Index

Accuracy, [165].
Adam Bede, [69].
Affection as a motive, [144].
Affections, the, [101].
Air,
as important as food, [28];
unchanged, [31];
night, wholesome, [34];
country, [92];
unvitiated, [93].
Airings, indoor, [33].
Alfred, King, [283].
Alphabet, teaching the, [201].
Ants, how to keep, [57].
Application, habits of, [149], [150].
Arithmetic,
the teaching of, [253]-264;
a means of training, [260].
Arnold, Dr, [175].
Art, pictorial, [307]-313.
Artificial reflex actions, [116].
Asser, [283].
Association,
a mind at the mercy of, [138];
the law of, [157];
a condition of recollection, [158].
Attention,
habit of, [86], [137]-149;
wandering, [139];
to things, [141];
what is?, [145];
self-compelled, [145].
Audubon, [59].
Augustine, St, [330].
Austen, Jane, [83].
Autobiography of Mary Howitt, [248].
Avebury, Lord, [56].

Baby is ubiquitous, the, [126].
Bath, the daily, [36].
Bede, the Venerable, [284], [285].
Beef-tea, [32].
Bible,
lessons, [247]-253;
method of, lessons, [251];
recitations in, lessons, [253];
the chief source of moral ideas, [336];
the reading of the, [348].
‘Bird-stalking,’ [89]-92.
Blood, certain causes affect the quality of the, [25].
Books,
field-lore and naturalists’, [62];
uses of naturalists’, [64];
lesson, [229].
Brain,
conditions of healthy, activity, [20];
all mind labour means wear of, tissue, [21];
a healthy, [96];
incessant regeneration of, tissue, [115];
no limit to recording power of the, [158].
Bridgman, Laura, [195].
Burns, [126].

Calendars, naturalists’, [54].
Carpenter, Dr, [68], [111], [112], [116], [131].
Cerebration, unconscious, [108].
Change,
of occupation, [23];
the child’s thoughts, [167], [325].
Character affected by acquired modifications of brain tissue, [118];
the result of conduct regulated by will, [320].
Charles II., [29].
Charts, history, [293].
Child,
the estate of the, [11];
divine estimate of the, [12].
Children,
are public trusts, [1];
training of, dreadfully defective, [3];
offending the, [13]-17;
are born law-abiding, [13];
must perceive that their governors are law-compelled, [15];
should have the best of their mothers, [17];
despising the, [17];
hindering the, [19];
the faults of, are serious, [19];
relationships of, with God, [19];
the, walk every day, [29];
out-of-door life for the, [42]-95;
should know field-crops, [51];
should follow the seasons, [52];
should be encouraged to watch, [57];
what town, can do, [59];
get knowledge by means of their senses, [65];
learn from things, [67];
should be made familiar with natural objects, [69];
and mother nature, [78]-80;
require country air, [92];
a physical ideal for, [94];
have no self-compelling power, [98];
are incapable of steady effort, [99];
should be saved the effort of decision, [100];
must not be left to their human nature, [102];
habits of, are formed involuntarily, [105];
should learn dancing, etc., at an early age, [113];
should put away their playthings, [130];
should be let alone, [134];
should execute perfectly, [159];
must have desire to obey, [161];
learn, to grow, [171];
learn, to get ideas, [173];
learn, to get knowledge, [174];
literature proper for, [176];
danger of undervaluing intelligence of, [186];
should be allowed some ordering of their lives, [194];
‘only,’ [193];
narrate by nature, [231];
enjoy the Bible, [247];
should know the Bible text, [248];
have art in them, [313];
should be taught the way of the will, [326];
play with moral questions, [336].
Christ, our King, [350];
the indwelling of, [352].
Christianity, the essence of, [350].
Christmas Day and other Sermons, [341], [342].
Cinderella, [138].
Classification, first-hand, [63].
Clay-modelling, [313].
Cleanliness, [124], [127].
Climbing, [83].
Clothing, [84].
Cobbe, Frances Power, [102].
Code of education in the Gospels, [12].
Coleridge, [61], [318], [337].
Common sense, [37].
Compass drill, [76].
Composition, [243]-247;
lessons in, [245];
comes by nature, [247].
Conditions of healthy brain activity, [20]-37
Conscience,
is judge and lawgiver, [329];
is not an infallible guide, [331];
a real power, [332];
a spiritual sense, [332];
an undeveloped capability in children, [333];
the uninstructed, [334];
the instructed, [335];
a child’s good, [335];
of a child ignorant, [338];
instructing the, [339];
made effective by discipline, [340].
Consequences, natural and educative, of conduct, [148].
Copperfield, David, [69].
Cowper, [22], [86].
Creatures, living, [56]-62.
Cul-de-sac, an educational, [89].

Darwin, [107].
Dates in history teaching, [289].
Dawes, the Rev. Richard, [270].
Days in the open, [43].
Decision, a ‘conscientious,’ [334].
Desires, the, [100].
Desks, [239], [265].
Despising the children, [17]-19.
Dickens, Charles, [69], [186], [263].
Dictation, [240];
steps of a lesson in, [241].
Diogenes and the Naughty Boys of Troy, [152].
Direction,
in geography lessons, [74];
practice in finding, [75].
Distance, in geography lessons, [73].
Diversion, [324].
Divine life in the child, the, [341]-352.
Drawing lessons, [312].
Drills, [315].
Duty of a child, the whole, [160].

Edgeworth, Maria, [148].
Education, by Herbert Spencer, [4].
Education,
traditional methods of, [6];
code of, in the Gospels, [12];
‘the reign of law’ in, [37];
based upon natural law, [96]-134;
is the formation of habits, [97];
intellectual and moral, [117];
infant, [125];
in habits favours an easy life, [135];
a science of, [135];
lessons as instruments of, [169]-316.
Educational forces, Love, Law, Religion, [99].
Educator, problem before the, [103].
Emulation, [143].
Enunciation, [230].
Esau, [40].
Evans, Mr, [69].
Evenings at Home, [265].
Exaggeration, [165].
Exercise,
mental, [21];
daily physical, [132]-134.

Family is the unit of the nation, the, [5].
Farrar, Dean, [56].
Faults of children, the, [19].
Faust, Marlowe’s, [107], [119].
Field lore, [62]-65.
Fleming, Marjorie, [223].
Flowers,
and trees, [51]-56;
field, and the life-history of plants, [51];
Leigh Hunt on, [53].
Francis, S., [60].
Free-will and habit, [110].
French Home Life, [7].
French,
the, lesson, [80], [157], [300]-307;
M. Gouin’s method, [302];
the Series, [303].
Froebel, [179], [185], [197], [198].

Games,
out-of-door, [80];
noisy, [81].
Garden of Eden, the, [128].
Garments,
porous, [36];
for walks in bad weather, [87].
Geography,
out-of-door, [72]-78;
pictorial, [72];
physical, [73];
‘distance,’ [73];
‘direction,’ [74];
use of compass in, [76];
‘boundaries,’ [77];
‘plans,’ [77];
local, [78], [271]-279;
should be interesting, [273];
how to begin, [273];
maps, [275];
general knowledge of, [276];
particular knowledge of, [276];
definitions, [277];
fundamental ideas of, [277].
God,
relationship of children with, [19];
allegiance to, [38];
the Law-giver, [39];
presented as an Exactor, [345];
the knowledge of, distinct from morality, [347];
the Father and Giver, [349].
Gordon, [322].
Gospels, the code of education in the, [12], [19].
Gouin, M., [304].
Grace, divine, works on lines of human effort, [104].
Grammar, [295]-300;
a difficult study, [295];
Latin, [295];
English, a logical study, [295];
first lessons in, [296]-300.
Guido’s ‘Magdalen,’ [322].

Habit,
is ten natures, [96]-134;
the instrument by which parents work, [97];
may supplant nature, [105];
runs on the lines of nature, [105];
may be a lever, [105];
a, is formed involuntarily, [105];
forces nature into new channels, [106];
lines of, must be laid down, [107];
direction of lines of, [109];
and free-will, [110];
rules our thoughts and acts, [110];
powerful even when the will decides, [111];
the physiology of, [111]-118;
the forming of a, [119]-124;
a delight in itself, [121];
stages in formation of a, [122];
of music, [133];
of attention, [137];
of application, [149];
of thinking, [150];
of imagining, [151];
of remembering, [154];
of perfect execution, [159];
of obedience, [160]-164;
may frustrate the will, [326];
of self-management, [328].
Habits,
moral and mental, [113];
infant, [124]-132;
of time and place, [131];
of mind, [135]-168;
moral, [135]-168;
training in, becomes a habit, [136];
inspired in the home atmosphere, [137];
slipshod, [229].
Hall, Dr Stanley, [198].
Handicrafts, [315].
Havelock, [322].
Head, Captain, [150].
Heidelberg, [159].
Heredity, [101].
Hindering the children, [19], [20].
History,
the teaching of, [279]-295;
a storehouse of ideas, [279];
‘outlines,’ mischievous, [280];
early, best fitted for children, [281];
chronicles, [282];
myths, [284];
books, [287];
dates in teaching, [291];
narrating and illustrations, [294];
‘playing at,’ [294].
Home,
the best growing ground for young children, [170];
work, [147].
Honour, the sense of, [128].
Houdin, [86].
Howe, Dr, [195].
Hullah, Mr, [133].
Human nature, [101], [102].
Hunt, Leigh, [53].
Huxley, [23], [116].

Ideas,
children learn, to get, [173];
grow and produce after their kind, [173];
Scott and Stevenson worked with, [174];
value of dominant, [174];
lessons must furnish, [174];
fitting and vital, [347].
Illustrations, original, [311].
Imagination,
tales of the, [152];
and great conceptions, [152];
grows, [153].
Imagining, the habit of, [151]-154.
Inattention, [229].
Incongruous, sense of the, [151].
Indian Mutiny, the, [335].
Inertness of parents, the, [332].
Influence, outside, [118].
Initiative, the importance of personal, [192].
Intelligence, the danger of undervaluing children’s, [186].
Intentions, good, and common sense, [37].
Intimacy with nature, [71].
Intimations of Immortality, [11]-12.

Jerusalem, [82].
Jesus, our Saviour, [351].

Keller, Helen, [194]-196.
Kindergarten,
the, method, [8], [82], [170];
the, as a place of education, [178]-199;
the nursery need not be a, [179];
field of knowledge too circumscribed in the, [179];
‘occupations,’ [180];
‘sweetness and light’ in the, [180];
further considerations of the, [182]-199;
a false analogy, [189];
Miss Sullivan on the, [195];
the, in the United States, [196];
Mr Thistleton Mark on the, [197];
Dr Stanley Hall on the, [198].
Kindergärtnerin,
the mother the best, [178];
the true, [185], [188].
Kindness, [339].
Kingsley, [58], [71].
King’s Somborne School, [268].
Knowledge,
nature, [61];
attractiveness of, [145];
the doctoring of the material of, [172];
children learn, to get, [174];
diluted, [175];
Dr Arnold’s, as a child, [175];
of God distinct from morality, [347].

Landseer, [309].
Law,
reign of, in education, [37];
‘mind’ and ‘matter’ equally governed by, [39];
antagonism to, shown by some religious persons, [39];
and love as educational forces, [99];
ensures liberty, [164].
Laws of health, [16];
of the intellectual and moral life, [16].
Laws of Thought, Thompson’s, [150].
Lesson,
must recall the last, each, [156];
books, [229].
Lessons,
attractive, [141];
as instruments of education, [169]-316;
must furnish ideas, [174].
Life of Wesley, Southey’s, [200].
Life,
out-of-door, [92]-95;
the divine, in the child, [341]-353.
Light, solar, [94].
Literature, proper for children, [176].
Lives, law-abiding, often more blameless than pious, [38].
Livingstone, Dr, [101], [274], [275].
Logic, J. S. Mill’s, [261].
Lucy, Wordsworth’s, [33].
Lycidas, [225].
Lying, three causes of, [164], [165].

Macaulay’s schoolboy, [30].
Magnetism in the teacher, personal, [188].
Malmesbury, William of, [283].
Manners, good, [132].
Mansoul, the government of, [317].
Maps, [275];
the meaning of, [278].
Mark, Mr Thistleton, [197].
Marlowe, [119].
Masterly inactivity, [5], [134], [192].
Mathematics, the preparation for, [263].
Maurice, F. D., [341], [342].
Meals,
concerning, [25];
talk at, [26];
variety in, [27];
out of doors, [42].
Memorising, [224].
Memory,
a ‘spurious,’ [155];
a record in the brain substance, [155].
Men,
grown, lose habit of observation, [69];
power will pass into the hands of scientific, [71].
Mental effort, rapid, [149].
Mental Physiology, Dr Carpenter’s, [68], [111], [112], [116], [131].
Method,
a way to an end, [8];
kindergarten, [8];
a system easier than a, [9].
Methods, traditional, of education, [6].
Mill, J. S., [261], [323].
Miller, Miss, [217].
Mind,
labour means wear of brain, [21];
and matter equally governed by law, [39].
Modesty, [128].
Modifications, acquired, of brain tissue, [118].
Monmouth, Geoffrey of, [285].
‘Mooning,’ [147].
Moore, the Rev. H. A., [270].
Morell’s Introduction to Mental Philosophy, [68], [329].
Morley, Professor, [283].
‘Mother-games’ too strenuous for children, [190].
Mother, the, the best kindergärtnerin, [178].
Mothers,
owe a ‘thinking’ love to their children, [2];
form their children’s habits involuntarily, [105];
and teachers should know about nature, [64];
must refrain from too much talk, [78].
Music, the habit of, [133], [314].

Narrating, the art of, [231]-233.
Natural philosophy, [264]-271.
Naturalist, mental training of a child, [61].
Naturalists’ books, [64].
Nature,
diaries, [54], [62], [65];
work most important for young children, [61];
especially valuable for girls, [62];
mothers and teachers should know about, [64];
the teaching of, [65];
intimacy with, makes for personal well-being, [71];
what is, [100];
plus heredity, [101];
elemental notion of human, [101];
plus physical conditions, [102];
human, the sum of certain attributes, [102];
as an educator, [186];
danger of supplanting, [191].
Neatness akin to order, [130].
Newton, Sir Isaac, [54].
Nightingale, Florence, [322].
Nose, a sensitive, [125].
Notation, [257].
Nourishment, mental, [24].
‘Nurse,’ [18].

Obedience,
habit of, [128], [160];
no accidental duty, [161];
must be expected, [162].
Object lessons, [67].
Observation,
discriminating, [47];
grown men lose habit of, [69];
in winter, [85].
Occupation, change of, [23].
Offending the children, [13]-17.
Opinion, the force of public, in the home, [58].
Order, habit of, [129].
Overpressure, [66], [146].
Osborne, George, [243].
Othello, [4].
Out-of-door life for the children, [43]-45.
Oxygen,
has its limitation, [30];
the essential proportion of, [92].

‘Pacing,’ [73].
Palace Tales, by H. Fielding, [296].
Paradise Lost, [24], [226].
Parents,
may offend by disregarding laws of health and of the intellectual and moral life, [16];
must acquaint themselves with principles of physiology and moral science, [40];
the trust of, must not be supine, [104];
must lay down laws of habit, [107];
must expect obedience, [162];
must reflect on subject-matter of instruction, [169];
must sow opportunities, [192];
inertness of, [331];
have some power to enthrone the King, [341];
must present idea of God to children, [343];
must not make blundering efforts, [344];
must select inspiring ideas, [346];
must teach only what they know, [346].
Parents’ Review, the, [270].
Paul, St, [322].
Persistence, [122].
Persons,
born with the same primary desires and affections, all, [100], [101];
the requirements of, [186].
Perspiration, free, [35];
insensible, [35].
Pestalozzi, [2].
‘Picture-painting,’ [48]-51;
method of, [48];
a strain on the attention, [48];
fully and in detail, [49];
the mother’s part in, [49];
a means of after solace, [50].
Picture-talk, [309].
‘Plans’ in teaching geography, [77].
Plato, [185].
Pleasures connected with frost and snow, [85].
Plutarch’s Lives, [233], [286].
Possibilities of a day in the open, [43].
Power, no limit to the recording, of the brain, [158].
Priestley’s, Dr, Lectures on History, [176].
Printing, [234].
Problems in arithmetic, [257].
Pronunciation, careful, [206].
Prospero, [30].
Punch, [94].
Punishments, [148].
Purity, [128].
Pussy Box, [222].

Reading, [199]-222;
at sight, [204];
the, of prose, [204];
ordinary method of teaching, [206];
the first, lessons, [207]-222;
by sight and by sound, [214];
handwriting, [214];
arbitrary symbols, [215];
sentences, [218];
moral training in, lessons, [221];
for older children, [226]-230;
the habit of, [227];
aloud to children, [227].
Recitation, [222]-226.
Recollection, [154];
and the law of association, [157].
‘Red Indian’ life, [88].
Reflex actions may be acquired, artificial, [116].
Regularity in infant education, [131].
Religion as an educational force, [99].
Religious instruction, [347].
Remembering, [154].
Rest, [22];
after meals, [22].
Reverence, for life, [62], [166].
Rewards, [148].
Reynolds, Sir Joshua, [314].
Richter, J. Paul, [88].
Robinson Crusoe, [152], [187], [232].
Rondes, [82].
Rosamund and the Purple Jar, [148].
Ruskin, [155], [263], [312].

Scott and Stevenson worked with ideas, [174].
Scott, Sir Walter, [223].
‘Sight-seeing,’ [45]-48;
how to do, [46];
educational uses of, [46].
Simpson, Sir James, [185].
Singing, [314].
Skipping-rope and shuttlecock, [83].
Smith, Adam, [333].
Smollett’s History of England, [175].
Soul,
the functions and life of the, [342];
what is the life of the?, [343].
Southey’s Life of Wesley, [200].
Spelling,
early, [203];
bad, [240];
the rationale of, [241];
causes of illiterate, [243].
Spencer, Herbert, [3], [4], [265].
Steele, Richard, [223].
Sullivan, Miss, [195].
Sun, the, [73].
Sunshine, [34].
Swanwick, Miss Anna, [225].
System easier than a method, A, [9].

Table for little children, a, [240].
Tact, [122].
Teachers,
should know about nature, [64];
must lay down laws of habit, [107];
mediate too much, [188];
must sow opportunities, [192].
Temper, [166];
not, but tendency, [166];
new habit of, [167].
Tennyson, [52], [63], [69], [330].
Tests applied to children’s lessons, four, [177].
Text-hand, [235], [238].
The Ancient Mariner, [61].
The Heir of Redclyffe, [323].
The Mill on the Floss, [69].
Theology, nursery, [20].
Thermopylæ, [187].
Things, children learn from, [67].
Thinking comes by practice, [153].
Thompson’s Laws of Thought, [150].
Thought, persistent trains of, [114].
Thoughts,
think themselves, [108];
change the child’s, [167].
Time-tables, [142].
Tintern Abbey, [50].
Tolstoi, the childhood of, [182].
Tonic Sol-fa, [314].
Training,
of children ‘dreadfully defective,’ [3];
of ear and voice, [133];
mental, of a child naturalist, [61];
of a just eye and faithful hand, [180];
in habits becomes a habit, [136].
Tramps in wet weather, [87].
Transcription, [238]-240.
Trees and flowers, [51]-56;
the study of, [52].
Trench, Archbishop, [55].
Truth, essential and accidental, [249].
Truthfulness, [164], [165].
Tuileries, The, [59].

Ulysses, [187].

Vanity Fair, [243].
Ventilation, [33].

Walks,
in bad weather, [85]-88;
winter, [85];
garments for, [87].
Watchfulness, [122].
Weighing and measuring, [259].
Wesley, Mrs, [199].
Wilfulness, what is? [321].
Will, [317]-329;
executive power vested in the, [317];
what is the?, [318];
persons may go through life without deliberate act of, [318];
three functions of, [319];
wilfulness indicates want of, power, [320];
the, has superior and inferior functions, [321];
the, is not a moral faculty, [322];
the, must be disciplined, [322];
the sole practical faculty of man, [323];
how the, operates, [323];
the way of the, [324];
power of, implies power of attention, [326];
habit may frustrate the, [326];
how to strengthen the, [327];
education of the, [329].
Word-making, [202], [203].
Words a weariness, [141].
Wordsworth, [11], [12], [33], [50], [69], [79], [188].
Work, definite, in a given time, [142].
Writing, [233]-240;
position in, [239].
‘W. V.,’ [188].

Zambesi, the tribes of the, [101].
Zeal must be stimulated, [149].

∵ As allusion has been made to the Parents’ National Educational Union and its various agencies, especially of the Parents’ Review School, it may be well to add that information about these may be had from the Secretary. The “Questions for the Use of Readers” are inserted with a view to the P.N.E.U. Reading Course. Persons who wish to become “Qualified Members” of the Union by undertaking this course should communicate with the Secretary, 26 Victoria Street, London, S.W.

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Transcriber’s Note:

This book was written in a period when many words had not become standardized in their spelling. Words may have multiple spelling variations or inconsistent hyphenation in the text. These have been left unchanged unless indicated below.

Footnotes were renumbered sequentially and were moved to the end of each Part. Several footnotes have multiple anchors. Links from footnotes refer to the first instance. Subsequent anchors are identified with an “a” following the anchor number.

Obvious printing errors, such as backwards, upside down, unprinted, or partially printed letters, were corrected. Final stops missing at the end of sentences and abbreviations were added.

The following items were changed:

Added missing accents to words in Italian in the poem preceding the Preface.

Added missing word: Let them once get [in] touch.

Spelling corrections:

They must be bept [kept]
in consequences from certain premisses [premises]
In this connecton [connection]
but thus [this] much is evident
at the royal vill [villa]