| PART I. |
| ON THE PRELIMINARY OBJECTS NECESSARY FOR THE ESTABLISHMENT AND IMPROVEMENT OF EDUCATION. |
| |
| [CHAP. I.] |
| On the Importance of establishing the Science of Education on a solid Foundation, | 13 |
| |
| [CHAP. II.] |
| On the Cultivation of Education as a Science, | 16 |
| |
| [CHAP. III.] |
| On the Improvement of Teaching as an Art, | 25 |
| |
| [CHAP. IV.] |
| On the Establishment of Sound Principles in Education, | 32 |
| |
| PART II. |
| ON THE GREAT DESIGN OF NATURE'S TEACHING, AND THE METHODS SHE EMPLOYS IN CARRYING IT ON. |
| |
| [CHAP. I.] |
| A Comprehensive View of the several Educational Processes carried on by Nature, | 37 |
| |
| [CHAP. II.] |
| On the Method employed by Nature for cultivating the Powers of the Mind, | 45 |
| |
| [CHAP. III.] |
| On the Means by which Nature enables her Pupils to acquire Knowledge, | 52 |
| |
| [CHAP. IV.] |
| On Nature's Method of communicating Knowledge to the Young by the Principle of Reiteration, | 56 |
| |
| [CHAP. V.] |
| On the Acquisition of Knowledge by the Principle of Individuation, | 65 |
| |
| [CHAP. VI.] |
| On the Acquisition of Knowledge by the Principle of Association, or Grouping, | 72 |
| |
| [CHAP. VII.] |
| On the Acquisition of Knowledge by the Principle of Analysis, or Classification, | 83 |
| |
| [CHAP. VIII.] |
| On Nature's Methods of Teaching her Pupils to make use of their Knowledge, | 95 |
| |
| [CHAP. IX.] |
| On Nature's Methods of Applying Knowledge by the Principle of the Animal, or Common Sense, | 101 |
| |
| [CHAP. X.] |
| On Nature's Method of applying Knowledge, by means of the Moral Sense, or Conscience, | 111 |
| |
| [CHAP. XI.] |
| On Nature's Method of Training her Pupils to Communicate their Knowledge, | 129 |
| |
| [CHAP. XII.] |
| Recapitulation of the Philosophical Principles developed in the previous Chapters, | 141 |
| |
| PART III. |
| ON THE METHODS BY WHICH THE EDUCATIONAL PROCESSES OF NATURE MAY BE SUCCESSFULLY IMITATED. |
| |
| [CHAP. I.] |
| On the Exercises by which Nature may be imitated in cultivating the Powers of the Mind, | 148 |
| |
| [CHAP. II.] |
| On the Methods by which Nature may be imitated in the Pupil's Acquisition of Knowledge; with a Review of the Analogy betweeen the Mental and Physical Appetites of the Young, | 170 |
| |
| [CHAP. III.] |
| How Nature may be imitated in Communicating Knowledge to the Pupil, by the Reiteration of Ideas, | 177 |
| |
| [CHAP. IV.] |
| On the Means by which Nature may be imitated in Exercising the Principle of Individuation, | 192 |
| |
| [CHAP. V.] |
| On the Means by which Nature may be imitated in Applying the Principle of Grouping, or Association, | 204 |
| |
| [CHAP. VI.] |
| On the Methods by which Nature may be imitated in Communicating Knowledge by Classification, or Analysis, | 218 |
| |
| [CHAP. VII.] |
| On the Imitation of Nature in Teaching the Practical Use of Knowledge, | 233 |
| |
| [CHAP. VIII.] |
| On the Imitation of Nature in Teaching the Use of Knowledge by Means of the Animal, or Common Sense, | 245 |
| |
| [CHAP. IX.] |
| On the Imitation of Nature in Teaching the Practical Use of Knowledge by means of the Moral Sense, or Conscience, | 257 |
| |
| [CHAP. X.] |
| On the Application of our Knowledge to the Common Affairs of Life, | 274 |
| |
| [CHAP. XI.] |
| On the Imitation of Nature, in training her Pupils fluently to communicate their Knowledge, | 288 |
| |
| PART IV. |
| ON THE SELECTION OF PROPER TRUTHS AND SUBJECTS TO BE TAUGHT IN SCHOOLS AND FAMILIES. |
| |
| [CHAP. I.] |
| On the General Principles which ought to regulate our choice of Truths and Subjects to be taught to the Young, | 306 |
| |
| [CHAP. II.] |
| On the particular Branches of Education required for Elementary Schools, | 317 |
| |
| [CHAP. III.] |
| On the Easiest Methods of Introducing these Principles, for the first time, into Schools already established, | 326 |
| |
| [Notes,] | 331 |