books, 34; virtue dependent on na- ture, habit, and reason, 35; char- acter of rulers, 36; the soul di- vided into two parts, 37; Spartan education, 38; education for peace rather than for war, 39; virtues of state, 39; reason and appetite, 41; early training, 41, 42; Plato criticised, 42; prohibition of inde- cency, 42, 43; education a civic duty, 44; should be public, 44; diverse aims of, 45; what should be taught, 45; branches of educa- tion, 46; music, 46, 47; liberal and utilitarian culture, 48; athlet- ics should not be brutal, 49; not excessive, 50; music in education, 50-54; musical instruments, 56; Plato's views criticised, 59; three principles of education, 60. Arithmetic defined, 164; its relation to the Scriptures, 165. Ascham, Roger, sketch of, 228; "The Schole-master," 228; meth- od with Latin, 229; on method, 231; precocious children, 232; brilliant men, 232; on mathematics, 233; persistent plodders, 234; bad
choice of university students, 235; supervision of youth, 238.
Associations, influence of evil, 140; bad, to be avoided, 277. Astronomy, defined and explained, 167.
Athletics, see Gymnastics.
BAPTISM, preparation for, 154. Books, should be collected, 134; different classes of, 184; injurious, to be excluded from schools, 191; good, to be provided, 192; exces- sive devotion to, 220; sources of wisdom and piety, 277.
CATECHUMENS, instruction of, 153. Censors, in Jesuit schools, 200. Charlemagne, sketch of, 155; efforts "Ca- in behalf of education, 155; pitulary of 787," 156; study of let- ters in monasteries, 156; who should teach, 157.
Children, nature of, 28; early train- ing of, 41; protected from evil influences, 42, 43; quick to learn, 104; should be accustomed to cor- rect speech, 105; to be taught early, 108, 109; to be cared for by mothers, 127; easily molded, 127; fond of learning, 180; pre- cocious, 232; ready to learn, 237; not to be broken, 282; dispositions to be studied, 282; to be reasoned with, 283; seldom need whipping, 284; desirous of instruction, 299; easily impressed, 300; characters to be weighed, 306, 307; authority over, to be assumed, 308; fear and love to be called forth, 309; cor- rection of, 310; appeal to reason,
313; trained in truthfulness, 314; in good habits, 315; should have recreation, 317; trained in virtue, 319; should be loved, 327; indul- gence of, 327; not to be com- manded, 328; how to be trained, 329; the only moral lesson suited to, 330; should be respected, 331; memory of, 332; not to be taught many things, 334; taught to love all men, 337; trained in morals, 349; their confidence to be won, 360; eagerness to learn, 361; not to be repelled, 377.
Christianity, relation to education, 319; the Christian teacher, 320. Church, the, attitude of, to pagan literature, 151.
Cicero, sketch of, 83; ideal of ora- tor, 84; orator and poet, 86; studies for the orator, 88; rhetori- cal study, 89; nature of eloquence, 90; five parts of oratory, 91; ele- ments of discourse, 92; writing as aid to speaking, 93; utility of declamation and translation, 95; the orator's knowledge, 96. Clergy, education of, 159. Comenius, John Amos, sketch of, "Gate of Tongues Un- locked," 256; "Orbis Pictus," 257; Great Didactic," 257; end of education, 258; woman to be edu- cated, 258; classes of objects, 259; purpose of schools, 259; office of teachers, 260; nature observes a suitable time, 262; common errors, 265; examples before rules, 266; premature instruction, 267; too many studies, 268; comprehension before memorizing, 270; the gen- eral before the particular, 272; gradual progress, 273, 274; educa- tion should be continuous, 276; on books, 277.
Compulsory education, 23. Cornelia, learning of, 106. Culture, nature of, 348. Cyrus, character of, 62.
DECORATION precedes dress, 400.
Dialectic, defined and explained, 164. Discipline, nature of, 342; subduing brutality, 348.
Discipline and knowledge, 412. Disputations, how conducted in Jesuit schools, 192; emulation encour- aged, 201.
Dittes, quoted on Luther, 170. Drawing, to be taught, 333.
EDUCATION, two branches of, 9; gymnastics, 11; of woman, 23, 24; scope and periods of, 28; order of, 41; a civic duty, 44; should be public, 44; diverse aims of, 45; utilitarian, 45; liberal arts, 45; branches of, 46; three principles of, 60; in Persia, 62, 67; a diffi- cult task, 98; certain moral vir- tues, 99; utility, 100; moral aims of, 101; should begin early, 107, 108; in public schools, 113; in- ferior ability helped by, 126; im- portance of, 130; universal, 135; memory in, 136; religious, manual, 148; catechetical, Charlemagne's efforts for, 155; clerical, 159; the world concerned in, 173; shame of neglecting, 174; relation to civic welfare, 175; liber- al studies in, 176; relation to civil government, 178; necessity of, 179; united with work, 181; aim of, 193; emulation in, 201; purpose of, 204; bookish learning, 208; uses of travel in, 208; physical, 209; right use of, 210; what the scholar should know, 214; age for, 219; nature of, 222; should be made pleasant, 222; excessive language study in, 223; harsh methods, 231; end of, 242; Spartan, criticised, 251; traveling in, 253; purpose aimed at, 258; time for, 263; to be continuous, 276; ideal of, 280; virtue as the end of, 282; fourfold aim of, 285; of girls, neglected, 294; for woman, 301; source of happiness, 305; object of, 306; definition of, 306; fear and love in, 309; to be made agreeable, 316;
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 be ex- 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- Ication, 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, 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; 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,
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 a source of strength, 356; man's need of God, 357; work, 358; domestic education, 359; winning
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