric, study of, 89, 90; defined,

163; its utility, 163.
Rollin, Charles, sketch of, 303;

“ Treatise on Studies,” 304; edu-
cation a source of happiness, 305;
purpose of teaching, 306; defini-
tion of education, 306; children's
character to be studied, 307; au-
thority in teaching, 308; fear and
love, 309; punishment, 310;
proof, 311; reasoning with chil.
dren, 313; truthfulness, 314; good
habits,

315;

study to be made
agreeable, 316; rest

and

recrea-
tion, 317; training in virtue, 319;

Christianity, 319.
Rousseau, Jean Jacques, sketch of,
321;
Confessions,” 321;

“ Émile,”
322;

two fundamental principles,
323; what education is, 323; the
best educated man, 324; mothers
should nourish children, 324;
father's obligation, 325; the teach-
er, 325, 326; use of the senses, 326;
love for childhood, 327; indulgence
of children, 327; not to be com-

men,

a

re-

manded. 328; right training, 329;
punishment, 330; injuring others,
330; respect for children, 331;
right teaching, 331; words and
ideas, 331; memory, 332; drawing,
333; geography, 334; nothing by
authority, 334;

“ Robinson Cru-
soe,” 336; results of Émile's train-
ing, 336; rural surroundings, 337;
religion, 338; woman's education to

be relative to man, 339.
Rulers, character of, 36.

life, 407; leading activities of life,
408; self-preservation, 409; sym-
metrical training, 411; esthetic edu-
cation, 413; vice of current educa-

tion, 414; worth of science, 416.
State, the, how rendered virtuous, 34;

what its virtues should be, 39, 40.
Studies, liberal and utilitarian, 45,

48; not to be pursued for money,
100; moral side of, 101; Milton's
list of, 247; in morals, 248; how

determine course of, 412.
Style, in discourse, 132; Montaigne

on, 224

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Schools, buildings for, 23; public

and private, 113; management of,
I 20; cathedral and cloister, 181;
size and arrangement of, 245; forg.
ing-place of men, 259; location of,
276; experimental, 349; explained,

378; as civilizing force, 385.
Science, value of, 416.
Scriptures, the, to be studied, 147;

order of study, 148; superior to pa-
gan literature, 151; character of,
160; require learning, 161; rela-
tion of grammar to, 162; the Vul-
gate to be defended, 195; studied in

the original tongues, 249.
Self-control, instance of, 137;

im-
portance of, 281.
Seneca, sketch of, 97; education diffi-

cult, 98; recreation moderate, 99;
virtues to be inculcated, 99;
ture of philosophy, 100; morality

the end of education, 101.
Sense-perception, 326, 366.
Socrates, instance

of self-control,
137.
Sparta, education in; 38; brutalizing,

49; defects of, 251.
Spencer, Herbert, sketch of, 399; his

Education,” 399; what knowl.
edge is of most worth, 400; dec.
oration and dress, 400;
tal studies, 401; feminine accomp-
lishments, 402; determining prin-
ciple of education, 403; rude char-
acter of, 404; relative worth of
knowledge, 405; limited time of ac-
quisition, 406;

of value,
406; education a preparation for

VIRTUE, on what dependent, 35; po-

litical virtues, 39, 40; in what it
consists, 53; relation of music to,
53

na-

WOMAN, to be educated as man is,

23; her domestic sphere, 71; dis-
tinctive virtues of, 72; should be
educated, 258; sphere and influ-
ence of, 295; defects in her educa-
tion, 296; idleness and frivolity of,
297; what she should study, 301;

educated relatively to man, 339.
Words, without ideas, 331; study of,

356.
Work, value of, 358.
Writing, how to be taught, 110, 144.

66

ornamen

XENOPHON, sketch of, 61; Cyropae. .

dia Economics,” 61; character
of Cyrus, 62; Persian education,
62; its methods, 63; study of jus.

measure

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