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 complete living, 407; symmetrical, 411; esthetic, 413; error of, 414; science in, 416.
Egypt, dancing and music in, 15. Eloquence, see Orator.
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 as giving and taking, 375; su- 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. GEOGRAPHY, starting points of, 334. Geometry, defined, 165. God, as worthy object 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 be 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.
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-
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; re- ligious lectures, 201; emulation,
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 an 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.
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.
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; rea- 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 re- 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.
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; a 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,
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, 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; "Es- says, 204; purpose of education, 204; developing method, 205; truth to be assimilated, 206; nothing by mere authority, 206; bookish learn- ing, 208; uses of travel, 208; physical training, 209; how to use
learning, 210; sincerity, 211; ac- quisitive disposition, 212; study of history, 212; the world a 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 men 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.
ORATOR, Cicero's ideal of, 84; defi- nition of, 85; and poet, 86; 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,
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 a source of strength, 356; man's need of God, 357; work, 358; domestic education, 359; winning
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 осса- 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, 125; 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 men, 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; re- proof, 311; should come as a nat- ural result, 330; bodily chastise- ment, 362.
Pythagoras, enigmatical precepts of,
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, 111; kind of copies, 112; public schools, 113; evil influences, 114; emulation, 117; pupil's disposition to be as- certained, 119; mimicry, 120; school management, 120; recrea- tion, 121; corporal punishment, 122; study of grammar, 123.
READING, how to be taught, III. 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; re- 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; a 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-
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.
SCHOOLS, buildings for, 23; public and private, 113; management of, 120; 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; ornamen- 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; measure of value, 406; education a preparation for
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
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