berg@html@files@60832@60832-h@60832-h-6.htm.html#Page_165" class="pginternal">165 |
| Lubinus projector of Orbis Pictus | 166 |
| Orbis Pictus described | 167 |
| Why Comenius’s schoolbooks failed | 168 |
| “Compendia Dispendia” | 169 |
| Comenius and Science of Education | 170 |
| Books on Comenius | 171 |
| Chapter XI.—The Gentlemen of Port-Royal | 172-196 |
| The Jesuits and the Arnaulds | 173 |
| Saint-Cyran and Port-Royal | 174 |
| Saint-Cyran an “Evangelical” | 175 |
| Short career of the Little Schools | 176 |
| Saint-Cyran and Locke on Public Schools | 177 |
| Shadow-side of Public Schools | 178 |
| The Little Schools for the few only | 179 |
| Advantages of great schools | 180 |
| Choice of masters and servants. Watch and pray | 181 |
| No rivalry or pressure. Freedom from routine | 182 |
| Study a delight. Reading French first | 183 |
| Literature. Mother-tongue first | 184 |
| Beginners’ difficulties lightened | 185 |
| Begin with Latin into Mother-tongue | 186 |
| Sense before sound. Reason must rule | 187 |
| Not Baconian. The body despised | 188 |
| Pedagogic writings of Port-Royalists | 189 |
| Arnauld. Nicole | 190 |
| Light from within. Teach by the Senses | 191 |
| Best teaching escapes common tests | 192 |
| Studying impossible without a will | 193 |
| Against making beginnings bitter | 194 |
| Port-Royal advance. Books on Port-Royal | 195 |
| Rollin, CompayrÉ, &c. | 196 |
| Chapter XII.—Some English Writers before Locke | 197-218 |
| Birth of Realism | 198 |
| Realist Leaders not schoolmasters | 199 |
| John Brinsley. Charles Hoole | 200 |
| Hoole’s Realism | 201 |
| Art of teaching. Abraham Cowley | 202 |
| Authors and schoolmasters. J. Dury | 203 |
| Disorderly use of our natural faculties | 204 |
| Dury’s watch simile | 205 |
| Senses, 1st; imagination, 2nd; memory, 3rd | 206 |
| Petty’s battlefield simile | 207 |
| Petty’s realism | 208 |
| Cultivate observation | 209 |
| Petty on children’s activities | 210 |
| Hand-work. Education for all. Bellers | | 347 |
| Causes of failure at Yverdun | 348 |
| Report made by Father Girard | 349 |
| Girard’s mistake. Schmid in flight | 350 |
| Schmid’s return. Pestalozzi’s fame found useful | 351 |
| Dr. Bell’s visit. Death of Mrs. Pestalozzi | 352 |
| Works republished. Clindy. Yverdun left. Death | 353, 354 |
| New aim: develop organism | 354 |
| True dignity of man | 355 |
| Education for all. Mothers’ part. Jacob’s Ladder | 356 |
| Educator only superintends | 357 |
| First, moral development | 358 |
| Moral and religious the same | 359 |
| Second, intellectual development | 360 |
| Learning by “intuition” | 361 |
| Buisson and Jullien on intuition | 362 |
| Pestalozzi and Locke | 363 |
| Subjects for, and art of, teaching | 364 |
| “Mastery” | 365 |
| The body’s part in education | 366 |
| Learning must not be play | 367 |
| Singing and drawing | 368 |
| Morf’s summing-up | 369 |
| Joseph Payne’s summing-up | 370 |
| The “two nations.” Mother’s lessons | 371 |
| Mistakes in teaching children | 372 |
| Children and their teachers | 373 |
| “Preparatory” Schools | 374 |
| Young boys ill taught at school | 375 |
| English folk-schools not Pestalozzian | 376 |
| Schools judged by results | 377 |
| Pupil-teachers. Teaching not educating | 378 |
| Lowe or Pestalozzi? | 379 |
| Chief force, personality of the teacher | 380 |
| English care for unessentials | 381 |
| Aim at the ideal | 382 |
| Use of theorists. Books | 383 |
| Chapter XVII.—Friedrich Froebel. (1783-1852.) | 384-413 |
| Difficulty in understanding Froebel | 385 |
| A lad’s quest of unity | 386 |
| Froebel wandering without rest | 387 |
| Finds his vocation. With Pestalozzi | 388 |
| Froebel at the Universities | 389 |
| Through the Freiheits-krieg. Mineralogy | 390 |
| The “New Education” started | 391 |
| At Keilhau. “Education of Man” published | 392 |
| Froebel fails in Switzerland | 514 |
| Rousseau’s clean sweep | 515 |
| Benevolence of Nature. Man disturbs | 516 |
| We arrange sequences, capitalise ideas | 517 |
| Loss and gain from tradition | 518 |
| Rousseau for observing and following | 519 |
| Rousseau exposed “school-learning” | 520 |
| Function of “things” in education | 521 |
| “New Education” started by Rousseau | 522 |
| Drawing out. Man and the other animals | 523 |
| Intuition. Man an organism, a doer and creator | 524 |
| Antithesis of Old and New Education | 525 |
| Drill needed. What the Thinkers do for us | 526 |
| Appendix. Class Matches. Words and Things. Books for Teachers, &c. | 527-547 |
