| CHAPTER | | PAGE | | I. | —The place of Dickens among educators | 1 | | II. | —Infant gardens | 15 | | III. | —The overthrow of coercion | 29 | | IV. | —The doctrine of child depravity | 87 | | V. | —Cramming | 96 | | VI. | —Free childhood | 117 | | VII. | —Individuality | 128 | | VIII. | —The culture of the imagination | 136 | | IX. | —Sympathy with childhood | 162 | | X. | —Child study and child nature | 181 | | XI. | —Bad training | 188 | | XII. | —Good training | 218 | | XIII. | —Community | 235 | | XIV. | —Nutrition as a factor in education | 244 | | XV. | —Minor schools | 258 | | XVI. | —Miscellaneous educational principles | 285 | | XVII. | —The training of poor, neglected, and defective children | 304 |
DICKENS AS AN EDUCATOR.
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