A Practical Enquiry into the Philosophy of Education

CONTENTS

PRACTICAL ENQUIRY, &c.

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PART I.
ON THE PRELIMINARY OBJECTS NECESSARY FOR THE ESTABLISHMENT AND IMPROVEMENT OF EDUCATION.

CHAP. I.
On the Importance of establishing the Science of Education on a solid Foundation,	13

CHAP. II.
On the Cultivation of Education as a Science,	16

CHAP. III.
On the Improvement of Teaching as an Art,	25

CHAP. IV.
On the Establishment of Sound Principles in Education,	32

PART II.
ON THE GREAT DESIGN OF NATURE'S TEACHING, AND THE METHODS SHE EMPLOYS IN CARRYING IT ON.

CHAP. I.
A Comprehensive View of the several Educational Processes carried on by Nature,	37

CHAP. II.
On the Method employed by Nature for cultivating the Powers of the Mind,	45

CHAP. III.
On the Means by which Nature enables her Pupils to acquire Knowledge,	52

CHAP. IV.
On Nature's Method of communicating Knowledge to the Young by the Principle of Reiteration,	56

CHAP. V.
On the Acquisition of Knowledge by the Principle of Individuation,	65

CHAP. VI.
On the Acquisition of Knowledge by the Principle of Association, or Grouping,	72

CHAP. VII.
On the Acquisition of Knowledge by the Principle of Analysis, or Classification,	83

CHAP. VIII.
On Nature's Methods of Teaching her Pupils to make use of their Knowledge,	95

CHAP. IX.
On Nature's Methods of Applying Knowledge by the Principle of the Animal, or Common Sense,	101

CHAP. X.
On Nature's Method of applying Knowledge, by means of the Moral Sense, or Conscience,	111

CHAP. XI.
On Nature's Method of Training her Pupils to Communicate their Knowledge,	129

CHAP. XII.
Recapitulation of the Philosophical Principles developed in the previous Chapters,	141

PART III.
ON THE METHODS BY WHICH THE EDUCATIONAL PROCESSES OF NATURE MAY BE SUCCESSFULLY IMITATED.

CHAP. I.
On the Exercises by which Nature may be imitated in cultivating the Powers of the Mind,	148

CHAP. II.
On the Methods by which Nature may be imitated in the Pupil's Acquisition of Knowledge; with a Review of the Analogy betweeen the Mental and Physical Appetites of the Young,	170

CHAP. III.
How Nature may be imitated in Communicating Knowledge to the Pupil, by the Reiteration of Ideas,	177

CHAP. IV.
On the Means by which Nature may be imitated in Exercising the Principle of Individuation,	192

CHAP. V.
On the Means by which Nature may be imitated in Applying the Principle of Grouping, or Association,	204

CHAP. VI.
On the Methods by which Nature may be imitated in Communicating Knowledge by Classification, or Analysis,	218

CHAP. VII.