| PAGE |
| ACKNOWLEDGMENTS | V |
| THE AMERICAN EDITION | VII |
| INTRODUCTION | XVII |
|
| CHAPTER I |
| A CRITICAL CONSIDERATION OF THE NEW PEDAGOGY IN ITS RELATION TO MODERN SCIENCE |
| Influence of Modern Science upon Pedagogy | 1 |
| Italy's part in the development of Scientific Pedagogy | 4 |
| Difference between scientific technique and the scientific spirit | 7 |
| Direction of the preparation should be toward the spirit rather than toward the mechanism | 9 |
| The master to study man in the awakening of his intellectual life | 12 |
| Attitude of the teacher in the light of another example | 13 |
| The school must permit the free natural manifestations of the child if in the school Scientific Pedagogy is to be born | 15 |
| Stationary desks and chairs proof that the principle of slavery still informs the school | 16 |
| Conquest of liberty, what the school needs | 19 |
| What may happen to the spirit | 20 |
| Prizes and punishments, the bench of the soul | 21 |
| All human victories, all human progress, stand upon the inner force | 24 |
|
| CHAPTER II |
| HISTORY OF METHODS |
| Necessity of establishing the method peculiar to Scientific Pedagogy | 28 |
| Origin of educational system in use in the "Children's Houses" | 31 |
| Practical application of the methods of Itard and SÉguin in the Orthophrenic School at Rome | 32 |
| Origin of the methods for the education of deficients | 33 |
| Application of the methods in Germany and France | 35 |
| SÉguin's first didactic material was spiritual | 37 |
| Methods for deficients applied to the education of normal children | 42 |
| Social and pedagogic importance of the "Children's Houses" | 44 |
|
| CHAPTER III |
| INAUGURAL ADDRESS DELIVERED ON THE OCCASION OF THE OPENING OF ONE OF THE "CHILDREN'S HOUSES" |
| The Quarter of San Lorenzo before and since the establishment of the "Children's Houses" | 48 |
| Evil of subletting the most cruel form of usury | 50 |
| The problem of life more profound than that of the intellectual elevation of the poor | 52 |
| Isolation of the masses of the poor, unknown to past centuries | 53 |
| Work of the Roman Association of Good Building and the moral importance of their reforms | 56 |
| The "Children's House" earned by the parents through their care of the building | 60 |
| Pedagogical organization of the "Children's House" | 62 |
| The "Children's House" the first step toward the socialisation of the house | 65 |
| The communised house in its relation to the home and to the spiritual evolution of women | 66 |
| Rules and regulations of the "Children's Houses" | 70 |
|
| CHAPTER IV |
| 335 |
|
| CHAPTER XX |
| SEQUENCE OF EXERCISES |
| Sequence and grades in the presentation of material and in the exercises | 338 |
| First grade | 338 |
| Second grade | 339 |
| Third grade | 342 |
| Fourth grade | 343 |
| Fifth grade | 345 |
|
| CHAPTER XXI |
| GENERAL REVIEW OF DISCIPLINE |
| Discipline better than in ordinary schools | 346 |
| First dawning of discipline comes through work | 350 |
| Orderly action is the true rest for muscles intended by nature for action | 354 |
| The exercise that develops life consists in the repetition, not in the mere grasp of the idea | 358 |
| Aim of repetition that the child shall refine his senses through the exercise of attention, of comparison, of judgment | 360 |
| Obedience is naturally sacrifice | 363 |
| Obedience develops will-power and the capacity to perform the act it becomes necessary to obey | 367 |
|
| CHAPTER XXII |
| CONCLUSIONS AND IMPRESSIONS |
| The teacher has become the director of spontaneous work in the "Children's Houses" | 371 |
| The problems of religious education should be solved by positive pedagogy | 372 |
| Spiritual influence of the "Children's Houses" | 376 |
