— 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