Outlines of Educational Doctrine

by Johann Friedrich Herbart

• Ease of government, [54].
• Easy before the difficult, [127].
• Eckoff, Wm. J., [254].
• Educability of pupils, [1].
• Education according to age, [195]–[231];
  • first three years, [195]–[202];
  • from four to eight, [203]–[216];
  • boyhood, [217]–[226];
  • youth, [227]–[231].
• Education as home task, [333].
• Educational bookkeeping, [50].
• Educative instruction, [59], [100];
  • value in fixing curriculum, [100].
• Election, basis of, [65].
• Electives, [89].
• Elevation and depression, [156].
• Employment, the foundation of government, [46];
  • for children, [56].
• Endurance, [154].
• English schools, effect on character of boys, [183].
• Environment, influence of, [5], [55];
  • of pupils, [94].
• Equilibrium of ideas, [75].
• Equity, definition, [13].
• Erratic mental movements, [302].
• Estrangement and its removal, [66].
• Ethical Basis of Pedagogics, [8]–[19].
• Ethical judgment, [25].
• Ethical life, range of, [292].
• Ethics, the goal of education, [2].
• Examination vs. review, [117].
• Experience, limits of, [110].
• Explication, [67].
• Expulsion, [52].
• Evil, exclusion of, [149].

• Faculties, [20], [21], [22], [23];
  • names for, [27].
• Family, its interest in the individual, [288];
  • its lack of vigor, [333].
• Fatalism, [1], [3].
• Fatigue, produced by instruction, [70].
• Favoritism, [184].
• Faults of children and their treatment, [294]–[329];
  • general differentiation, [294]–[303];
  • sources of moral weakness, [304]–[313];
  • effects of training upon, [314]–[319];
  • special faults, [320]–[329];
  • habitual, [326];
  • minor, [321];
  • committed vs. faults possessed, [320].
• Faust, [83].
• First offences, treatment of, [323].
• Fiske, method of using text-books of history, [247].
• “Five windows of the Soul,” [37].
• Fixation of ideas, premature, [218].
• Formal Culture, Dogma of, Hinsdale, [279].
• Formal steps, [67].
• Frankness, lack of, [26];
  • need of, [322].
• Freedom and restraint, [156].
• Friendliness, with children, [211].

• Games, the supervision of, [178];
  • coöperative, [178].
• General notions, definition, [30].
• Generalizations, [92].
• Gentle measures, [43].
• Geography, [263]–[268];
  • home geography, [263];
  • an associating science, [264];
  • narration in, [265];
  • the old vs. the new, [266];
  • reviews in, [267].
• Geographical aspects of history, [245].
• Geographical vs. historical studies, [293].
• Geometry, advantages of association, [102].
• Good will, definition, [11];
  • in children, [206];
  • two aspects of, [185].
• Golden rule, [148].
• Goldsmith on the moody teacher, [166].
• Government of children, [45]–[55].
• Grading, [344]–[345].
• Grammar, amount to be given, [130].
• Greek and Latin, [277]–[285];
  • time for beginning, [277]–[278];
  • manner of teaching, [279].
• Greek and Roman history, priority of, [246];
  • vs. American history, [246].
• Greek, authors to be used, [283];
  • relation of, to religious impressions, [233].
• Groups of ideas, [29].
• Gumplowicz, [5].
• Gymnastic exercises, excessive, [132].

• Harris, Dr. Wm. T., [37], [143].
• Harmony of insight and volition, [9].
• Heavenly bodies, observation of, [259].
• Herbert Spencer, [85], [157].
• Herodotus, stories of, [243].
• Higher education, the comparative study of branches, [89].
• Higher vs. lower schools, [340].
• High school, six-year course in, [103].
• Hinsdale, “Dogma of Formal Culture,” [279].
• History, [239]–[251];
  • prevailing error of young teachers of, [239];
  • American vs. Greek and Roman, [241];
  • mediæval, [249];
  • modern, [250].
• Historical instruction, a branch of education, [37].
• Home education, [330]–[337].
• Home work, not a saving of labor, [123].
• Homogeneity of pupils, [112].
• Honor, standards of, [169];
  • a feeling of, [223].
• [Humaniora] vs. realia, [99].

• Ideas, groups of, [29];
  • their source, [36];
  • equilibrium of, [75];
  • degree of strength, [102].
• “Iliad” and “Odyssey,” [283].
• Imaginary and complex numbers, [256].
• Imagination, [22].
• Incapacity, feeling of, in children, [216].
• Inclinations vs. principles, [193].
• Individuality, modification of, [41];
  • differences of, [54].
• Individual traits, permanency of, [295].
• Indolence of youth, [227].
• Inequalities, correction of, [60].
• Infancy, [195]–[202].
• Inherent faults, [294].
• Inner freedom, aspects of, [187].
• Instability of ideas, [301].
• Instruction, [56]–[135];
  • relation to government and training, [56]–[61];
  • aim of, [62]–[65];
  • conditions of many-sidedness in, [66]–[70];
  • conditions determining interest in, [71]–[82];
  • as information giving, [35];
  • and rudeness, [35];
  • in relation to pupils’ ideas and disposition, [36];
  • branches of, [36];
  • its good beginning, [105].
• Insertion vs. continuation, [129].
• Insight, definition, [8];
  • harmony of with volition, [9].
• Intercourse, social, [78].
• Interest, conditions of, [71]–[82];
  • main kinds of, [83]–[94];
  • many-sidedness of, [62];
  • direct and indirect, [63];
  • vs. effort, [63];
  • bearing of on virtue, [64];
  • classification of, [83];
  • not sole guide to selection of studies, [135];
  • compared with skill, [289].
• Inventions, [251].
• Irritability, [297].

• James, quoted, [175].
• Judgment, [23];
  • of moral quality of actions, [9];
  • ethical, [25].
• Justice and equality with boys, [221].

• Kant, [3];
  • his views on moral obedience, [173].

• Lange’s “Apperception,” [74].
• Language lessons vs. grammar, [271].
• Languages, difficulties of, [129].
• Larned, method of using text-books, [247].
• Latin and Greek, [277]–[285];
  • time for beginning, [103];
  • composition in, [285].
• Latin, increase in study of, [278];
  • reasons for teaching, [279];
  • authors to be read, [282].
• Letter writing, [276].
• Listlessness, [158].
• Literary masterpieces, study of, [76].
• Logarithms, [254].
• Love, [53].

• Magnitudes in mathematics, [252].
• Main kinds of interest, [83]–[94];
  • materials of, [95]–[104];
  • process of, [105]–[130];
  • plan of, [131]–[135].
• Manly games, effects of on boys, [183].
• Manual training, [259];
  • effect of on discipline, [56].
• Many-sidedness, [66]–[70];
  • of interest, [62].
• Materials of instruction, [95]–[104].
• Mathematics, [252]–[257];
  • linked to nature, [39];
  • correlation of, [39];
  • aptitude for, [252].
• Mathematical teaching, order of, [255].
• Maxims, origin of, [310].
• McLellan and Dewey, [253].
• McMurray, [74].
• Measuring, [253].
• Mediæval history, [249].
• Memorizing, [81], [108].
• Memory of will, [161].
• Mental faculties, names for, [27].
• Mental instability, [301].
• Mephistopheles, [83].
• Method, [67].
• Mob spirit, the, [168].
• Mobility of ideas, [35].
• Modern history, [250].
• Modern languages, arguments for their study, [98].
• Modern methods of using text-books in history, [247].
• Money, teaching the use of, [170].
• Moodiness in the teacher, [166].
• Moods and whims, [147].
• Moral eccentricity, [307].
• Moral freedom, possibility of, [173].
• Moral education in strict sense, [188].
• Moral judgment, contempt of, [312].
• Moral revelation of the world, [167].
• Morality, demand of upon youth, [231].
• Mother-tongue, the, [269].
• Motives of youth, [229].
• Musical instruments, study of, [179].

• Narration, art of, [76];
  • historical, [239]–[243].
• Natorp, [143].
• Natural science, [258]–[262].
• Nature study, [258]–[262];
  • apperceptive basis for, [258];
  • and history, [258].
• Niemeyer, [112], [113].