Outlines of Educational Doctrine

by Johann Friedrich Herbart

[345.] In the course of the gradual extension of such efforts many a defect will come to light. It may be found, for instance, that the school is not a whole, because of the lack of a competent teacher for an important subject, or because of marked inequalities of knowledge and culture due to the preparatory schools, or because the school (such as those in small towns) follows the curriculum of a gymnasium while its real aim is supposed to be that of a burgher school, etc.

[346.] Reports of such single defects will as a rule lead only to correspondingly partial improvements in the system and to relief from the most onerous perplexities, since it is seldom found possible to organize the system of a whole province at once in such a way as to make one harmonious whole.

[347.] But in case comprehensive reforms of the school system were undertaken, it would be necessary not merely to tolerate great multiformity, but even to create it purposely. For division of labor is in all human performance the right path to better things; and the preceding discussion must have shown with sufficient clearness how much depends on a more discriminating segregation of pupils.

INDEX

• A, B, C, of Perception, [253].
• Absorption and Reflection, [66].
• Action, clandestine, [315].
• Action and Rest, [156].
• Administrative System, [15].
• Adolescence, and obedience, [161];
  • bibliography for, [231].
• Æsthetics, [93].
• Affection, [24].
• Algebra, history of, [255].
• Alertness of mind, superficial, [301].
• American History vs. that of Greece and Rome, [241].
• Analytic instruction, definition, [106];
  • first stages of, [111];
  • other forms of, [117];
  • with children, [214].
• Ancient Languages, their use as employment, [98];
  • labor of mastering, [103].
• Apperceiving attention, capacity for, [129].
• Application, [67];
  • a stage of method, [70].
• Approbation, [151].
• Arguing with children, evils of, [164].
• Arithmetic, with boys, [223]–[224].
• Arranging of objects, [215].
• Arrested development, [171].
• Art of narration, [76].
• Arts, [251].
• Assistance, gradual withdrawal, [204].
• Association, [67];
  • promoted by conversation, [69].
• Athletics, over-valuation of, [169].
• Attention, divided, [63];
  • forced and spontaneous, [73];
  • primitive and apperceiving, [74].
• Authority, [53]–[163];
  • delegated, [319].
• Aversion, [24].

• Bad conduct of adults, [187].
• Baldwin, quoted, [168], [195].
• Barrenness of text-book method, [243].
• Barriers to education, [5].
• Bennett and Bristol, “The teaching of Latin and Greek,” [279].
• Bible stories, [234].
• Biblical stories vs. Mythology, [237].
• Boundary between boyhood and adolescence, [217].
• Boyhood, boundary between, and adolescence, [217].
• Brown, George P., [271].

• Capacity for education in children, [33].
• Caprice of will, [1], [3].
• Categorical imperative, not the true source of maxims, [313].
• Censure, [151].
• Character, development of, [64];
  • objective side of, [143];
  • subjective side of, [143];
  • strength of, [147].
• Cheerfulness, social, [211].
• Children, government of, [45]–[55].
• Childhood, [203]–[216].
• Child study, [33], [34].
• Choice, content of, [167];
  • of subject-matter, [95].
• Choosing, [167].
• Chronology in history, [240].
• Clandestine action, [315].
• Classical vs. scientific education, [85].
• Classification of interests, [83];
  • how to provide for, [135].
• Clearness, [67].
• Combats between teacher and pupils, [163].
• Commands, sweeping, [48].
• Committing to memory, [81].
• Communion, [232].
• Comparative study, [89].
• Complication of ideas, [30].
• Composition, true nature of, [123];
  • in Latin and Greek, [285].
• Concealed offences, severity for, [316].
• Concert work, [69].
• Conduct, becoming, [137].
• Conferences, teachers’, [339].
• Confirmation, [232].
• Conjunctions, children’s use of, [31].
• Consequences, discipline of, [157].
• Consistency of action, [174].
• Contempt of moral judgment, [312].
• Contention, why it pleases children, [183].
• Continuity of education, [7].
• Contrasts in pupils, [28].
• Control, restlessness under, [305].
• Conversation, [67].
• Corporal punishment, [51].
• Correlation of studies, [65];
  • limits of, [219].
• Courage, [296].
• Culture, Dogma of Formal, Hinsdale, [279].
• Cynics, [83].
• Cyrenaics, [83].

• Dates, [247].
• Delegated authority, [319].
• Demonstrations, [256].
• Depression and elevation, [156].
• Desire and passion, [176];
  • bodily, [177];
  • gratification of, [155].
• Determining influence of training, [167].
• Dewey, Dr. John, [38], [63], [73], [150];
  • and McLellan, [253].
• Differences, individual and sex, [219].
• Discipline, social basis of, [55];
  • of consequence, [157].
• Diffusion of thought, [35].
• Disorder [as] index of failure, [55].
• Disposition, cheerful, [137].
• Divided attention, [63].
• “Dogma of Formal Culture,” Hinsdale, [279].
• Dörpfeld, [70].
• Drudgery vs. work, [63].
• Duel, [13].
• Dulness, [299].