[285] By the “analytical problem” of education, Mr. Bain means the determining of the education value of subjects. See Education as a Science, Chapter V. (P.)
[286] We might dwell on Mr. Bain’s observations relative to punishments. Here is what Gréard says of them: “Mr. Bain, with infinite good sense and disciplinary tact, is much less concerned with applying the rule than with the conditions according to which it should be applied. On this point he enters into details full of scruples. He does not hesitate to call to his aid the knowledge of the masters of penal jurisprudence, and his recommendations, added to those of Bentham, comprise not less than thirty articles.”
[287] There should be added to these the works of Swiss, Italian, and French educators, particularly of Siciliani, and the original and eminently suggestive studies of Bernard Perez.
[APPENDIX.]
A.
Suggestions to Teachers of the History of Pedagogy.
The two aims to be kept in view in the teaching of this subject are culture and guidance. The purpose should be to extend the intellectual horizon of the teacher, or, to use Plato’s phrase, to make him “the spectator of all time and all existence”; and, in the second place, to furnish the teacher with a clew which will safely conduct him through the mazes of systems, methods, and doctrines. There is no other profession that has derived so little profit from capitalized experiences; and there is no profession in which culture and breadth are more necessary.