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]