INDEX.
Reading edition
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