and children should be led to make their own investigations and
draw their own inferences.
7. Instruction must excite the interest of pupils and therefore
be pleasurable to them.
Pages 470 to 503.
I. THOUGHTS AND SUGGESTIONS.
1. The ideal of public-school work is to beget a healthy
interest and pleasure in the doing of hard work.
2. The interest to arise from the nature of the subject itself,
or from the recognized usefulness of the subject, or from
emulation.
3. The value of pictures in the teaching of children as a means
of awakening active interest.
4. The first teaching in reading and number to begin with the
objective method and pass thence to the subjective.
5. In geography and history the lively description and the
interesting story to precede the formal compend.
II. MORAL AND RELIGIOUS INFLUENCE.
6. Sources and means of the teacher’s influence upon his pupils.
7. Causes of the loss of his good influence.
8. The influence of a few leading spirits among the pupils
themselves.
9. A mode of religious training.
Pages 504 to 547.
REVIEW OF EDUCATIONAL PROGRESS.
1. The good and the ill influences of the Jesuits as the “first
reformers” in educational practice.
2. Rabelais, the first to advocate training as distinguished
from teaching.
3. Comenius, founder of the science of education, recognizing
in his scheme the threefold nature of man.
4. Rousseau, the originator of the “new education” as based
upon the inherent nature of the child.
5. Pestalozzi and Froebel, reformers of the processes of
education, seeking to secure the development of each faculty by
its own activity in appropriate exercise.
INDEX.
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._