Essays on Educational Reformers

II. STURM.

(See Painter, pp. 160-162, for Sturm’s Course of Study.)

III. THE JESUITS.

Pages 63 to 171.

RABELAIS.

MONTAIGNE.

ASCHAM.

MULCASTER.

RATKE.

COMENIUS.

Pages 172 to 218.

THE PORT-ROYALISTS.

SOME ENGLISH WRITERS BEFORE LOCKE.

Pages 219 to 238.

JOHN LOCKE.

(See Painter’s History, pp. 218-223.)

Pages 239 to 289.

ROUSSEAU.

BASEDOW.

Pages 290 to 383.

PESTALOZZI. I. HIS LIFE.

II. PESTALOZZI’S PRINCIPLES.

Pages 384 to 413.

FRIEDRICH FROEBEL.

FROEBEL’S EDUCATIONAL PRINCIPLES.

Pages 414 to 469.

JACOTOT.

HERBERT SPENCER.

Pages 470 to 503.

I. THOUGHTS AND SUGGESTIONS.

II. MORAL AND RELIGIOUS INFLUENCE.

Pages 504 to 547.

REVIEW OF EDUCATIONAL PROGRESS.

INDEX.

• Abbott, E. A., on Montaigne and Locke, 231, n.
• — Jacob; Teacher, 544
• Accomplishments, 451
• Action, the root of Ed., 403
• “Advice to a Young Lord” (1691), 234, n.
• Æschines on memorizing, 541
• Æsop’s Fables, Locke’s, 238, n.
• Alexander De Villa Dei, 80, 532
• All can learn, Jacotot, 416
• — Education for, 356
• — Education for. Comenius, 515, 522
• — is in all. Jacotot, 423
• — to be educated. Comenius, 146
• Altdorf burnt, 326
• Analogies for illustration not proof, 155
• Anchoran edits C.’s Janua, 163
• Andreæ, J. V., 122
• Anschauung, Pestalozzi on, 360
• — Froebel for, 408
• Apparatus, 462
• Aquaviva and Jesuit schools, 36
• Arber, Prof., 82, n., 83
• Arithmetic, Children’s. Comenius, 145
• — for children, 479, 482
• Armstrong, Ld., on cry for Useless Knowledge, 78, n.
• Arnauld, his Règlement, 189
• — the Philosopher of Port-Royal, 187
• Arnaulds, The, and the Jesuits, 173
• Arnold, Dr., educator of English type, 219
• — History Primer, 487
• — on citizens’ duties, 447
• Arnold, M., about the Middle Age, 240
• — Barbarian’s inaptitude for ideas, 178
• — on importance of reading, 539
• — on studying great authorities, 547
• — on Words and Things, 154
• Arnstädt, F. A.: Rabelais, 69
• Art learnt by right practice, 420
• — of observing children, 252
• Ascham against epitomes, 486, n.
• — and Jacotot, 425
• Ascham’s method for Latin, 84
• — “six points,” 85
• “Ascott Hope,” quoted, 498, n.
• Athletic public schoolmen, 514, n.
• Audition, Hint for, 429, n.
• Augsburg, Ratke at, 106
• Bacon against epitomes, 446, n.
• — for Jesuits, 33, n.
• — for study of Nature, 408
• — on “young plants,” 406
• — studied by Comenius, 122, 149
• Baconian teaching, Effect of, 510
• Bahrd, 289
• Balliet, T. M., quoted, 156, n.
• Banzet, Sara, 408
• Barbauld, Mrs., on women’s concealment of knowledge, 98, n.
• Barbier, La Discipline, 60, n.
• Bardeen’s Orbis Pictus, 168
• Barnard, H., English Pedagogy, 542
• — Eng. Pedagogy, 91, n., 212, n.
• — on Kindergarten, 409
• — Opinion of Positions, 91, and n.
• — The Kindergarten, 413
• Bartle Massey in Adam Bede, 507
• Basedow and Goethe, 277
• Basedow, Pinloche’s mentioned, 289, n., 527
• Bateus, 160, n.
• Bath, W., 160, n.
• Beaconsfield, Ld. His “two nations,” 371
• Beautiful, Pestalozzi on sense of the, 339
• Beginners shall have best teachers. Mulcaster, 95
• Bell, Dr., at Yverdun, 352
• Bellers, John, for hand-work, 211, n.
• Benham, D. His Comenius, 119
• — His trans. of Sch. of Infancy, 142
• Besant, W. Readings in Rabelais, 67, n.
• Biographies before history, 489
• Birmingham lecture quoted, 193, n.
• Blackboard, Drawing on, 476
• Blunder of insisting on repulsive tasks, 467
• — of not getting clear ideas about definitions, 460
• — of giving only book knowledge, 458
• — of teaching epitomes, 485
• — of teaching words without ideas, 475
• — of “cramming” children, 374, 375
• — of not beginning at the beginning, 468
• — of assuming knowledge in pupil, 468
• — of neglecting interest, 464, 474
• — of teaching the incomprehensible, 195
• — about “first principles,” 461
• Bluntschli warns Pestalozzi, 293
• Bodily health, Jesuits cared for, 48, 507
• Bodmer, 291
• Body, its part in education, 566
• — must be educated, 411
• — Rabelais’s care of the, 508
• Boileau’s Arrêt, 187, n.
• Bookishness of Renascence. Montaigne, 76
• Book-learning, connected with life, 459
• Books for teachers, 541
• “Books, Miserable,” 153
• — Reaction against, 510
• — Respect for, 481
• — Rousseau against, 259
• — useful in learning an art, 546
• Bowen, E. E., 118, n., 532
• Bowen, H. C., on connected teaching, 424, n.
• — on development, 399
• — on Kindergartens without idea, 410
• Bréal, M., quoted, 286, n.
• — on child-collectors, 429, n.
• — on teachers, 455, n.
• Brewer, Prof., 98
• Brinsley, J., 200
• — on training teachers, 99, n.
• Brown, Dr. John, Ed. through senses, 458, n.
• — Horæ Sub., quoted, 169
• Browning, Oscar, on Humanists, &c., 231
• Buchanan and Infant Schools, 409
• Buisson on Intuition, 361
• Bülbring, Dr., and Mary Astell, 543
• Burgdorf Institute, 341
• — Pestalozzi at, 335
• Burke, quoted, 437
• Buss, 341, 365
• Butler, Bp., on Ed., 147, 148, n.
• Butler, Samuel, quoted, 30
• Cadet on Port-Royal, 195
• Calkins, Prof., on learning thro’ senses, 150, n.
• Cambridge exam, of teachers, 219, n.
• — man, 40 years ago, 431, n.
• Campanella, 122
• Campe, 287
• Capitalizing discoveries, 517
• Carlyle about the Schoolmen, 10, n.
• — on divine message, 401
• — on History, quoted, 145, n.
• — on Knowledge, 223
• — on “nag for sand-cart,” 467
• — on teaching religion, 359, n.
• Carlyle’s “mostly fools,” 517, n.
• — “Succedaneum for salt,” 498
• Carré on Port-Royal, 195
• Cat, Rousseau on the, 258
• Cato’s Distichs, 81, 121
• Chambers, H. E., of N. Orleans, on “teams,” 531
• Channing, Eva, Trans, of L. and G., 306, n.
• Children and poetry, 541
• — care for things and animals, 475, 521
• — not small men, 250
• Childhood the sleep of Reason, 245
• Christopher and Eliza, 309
• Church, Dean R. W., on Montaigne, 71, n.
• Citizens’ duties, 447
• Classics, “Discovery” of the, 3
• — do not satisfy modern wants, 7
• — in Public Schools, 76
• — too hard for boys, 16
• Classification, Thoughts on, 232
• Classifiers, Caution against, 232
• Class matches, 42, 529
• Clindy, Pestalozzi at, 353
• Clough, quoted, 358
• Colet, Dean, 80, 533
• Columbus and geography, 2
• Comenius and Science of ed., 512
• — Books about, 170
• — at Amsterdam, 133
• — in London, 126
• — criticized by Lancelot, 186, n.
• — stiftung, 119
• Compayré, Hist. of Pedagogy and Lectures, 544
• — on Jesuits, 56
• — on Port-Royal, 196
• Compendia Dispendia, 169
• Complete living, H. Spencer on, 442
• “Complete Retainers,” 89, 426, n.
• Composition, 483
• Compulsion, Nothing on, 112
• Concept, Larger, how formed, 457
• Concertations, 42
• Concrete, Start from, 461
• Conduct of Understanding and Reason, 221
• Conférences pédagogiques, 362
• Connexion of knowledges, 424
• Consolation, &c., Brinsley, 200
• Cooking should be taught, 540
• Coote, Edward, English Scholemaster, 91
• Corporal punishment, Pestalozzi for, 327
• Cotterill, C. C., Suggested Reforms, 545
• Cowley’s Proposition, &c., 202
• Cowper on man and animals, 517
• Creative instinct. Froebel, 404
• Daniel, Canon, quoted, 155, n.
• Daniel, Le P. Ch., quoted, 62, n.
• Day-dreams of a Schoolmaster, 541
• Day-schools wanted, 499
• Dead knowledge, 524
• Decimal scale universal, 479
• De Garmo, Dr., on language work. 481, n.
• — quoted, 403, n.
• De Geer and Comenius, 130
• De Imitatione, quoted, 398
• De Morgan, quoted, 433, n.
• De Quincey, quoted, 153, n.
• Derby, Ld., on criminals, 358
• — quoted, 256, n.
• Development, Froebel’s theory of, 400
• Didactic teaching, Rousseau against, 268
• Diderot, quoted, 365, n.
• Diesterweg on dead knowledge, 365
• Diesterweg’s rule for repetition, 111
• Dilucidatio of Comenius, 123
• Discentem oportet credere, 152
• Dislike often from ignorance, 466
• Doctrinale, 80, 532
• Double Translating, 86
• — translation judged, 89
• Drawing, Comenius for, 146
• — Pestalozzi on, 368
• — Rousseau for, 261
• Drill, Need of, 526
• Drudgery defined, 472
• Drummond, Henry, quoted, 502, n.
• Dunciad, quoted, 31, 422
• Dupanloup, Bp., quoted, 113
• Dupanloup against Public Schools, 179
• Dury’s Reformed Schoole, 203
• — watch simile, 205
• Early education negative, 244, 402
• Ecclesiasticus, quoted, 77
• École modèle, books not used, 154, n.
• “Economy of Nature,” 440
• Education of Man, published 1826, 392
• Educational Reformers. History of the book, 527
• — in America, 529
• Educations. Rousseau’s three, 248
• Edwardes, Rev. D., quoted, 499, n.
• Elbing, Comenius at, 130
• Elementarie. Mulcaster’s, 92
• Elementary, Basedow’s, published, 275
• — course. Mulcaster, 97
• — studies. Comenius, 141
• Elizabeth, Queen, Ascham’s pupil, 88
• Elyot’s Governour, 91, 202
• Emerson, R. W., quoted, 501
• Empirical before Rational, 462
• Emulation cultivated by Jesuits, 42
• — Forms of, 530
• Encyclopædia Bri., 385, n.
• Endter. Publisher of Orbis Rictus, 167
• English, Mulcaster’s eulogy of, 534
• — party questions, 381
• — tongue, Mulcaster on, 92
• — without Verbs and Substantives, 460, n.
• Epitomes. Against, 485
• Erasmus against ignorance, 523, n.
• — for small schools, 180, n.
• — the Scholar, 23
• Erinnerungen eines Jesuitenzöglings, 60
• Eruditio in Jesuit Schools, 40
• Eve, H. W., on old and young teachers, 506
• Evening Hour of Hermit, 302
• Evolution and Froebel, 399
• Examination of children for scholarships, 97
• — knowledge, 540
• Examinations cause pressure, 77
• Exercises, Correcting, 484
• — Hints for, 429, n.
• Experience v. Theory, 107
• Experts needed in modern life, 545
• Eyes, Use of, 411
• Eyre, Father, on the Ratio, 57
• Fables for Composition, 483
• — Pestalozzi’s, 312
• Faculties, Equal attention to all, 537
• Fag-end, Children not the, 354
• Faust, quoted, 426, 428
• Fellenberg, 344
• Fichte and Pestalozzi, 347
• Final opinions, Demand for, 410
• Fire like knowledge, 433
• First-hand knowledge not enough, 224
• First impressions important, 194
• Fischer, O., 366, n.
• Fitch’s Lectures on Teaching, 542
• Folk-schools, Importance of, 376
• Forcing, Comenius against, 144
• Formative instinct. Froebel, 404
• Franklin, B., on reading aloud, 482
• Froebel and Bacon, 408
• — on preparing better things for future, 547
• — showed the right road, 384
• Froude, J. A., on use of hagiology, 503, n.
• “Furtherers” and “Hinderers,” 531
• Garbovicianu on Basedow, 289, n.
• Gargantua’s Education, 63
• Garrick, David, “When doctrine, &c.,” 536
• Geikie, A.: Teaching of Geography, 544
• Generalization, 461
• General view should not come first, 169
• Geography absent from Trivium and Quadrivium, 2
• — Beginnings in, 489
• — how begun, Comenius, 145
• Gerard, Father (S. J.), quoted, 57
• German not a good medium of thought, 545
• “Gertrude,” Account of, 301
• Gesner, J. M., for Statarisch and Cursorisch, 32
• “Gifts.” Froebel’s, 408
• Girard, Père, and Pestalozzi, 349
• Girardin, St. M., on Rousseau, 264, n.
• Girls, Schoolmistresses’ blunders about, 443
• Giving “G.’s,” 530
• Goethe and bad pictures, 487
• — on Basedow, 276
• — on unity of man, 518, n.
• — on Voices and Echoes, 504
• — on thought and action, 546
• Golden Age, in Past or Future? 22
• Goldsmith against epitomes, 486, n.
• “Good scholars” as schoolmasters, 545
• — spirits needed for teaching, 497
• Grammar, 481, n.
• — learnt from good authors, Ascham, 85
• — Mistakes about, 460
• Grant’s, H., Arithmetic, 482
• “Gratis receive, gratis give.” Jesuit rule, 39
• Greaves, J. P., at Yverdun, 352, n.
• Grounding, Importance of, Mulcaster, 96, n.
• Groundwork by best workman, Mulcaster, 95
• Grubé’s method, 479
• Guesses at Truth, quoted, 24
• Guillaume’s Pestalozzi mentioned, 383, n.
• Guimps, 383, n.
• Guimps’s Pestalozzi, 317, &c.
• Habrecht, Isaac, 161, n.
• Hack, Miss, Tales of Travelers, 490
• Hailmann, W. H., on creative doing, 412
• Hale, Sir Matthew, for realism, 212, n.
• Hall, Stanley, about L. & G., 306, n.
• — Experts needed, 545
• Hallam on Comenius, 158
• Hallé, Children’s Lessons at, 475
• Hancock, Supt. J., quoted, 46, n.
• Handelschulen, 445
• Hands, Children’s use of, 407
• — use of, 411
• — use of, 538
• Handwork at Neuhof, 297
• — Comenius for, 146
• — Petty on, 211
• — Rabelais for, 66
• — Rousseau for, 271
• Harmar, J. 161, n.
• Harris, W. T., on “Nature,” 109
• — started public Kindergartens, 410
• — on thought and action, 546
• Harrow “Bluebook,” 532
• — Class-matches at, 529
• — Religious instruction at, 500
• Hartlib, S., 124, n., 130
• Hazlitt, W. C., 91, n.
• Helplessness produced by bad teaching, 464
• Helps, Sir A., for science, 447, n.
• — on looking straight at things, 481
• — on open-mindedness, 502
• — quoted, 434, n.
• Herbart at Burgdorf, 367, n.
• — on Rousseau, 269
• Herbert, Ld., of Cherbury, on physical ed., 227
• Hewitson on Stonyhurst, 59
• “Hinter dem Berge,” 449
• Hints from pupils, 367, n.
• History, Beginnings in, 489
• — H. Spencer on, 448
• Home and School, 342
• Honesty the best policy, 529
• Hoole’s A new discovery, &c., 200
• — trans. of Orbis Pictus, 166
• Humility to be taught, 503
• Hymns to be used, 501
• Ickelsamer, 116
• Ideal, high, 496
• — value of, 382
• — want of an, 471
• Ideas before symbols, 253
• “Idols,” escape from, 514
• Ignorance, Erasmus agst., 523
• Il faut apprendre, &c., Jacotot, 424
• “Impressionists,” 89, 426, n.
• Improvements suggested by Mulcaster, 92
• Inclinations should be studied, 465
• Industrial school at Neuhof, 297
• “Infelix divortium verum et verborum,” 139
• Innovators, 103
• “Inquiry into course of Nature,” 311
• Instruct is instruere, 432
• Instruction an exercise of faculty, 332
• Intellect before critical faculty. Comenius, 138
• Interest, Degrees in, 113
• — in teaching needed, 546
• — needed for activity, 474
• — needed for mental exertion, 193, n.
• — No success without, 473
• Interesting, Can learning be? 465
• Intuition = Anschauung, 361
• — Froebel for, 408
• Investigation, Method of, 437
• “Ipse dixit,” Comenius against, 152
• Iselin, editor of Ephemerides, 298, 302
• “Jacob’s Ladder,” Pestalozzi, 356
• Jahn on Froebel, 386
• Jansenius and St.-Cyran, 175
• Janua, English versions of C.’s, 165
• — Jesuits, 160, n.
• — of Comenius published, 123, 163
• Jebb on Erasmus, 523, n.
• Jesuit a trained teacher, 37
• — course included Studia Superiora et inferiora, 38
• — exams., 47
• — shows effect of planned system, 532
• — teaching. An example of, 44
• Jesuits. Books about, 34
• — the army of the Church, 55
• — the first reformers, 506
• Johnson, Richard, Gram. Commentaries, 82
• Johnson, Dr., on knowledge of education 410, 525
• — on Scholemaster, 82
• Jonson, Ben. “Soul for salt,” 498, n.
• Jullien on Intuition, 362
• Jung, 106
• Kant and Intuition, 361
• — on the Philanthropinum, 288
• Kay-Shuttleworth and Pestalozzi, 352
• Kempe, W., Ed. of Children, 83
• “Kernsprüche,” 545
• Kindergarten and Comenius, 143
• — a German word, 409, n.
• — Froebel on aim of, 409
• — Notion of, 406
• — The first, 394
• Kinglake’s Eothen, quoted, 15
• Kingsley on Jesuits, 54
• Knowing, after Being and Doing, 307
• — by heart, 74, n.
• Knowledge and Locke, 513
• — a tool, 540
• — and Comenius, 512
• — Danger from, 78
• — Desire for, 540
• — despised by New Educationists, 526
• — Genesis of, 462
• — Locke’s definition of, 222
• — must not be dead knowledge, 524
• — not fastened to mind, Montaigne, 71
• — over-estimated by Comenius, 168
• — Perfect, impossible, 226
• — spreads like fire, 433
• — self-gained, Locke, 515
• — Teaching what it is, 453
• Knowledges, Relative value of, 442
• — Connexion of, Comenius, 157
• Known to Unknown, 457
• Koethen, Ratke fails at, 107
• Kruesi joins Pestalozzi, 340
• Lancelot on Comenius, 186
• — on learning Latin, 185
• Landon, J., School Management, 544
• Langethal and Froebel, 390
• Language-learning, Lancelot on, 186, n.
• — Method for, 426, n.
• Language lives in small vocabulary, 169
• — not Literature, 17
• — teaching, Ratke’s plan, 116
• Languages, Comenius on learning, 140
• Latham, H., Action of Exam., 544
• Latin, Comenius for, 159
• Laurie, S. S., his Comenius, 119
• — on books of Comenius, 135
• — on Milton, 214
• Lavater and Basedow, 276
• — and Pestalozzi, 291
• Learn, Every one can, Jacotot, 416
• Learning as employment, 75
• — begins with birth. Pestalozzi, 537
• — by heart wrong. Ratke, 113
• — by heart. See Memorizing
• — for the few, Mulcaster, 93
• — may be borrowed, Montaigne, 73
• — must not be play, 367
• — not Knowledge, Montaigne, 71
• Leipzig, Dr. Vater at, 477
• Leisure hours, 450
• — often useless, 498
• Leitch, J., Practical Educationists, 409
• — Practical Educationists, 544
• Lemaître, 186, n.
• Leonard and Gertrude, 305
• Lessing on Raphael, 420
• Leszna sacked, 132
• “Letters,” Comm. for, 538
• Lewis, Prince, and Ratke, 106
• Light from within, Nicole, 190
• Likes and Dislikes, Study, 466
• Lily’s Carmen Mon., 81
• — Grammar, 533
• Literature and Science, 154, 539
• — at Port-Royal, 184
• — in education, 539
• — or Letters, 9
• — What is? 6
• “Little Schools,” 176
• Locke against sugar and salt, 466
• — and Froebel, 407
• — behind Comenius, 230
• — Books on, 238
• — for Working Schools, 211, n.
• — on Public Schools, 177, 513
• — and Rousseau, 227
• — against ordinary learning, 234
• — predecessor of Pestalozzi, 362
• — two characteristics, 220
• — teacher disposes influence, 513
• — Was he a utilitarian? 234
• Locksley Hall quoted, 152
• Louis XIV and Port-Royalists, 176
• Love the essential principle, 358
• Loyola on body and soul, 62
• Lowe or Pestalozzi? 379
• Lubinus, E., 166, n.
• Ludus Literarius, 200
• Lupton, J. H., and Colet, 534
• Lupton, J. H., on Catechismus P., 102, n.
• Lux in tenebris, 133
• Lytton, Ld., on mother’s interference, 371
• MacAlister, James, and Anschauung, 361
• Macaulay on French Revolution, 246
• — wanted, 488
• “Magis magnos clericos, &c.,” 70
• Maine, Sir H. S., on studying teaching scientifically, 410, n.
• Malleson, Mrs., Notes on Early Training, 544
• Mangnall’s Questions, 374
• Manning, Miss E. A., a Froebelian, 413
• Manual labour at Stanz, 331
• Marcel, C., 535
• Marenholtz-Bülow and Froebel, 394
• Marion’s fraud, 173
• Martineau, Miss, and comet, 223
• Masham, Lady, on Locke, 220, n.
• Masson, D., quotes Mulcaster, 534
• Masson, D., quotes Didac. Mag., 140, n.
• Masson’s Milton, quoted, 127, n.
• Masters and religion, 492
• Masters, The “open” and the “reserved,” 494
• Mastery, 365
• Maurice and Froebel, 406
• Maurice, F. D., on Jesuits, 54
• Max Müller, a descendant of Basedow’s, 289, n.
• Mayo, Dr., 352, n.
• Mayor, J. E. B., on Scholemaster, 82, 83
• Mazzini on humanity, 518, n.
• Measuring for arithmetic, 480
• Mediæval art excelled Renascence, 5
• “Melius est scire paucca, &c.,” 168
• Memorizing, 113
• — poetry, 541
• — Sacchini on, 50, n.
• Memory after senses, Comenius, 138
• — alone can be driven, 474
• — and interest, 487
• — depending on associating sounds, 193, n.
• — helped by association, 424
• — Jacotot’s demands on, 425
• — stuffed, Montaigne, 73
• — subservient to other powers, 411
• — The carrying, 77
• — Waste of, 431
• — without books, 257
• Methodology, Truths of, 536
• Methods defined, 414
• “Methods teach the Teachers,” 82
• Methodus Linguarum, published, 131
• Michaelis and Moore, Trans. of Froebel, 413
• Michelet on Montaigne, 94
• — on Montaigne, 229, n.
• — on Stanz, 317
• Middendorff and Froebel, 390
• Middle Age blind to beauty in human form and literature, 5
• Middle-class education without ideal, 470
• Middle Schools Comm., quoted, 538
• Mill, J. S., against specializing, 453, n.
• — for teaching classics, 444
• — on history, 449, n.
• Milton a great scholar, 212
• — a Verbal Realist, 215
• — and Realism, 23
• — on learning through the senses, 150, 213, 510
• Milwaukee, Inter-class matches at, 531
• Mind like sea-anemone, 474
• Model book, Ascham for, 87
• — Jacotot’s use of, 436
• — Ways of studying, 426
• Molyneux on geography, 225
• Moncrieff, H., quoted, 498, n.
• Monitorial principle, 538
• Monitors at Stanz, 333
• Monotony wearing to the young, 531
• Montaigne and Froebel, 407
• Montaigne for educating mind and body, 509
• — his paradox of ham, 419, n.
• Moral development first, 358
• Morality is development of infant’s gratitude, 309
• Morals, Rousseau on, 263
• Morf, Summary of Pestalozzi’s principles, 368
• Morgan, T. J., Educational Mosaics, 544
• Mother-tongue, 104
• — Everything through, 111
• — first at Port-Royal, 184
• — Jacotot’s plan for, 435
• — only, till ten, Comenius, 139
• — Ratke for, 108
• Mulcaster for English, 534
• Mulcaster’s elementary subject, 97
• — Life, 102
• — proposed reforms, 92
• — style fatal, 92
• Music, Benefit from, 452
• — Rousseau for, 261
• Naef, Eliz., at Neuhof, 300
• Nägeli, 368
• Napoleon I and Pestalozzi, 343
• Narrow-mindedness, How to avoid, 503
• Natural History at Stanz, 333
• Natural v. Usual, 516
• Nature, Comenius about, 136, 137
• — Laws of, 134
• — Ratke for, 109
• — Return to, 515
• Negative education, Rousseau, 519
• New Code of 1890, 379, n.
• “New Education” started by Rousseau, 271, 522
• — education and old, 524
• — Froebel’s in 1816, 391, 411
• Newman, J. H., on Locke, 235
• — on connexion of knowledges, 158
• — on nature of literature, 7, n.
• New master, Advice to, 60, n.
• New road, Pestalozzi’s, 337
• — York School Journal and New Education, 411
• Nicole on Ed., 190
• Niebuhr’s Heroengeschichten, 428, n.
• Niemeyer on thoroughness, 366, n.
• Nihil est in intellectu &c., 138
• Noah’s Ark for words, 161
• Nonconformist, 504
• Normal Schools on increase, 414
• Nouvelle Héloïse, Family life, 242
• Number of boarders in Port-Royalist schools small, 179
• Numbers, First knowledge of, 479
• Numeration before notation, 479
• Oberlin, 408
• Observation, Poetry for cultivating, 209
• Observing children, 251
• “Omnia sponte fluant,” Comenius, 136
• One thing at a time, Ratke, 109
• Opinion, Education of, 502
• — Sensible men cannot differ in, Locke, 221, n.
• Orbis Pictus published, 132, 167
• “Over and over again,” Ratke, 110
• Over-directing, Rousseau against, 265
• Overworking teachers, 497
• Oxenstiern sees Comenius, 128
• Painter, F. V. N., History of Education, 543
• Parallel Grammar Series, 114, n.
• Parænesis by Sacchini, 34, n.
• Parker, F. W., and Kindergarten, 411
• — on reading, 482
• — Talks on Teaching, 544
• Parker, C. S., in Essays on Lib. Ed., 32
• Parkin, John, 366, n.
• Parkman, Francis, on Jesuits, 55, 56
• Pascal and Loyola, 172
• Past, No escape from the, 2
• Pattison, Mark, on exams., 228, n.
• — on dearth of books, 12
• — on what is education, 228
• — on Milton
• Pattison’s account of Renascence, 4
• Paul III recognizes Jesuits, 35
• Paulsen on Jesuits, 55
• — on Comenius, 153
• Payn, James, on learning from books, 546
• Payne, Joseph, on Pestalozzi, 359, n.
• — on observation, 361
• — on child’s unrest, 407, n.
• — Science and Art of Teaching, 542
• — Papers on History of Ed., 544
• — summing up Pestalozzi, 369, n.
• — a disciple of Jacotot, 415
• — and International Copyright, 529
• — on women’s ed., 98
• Payne, Dr. J. F., notes to Locke, 228, n.
• Payne, W. H., Science of Ed., 545
• Perez, B., on Jacotot, 438
• Perfect familiarity, 433
• Pestalozzian books, 383
• Pestalozzianism lies in aim, 354
• Pestalozzi’s school at Neuhof, 296
• — talks with children at Stanz, 325
• Pestalozzi, a strange schoolmaster, 334
• — A portrait of, 345
• — and Bacon, 408
• — His poverty, 340
• — His severity, 308
• Petty’s Battlefield simile, 207
• — Realism, 208
• Philanthropinum, Subjects taught at, 279
• Physical education for health, 104
• — Ed. neglected by Port-Royalists, 188
• — Ed., Rabelais for, 67
• Physician’s defective science, 519
• Picture-book for History, Dr. Arnold, 487
• Pictures for teaching, 476
• Piety at Port-Royal, 181
• Pinloche’s Basedow mentioned, 289, n., 527
• Plants and education, Rousseau, 255
• Plato against compulsion, 113
• — on literary instruction, 14
• Play and learning different, 367
• Pleasant, Learning must be, 138
• Pleasurable, Exercise is, 464
• Pleasure in learning, Jesuits, 506
• — in learning. Ratke, 112
• — in sch. work. Sacchini, 52
• — in sch. work. Mulcaster, 98
• — in study at Port-Royal, 183, 194
• Poetry, Memorizing, 483
• Pomey’s Indiculus, 40
• Pope. Dunciad quoted, 31, 422
• — on Locke and Montaigne, 230, n.
• — on “Nature,” 109
• — quoted, 451, n.
• Pope’s “Little Knowledge,” 446
• Port-Royal des Champs and the Solitaries, 174
• Posture, Importance of, 327
• Potter, Miss J. D., quoted, 21
• Pouring-in theory, 507
• Practice does not make perfect, 182
• Preparatory Schools, 374
• Prendergast and language learning, 426, n.
• Pressure, Causes of, 77
• — Mulcaster against, 97
• Principles of the Innovators, 104
• — H. Spencer’s summing up, 454
• Printing, Effect of, 10
• — spread literature at Renascence, 9
• Private prayer, 502
• Prize-giving in Jesuit schools, 58
• Prodromus of Comenius, 125, 126
• Prussia adopts Pestalozzianism, 346
• Prussian edict against Froebel, 395
• Psychologizing instruction, 338
• Public education must imitate domestic, Pestalozzi, 321
• — schools, 513, n.
• — schools Comm., quoted, 531
• — school freedom, 265
• — schools leave boys to themselves, 177
• — schools undermastered, 514, n.
• Punishments for moral offences only. Comenius, 139
• — in Jesuit schools, 48
• — Pestalozzi on, 327
• Pupil teachers, 377, n.
• Quadrivium preferred by Rabelais, 65
• Queen Louisa on Pestalozzi, 346
• Questioning, art of, 428, n.
• — Rousseau, on art of, 266
• Questions by pupils at Port-Royal, 190
• Quidlibet ex quolibet, 423
• Quintilian on rudiments, 195, n.
• Rabelais for intuition, 508
• — His detachment, 63
• — on Curriculum, 67, n.
• Racine and Port-Royal, 187
• Ramsauer and Pestalozzi, 336
• “Rapid impressionists,” 89, 426, n.
• “Ratich,” 105
• Ratio Studd, Soc. Jesu, 34, note
• Ratke and Ascham, 117
• Ratke’s promises, 105
• Raumer on Comenius, 146
• Reaction in 17th century against books, 510
• Reading after study of things. Petty, 209
• — badly taught, 115, n.
• — begun with Mother-tongue at Port-Royal, 183
• — in elementary schools, 257, n.
• — Jacotot’s plan for, 435
• — Rousseau against, 256
• — silent and vocal, 482
• Realism, Birth of, 198
• — Comenius for, 149
• — Rabelais, 66
• Rearing offspring, to be taught, 447
• Reason, Locke’s dependence on, 221
• — No education before, 242
• Reformation of Schools, 125
• Reformers, Attitude towards, 396
• Reimarus and Basedow, 273
• Rejected Addresses, quoted, 505
• Relative value of Knowledges, 442
• Religion and Science, 147
• “Religion” lessons in Germany, 501
• Religious and moral Training, 359
• Religious instruction, 500
• Renan, quoted, 247, n.
• Renascence defects. See Table of Contents
• — gave a new bend to ideas, 2
• — re-awakening to beauty in lit., 5
• — settled Curriculum, 4
• Repetitio, 45
• Restlessness, The Child’s, 406
• “Retainers,” 89
• — 426, n.
• Reverence to be taught, 503
• Richelieu and Saint-Cyran, 174
• Richter, J. P., on nurse’s influence, 373, n.
• Ritter, Karl, on Pestalozzi, 347
• Robertson, a methodiser, 426, n.
• — Croome, on inherited Knowledge, 364, n.
• Rollin’s Traité des Etudes, 192
• Rooper, T. G., A Pot of Green Feathers, 545
• Rousseau against schoolroom lore, 363
• — first shook off Renascence, 246
• — His proposals, 267
• — His two dogs, 312
• —His great influence, 240, 290
• — on Common Knowledge, 458, n.
• — studied by all, 248
• Rousseauism, 516
• Rousseau’s work, 520
• Routine work a refuge, 498
• Rudiments not to be made repulsive, 194
• Rules, Hoole about, 202
• Ruskin on things and words, 159, n.
• Russell, John, translator of Guimps, 317
• Sacchini quoted, 39, 41, 46, 47
• Saint-Cyran and Port-Royal, 174
• Sainte-Beuve on Port-Royal, 195
• Salzmann, 287, 289
• Saros-Patak. Comenius at, 132
• Savoir par cœur, &c., 74, n.
• Scheppler, Louise, 408
• Schmid, Josef, goes to Yverdun, 349
• Schmid, J. A., on Jesuits, 34
• Schuepfenthal, School at, 289
• Schola materni gremii, 142
• Scholemaster, When published, 81
• School-hours of Jesuits short, 43
• Schoolmaster and words, 538
• — his test of knowledge, 222
• — in Education, 177
• — art led to Verbalism, 30
• School means different things, 522
• Schoolroom rubbish, 252
• Schuppius, in spem, &c., 432
• Science of Education dates from Comenius, 512
• — of Education denied by Lowe, 379
• — of Education growing, 505
• — of education, Importance of, 456
• — of education like medicine, 519
• — of Education, Mulcaster for, 94
• — of education, only beginning. H. Spencer, 455
• — the thought of God, 413
• Scientific foundation for Method, 412
• — knowledge now valued, 77
• Scioppius edits Janua, 161, n.
• “Scratch pairs,” 530
• Seeley, J. R., on language teaching, 460
• — on use of tongue, 112, n.
• Self-activity, 401
• — the main thing, 524
• Self-development, H. Spencer for, 462
• Self-education, Locke for, 236
• Self-preservation, Education for, 443
• Self-teaching: Jacotot, 415
• Seneca for knowing few things, 168
• — on learning through parts, 540
• Sense, Art learnt by. Dury, 206
• Senses, Everything through, Rousseau, 259
• — Error of neglecting, 151
• — first, Comenius, 138
• — Hoole about, 20
• — How to cultivate. Rousseau, 260
• — Insufficiency of, 152
• — Learning from. Comenius, 149
• — Rousseau on training, 257, 258
• — Teach by the. Nicole, 191
• — Training of the. Mulcaster, 95, n.
• Sequences of nature arranged by man, 314
• Severity, Wolsey against, 81, n.
• Shakespeare and Mulcaster, 91
• — “No profit grows, &c.,” 473
• — quoted, 17
• Shaw and Donnell: School Devices, 544
• Shirreff, Miss, a Froebelian, 413, n.
• Sides, Good of, 532
• Sidgwick, A.; Lectures on Stimulus and Discipline, 544
• Simple to complex, 456
• Singing, 368
• Skyte sees Comenius, 128
• Small schools worse than large, 179
• Societas Professa of Jesuits, 36
• Sociology, 449
• Sonnenschein’s parallel Grammars, 114, n.
• “Soul instead of salt,” Ben Jonson, 498, n.
• Spartan Ed. preferred by Montaigne, 72
• S.P.C.K. pictures, 476, n.
• “Spectator’s C. in easy chair,” quoted, 527
• Spelling, 483
• — Jacotot’s plan for, 436
• Spencer, H., Conclusions about, 452
• — his “Economy of nature,” 235
• Stanford Rivers, Mulcaster at, 102, n.
• Stanz, Pestalozzi at, 316, 318, ff.
• — The French at, 315
• Starting-points of the Sciences, Comenius, 144
• Stephen, Sir J., quoted, 434
• Stonyhurst College, by Hewitson, 59
• Street for Mediæval art, 5
• Study depends on will, 193
• Sturmius. See Table of Contents
• Stylists, 26
• Sugar needed, 466
• Sunrise can’t be hastened, 191
• Superintendence, the educator’s function, 357
• Sweetmeats, Locke against, 466
• Swiss Journal, Pestalozzi, 309
• Talleyrand on methods, 82
• Teach, Everyone can, Jacotot, 417
• — Meaning of word, 417
• Teacher a gardener, 512
• — Can he write on Education? 439
• — does not begin at beginning, 468
• Teachers, Books for, 541
• Teachers, College for. Mulcaster, 100
• — Harm of overworking, 497
• — ignorant of principles, 455
• — must be trained, 412
• — Old, overdo repetition, 506
• — Young, neglect repetition, 506
• Teacher’s business, 272
• — personality, Force of, Forum, quoted, 380
• Teaching, causing to learn, 417
• — gained from pupils, 497
• — Good, escapes common tests, 192
• — needs good spirits, 497
• Télémaque, 423
• “Telling,” H. Spencer against, 463
• Theorists, Use of, 383
• Things before words, 104
• — Children’s delight in. Petty, 210
• “Things” in education, 521
• Things, Rabelais for, 65
• Threefold life, Comenius, 135
• Thring. Theory and Practice of Teaching, 542
• Tillich’s bricks, 480, n.
• Tithonus, Quotation from Tennyson’s, 518, n.
• Tobler, 341
• Tone of school and big boys, 500
• Tout est en tout, 423
• Tradition, loss and gain from, 518
• — needed, 182
• Trainer better than teacher, 422
• Training of teachers, Mulcaster, 99
• — of teachers needed, 520
• Transcription, Hint for, 429, n.
• Translating both ways, 86
• Translations at Port-Royal, 185
• — discouraged at Renascence, 8
• — would be literature, 15
• Travelers, Tales of, 490
• Trench, Archbishop, on 13th century art, 5
• Trumbull, H. K. Teaching and Teachers, 542
• Trivium and Quadrivium, 2
• — like squirrel’s revolving cage, 10
• Tyndall on teaching, 468, n.
• Uniformity, Ratke for, 114
• Unity, Froebel’s desire for, 398
• — of Universe, Froebel, 389
• Universities excluded Baconian teaching, 511
• University men in middle class education, 472
• Unum necessarium, quoted, 133
• Upton, Editor of Scholemaster, 82
• Useful knowledge, 540
• Usual contrasted with natural, 516
• Utilitarianism defined, 235
• Variations, Prendergastian, 428, n.
• Vater, Dr., at Leipzig, 477
• Ventilabrum Sapientiæ, 135
• Verbal Realism, 25
• — Rabelais, 65
• Verbalism, Milton against, 213, 214
• “Visibles” used for Realien, 70, n.
• Vive la destruction, 1
• Vogel, Dr., at Leipzig, 478
• Vogel, A., on Comenius, 156
• Ward, James, on Kindergarten, 410
• Weighing for arithmetic, 480
• Welldon, J. E. C., on schools for young boys, 499, n.
• Well-educated, When, 525
• Widgery, W. H., quoted, 90
• Wilderspin and Infant Schools, 409
• Will, learning depends on. Jacotot, 416
• — needed for study, 193
• Wilson, H. B., on Mulcaster, 102
• Wilson, J. M., against “telling,” 422
• — on training, 422
• Winchester, “Standing up,” 541
• Winship, A. E., on inter-class matches, 531
• “Wisdom cried of old,” &c., 77
• Wisdom in “the general,” 517, n.
• — must be our own, Montaigne, 73
• Wolf, F. A., for self-teaching, 268
• — on child-collectors, 429, n.
• Wolf, Hiero., quoted, 31
• Wolsey, 80
• Women Commissioners, 308
• Women’s education, 98, 412
• — education, Comenius, 141
• — interest in education, 106
• Wooding, W., on numbering, 479, 480, n.
• Words and Things, 538
• Words, Learning from, 364, n.
• — studying, 154
• — taught without meaning, 467
• “Words,” Various meanings of, 538
• Wordsworth on action of man, 516
• — on children’s games, 407
• — on general truths, 496
• — on need of pleasure, 473, n.
• — quoted, 20
• — Taste in books changes, 543
• — on tendency, 516
• — on unity of man, 518, n.
• — “We live by admiration &c.,” 154
• Working-schools, Locke’s, 211, n.
• Worship connected with instruction, 501
• Writing, Jacotot’s plan for, 435
• Yverdun, Pestalozzi goes to, 344