Outlines of Educational Doctrine

by Johann Friedrich Herbart

• Obedience, [48];
  • to authority, [173];
  • promptness of, [309].
• Object lessons, how to teach, [114]–[116].
• Observation, of children, [33], [34];
  • exercises, [215];
  • which does not observe, [111].
• Occupations, [47], [98];
  • self-chosen, [134].
• “Odyssey,” [283].
• Offences, concealed, [316].
• One-sidedness, [86].
• Order, restoration of, [324].
• Organization of pupil’s ideas, [31], [32];
  • of education, [330]–[347].
• Outlines of general pedagogics, [45]–[231].
• Outside occupations, [134].
• Overburdening of pupils, [97], [226].

• Pampering, [45].
• Passions, [180], [181];
  • prevention of by training, [314];
  • what they lead to, [308].
• Paulsen, [3], [73].
• “Pedagogical Seminary,” [178].
• Pedagogics, ethical basis of, [8]–[19];
  • psychological basis of, [20]–[44];
  • outlines of general, [45]–[231].
• Perez, [195].
• Perfection, idea of, definition, [10];
  • importance of, [17];
  • false idea of, [18];
  • in children, [207]–[210].
• Perfice te, [17].
• Pestalozzi, [112], [114].
• Physical activity, need of, [46].
• Physical weakness, consideration for, [159].
• Physics, elementary, [261].
• Plan of instruction, [131]–[135].
• Play, love of, [295].
• Playground, need for, [132].
• Plasticity, limited, [4].
• Pleasure and pain, sources of, [168].
• Praise and censure, [189]–[190].
• Premature fixation of ideas, [218].
• Preparation, [70].
• Presentation, [70], [119].
• Presentative instruction, its present function, [109].
• Presentative method, meaning of, [106].
• Preyer, [195].
• Primacy of ideas, [73], [143];
  • of will, [73], [143].
• Principles vs. inclinations, [193].
• Private vs. public schools, [334].
• Process of instruction, 105–[130].
• Proficiency in knowledge a late acquirement, [127].
• Prudence, [145].
• Psychological basis of pedagogics, [8]–[19].
• Psychology as instrument, [2].
• “Psychology of Number,” [253].
• Public opinion, respect for, [306].
• Public vs. private schools, [334].
• Punishment, [51]–[53].
• Pupil’s interest, how to measure and secure it, [101].

• Quality vs. quantity, in securing interest, [101].
• Questions, childish, [213];
  • character of, [342].
• Quietude of mind, [176].

• Rationality, growth of, [296].
• Reading, [273]–[275].
• Realia, advantage of, [101].
• Recitations, number per week, [133].
• Records, of conduct, [50].
• Recreations, [132].
• Reflection and absorption, [66].
• Reform, school, [103].
• Regulative principles, establishment of, [173].
• Regulative training, [172].
• Religion, [232]–[238].
• Religious culture with boys, [222].
• Religious feeling, beginnings of, [236].
• Religious instruction, [94];
  • in England, Germany, and the United States, [181].
• Religious training, need of, [19].
• Reminders, [192].
• Repetition, what it accomplishes, [118].
• Reproduction, [109].
• Rest and action, [156].
• Restlessness, [297];
  • under control, [305].
• Restraint, [55];
  • and freedom, [186].
• Revelation of the world, moral, [167].
• Reviews, conduct of, [117].
• Rigidity of mind, [300].
• Rosenkranz, [66].
• “Rousing word,” the, [175].
• Rudeness vs. instruction, [35].
• Russell, “German Higher Schools,” [279].

• Savings banks, [170].
• “School and Society,” Dr. John Dewey, [38].
• School hygiene, literature of, [132].
• Schoolrooms, need for spacious, [132].
• Schools, organization of, [338]–[347].
• School system, [338].
• Scientific instruction, a branch of education, [37].
• Scientific vs. classical education, [85].
• Seclusion vs. society, [168].
• Secondary education in United States, its brevity, [103].
• Self-activity, [71].
• Self-defence, [183].
• Self-determination, [26].
• Sensibility, kindness of, [152].
• Sensual impulses, [298].
• Sequence, common view, [96];
  • of studies, [128].
• Series of ideas, [121].
• Severity for concealed offences, [316].
• Simulation of ethical judgments, [317].
• Sin, [338].
• Six-year high school course, [103].
• Skill vs. interest, [289].
• Sluggishness of pupils, [165].
• Smith, David Eugene, [255], [256].
• Social cheerfulness, [211].
• Social circle, relation of child to, [208].
• Social ends of training, [160].
• Social environment of pupils, [94].
• Social faults, correction for, [327].
• Social intercourse, [78].
• Social pressure in government, [161].
• Social relations the source of will, [318].
• Social, the, in conduct, [62].
• Society vs. seclusion, [168].
• Source of ideas, [36].
• Special applications of pedagogics, [232]–[293];
  • religion, [232]–[238];
  • history, [239]–[251];
  • mathematics and natural science, [252]–[262];
  • geography, [263]–[268];
  • the mother-tongue, [269]–[275].
• Speer, [253].
• Spencer, Herbert, [85], [157].
• Spinoza, [3].
• Spy, the teacher as, [317].
• Standards of honor, [169].
• State, its attitude toward the individual, [331].
• Strife, [182].
• Structure of groups of ideas, [31].
• Studies, social function of, [62];
  • as social instruments, [64];
  • for boys, [225].
• Study of literary masterpieces, [76].
• Style of speaking, [108].
• Subjects to be taught, [100].
• Supervision, [48];
  • strictness of, [49], [50].
• Sweetmeats, educational, [99].
• Syntax, Latin, [284].
• Synthetic instruction, definition, [106];
  • nature and course of, [125]–[126].
• System, [67];
  • promoted by connected discourse, [69];
  • of laws and rewards, [14];
  • of civilization, [16].

• Tardiness, [161].
• Teacher as spy, [317].
• Teachers’ conferences, [339].
• Temperaments, [295].
• Temper, violent, [298].
• Tests by the state, [332].
• Text-book methods, barrenness of, [243].
• Text-book vs. oral presentation of history, [239].
• Themes for composition, [124].
• The mob spirit, [168].
• The mother-tongue, [269]–[276].
• Thoughtlessness of pupils, [164].
• Time, amount to be given to instruction, [132].
• Training, [136]–[194];
  • definition, [136], [141];
  • relation to government and instruction, [136]–[140];
  • aim of, [141]–[142];
  • differentiation of character, [143]–[147];
  • differentiation in morality, [148]–[150];
  • helps in, [151]–[159];
  • general method, [160]–[194];
  • blended with government, [140];
  • function of, [151].
• Transfer of pupils, [52].
• Translation, difficulty of, for German children, [103].
• Trigonometry, [254].
• Tutors, place of, [335].

• Unification, [65], [66].
• Use of things, how taught, [114].

• Vendettas, [13].
• Violin, value of use of, [179].
• Virility in the school, [183].
• Virtue, definition, [8], [62];
  • unevenness of development, [8];
  • its relation to interest, [64].
• Viva vox docet, [107].
• Volition, harmony with insight, [9];
  • of the moment, [311].

• Wiget, [70].
• Will, memory of, [161].
• Women teachers and fighting pupils, [183].
• Work vs. drudgery, [63].
• Written exercises in the mother-tongue, [276].
• Written work, tediousness of, [59];
  • correction of, [123].
• Wundt, [74].

LECTURES ON TEACHING