Part 48

Empirical before Rational, 462

Emulation cultivated by Jesuits, 42

— Forms of, 530

Encyclopædia Bri., 385, _n._

Endter. Publisher of _Orbis Rictus_, 167

English, Mulcaster’s eulogy of, 534

— party questions, 381

— tongue, Mulcaster on, 92

— without Verbs and Substantives, 460, _n._

Epitomes. Against, 485

Erasmus against ignorance, 523, _n._

— for small schools, 180, _n._

— the Scholar, 23

_Erinnerungen eines Jesuitenzöglings_, 60

_Eruditio_ in Jesuit Schools, 40

Eve, H. W., on old and young teachers, 506

_Evening Hour of Hermit_, 302

Evolution and Froebel, 399

Examination of children for scholarships, 97

— knowledge, 540

Examinations cause pressure, 77

Exercises, Correcting, 484

— Hints for, 429, _n._

Experience _v._ Theory, 107

Experts needed in modern life, 545

Eyes, Use of, 411

Eyre, Father, on the _Ratio_, 57

Fables for Composition, 483

— Pestalozzi’s, 312

Faculties, Equal attention to all, 537

Fag-end, Children not the, 354

_Faust_, quoted, 426, 428

Fellenberg, 344

Fichte and Pestalozzi, 347

Final opinions, Demand for, 410

Fire like knowledge, 433

First-hand knowledge not enough, 224

First impressions important, 194

Fischer, O., 366, _n._

Fitch’s _Lectures on Teaching_, 542

Folk-schools, Importance of, 376

Forcing, Comenius against, 144

Formative instinct. Froebel, 404

Franklin, B., on reading aloud, 482

Froebel and Bacon, 408

— on preparing better things for future, 547

— showed the right road, 384

Froude, J. A., on use of hagiology, 503, _n._

“Furtherers” and “Hinderers,” 531

Garbovicianu on Basedow, 289, _n._

Gargantua’s Education, 63

Garrick, David, “When doctrine, &c.,” 536

Geikie, A.: _Teaching of Geography_, 544

Generalization, 461

General view should not come first, 169

Geography absent from Trivium and Quadrivium, 2

— Beginnings in, 489

— how begun, Comenius, 145

Gerard, Father (S. J.), quoted, 57

German not a good medium of thought, 545

“Gertrude,” Account of, 301

Gesner, J. M., for _Statarisch_ and _Cursorisch_, 32

“Gifts.” Froebel’s, 408

Girard, Père, and Pestalozzi, 349

Girardin, St. M., on Rousseau, 264, _n._

Girls, Schoolmistresses’ blunders about, 443

Giving “G.’s,” 530

Goethe and bad pictures, 487

— on Basedow, 276

— on unity of man, 518, _n._

— on Voices and Echoes, 504

— on thought and action, 546

Golden Age, in Past or Future? 22

Goldsmith against epitomes, 486, _n._

“Good scholars” as schoolmasters, 545

— spirits needed for teaching, 497

Grammar, 481, _n._

— learnt from good authors, Ascham, 85

— Mistakes about, 460

Grant’s, H., _Arithmetic_, 482

“Gratis receive, gratis give.” Jesuit rule, 39

Greaves, J. P., at Yverdun, 352, _n._

Grounding, Importance of, Mulcaster, 96, _n._

Groundwork by best workman, Mulcaster, 95

Grubé’s method, 479

_Guesses at Truth_, quoted, 24

Guillaume’s Pestalozzi mentioned, 383, _n._

Guimps, 383, _n._

Guimps’s Pestalozzi, 317, &c.

Habrecht, Isaac, 161, _n._

Hack, Miss, _Tales of Travelers_, 490

Hailmann, W. H., on creative doing, 412

Hale, Sir Matthew, for realism, 212, _n._

Hall, Stanley, about _L. & G._, 306, _n._

— Experts needed, 545

Hallam on Comenius, 158

Hallé, Children’s Lessons at, 475

Hancock, Supt. J., quoted, 46, _n._

Handelschulen, 445

Hands, Children’s use of, 407

— use of, 411

— use of, 538

Handwork at Neuhof, 297

— Comenius for, 146

— Petty on, 211

— Rabelais for, 66

— Rousseau for, 271

Harmar, J. 161, _n._

Harris, W. T., on “Nature,” 109

— started public Kindergartens, 410

— on thought and action, 546

Harrow “Bluebook,” 532

— Class-matches at, 529

— Religious instruction at, 500

Hartlib, S., 124, _n._, 130

Hazlitt, W. C., 91, _n._

Helplessness produced by bad teaching, 464

Helps, Sir A., for science, 447, _n._

— on looking straight at things, 481

— on open-mindedness, 502

— quoted, 434, _n._

Herbart at Burgdorf, 367, _n._

— on Rousseau, 269

Herbert, Ld., of Cherbury, on physical ed., 227

Hewitson on Stonyhurst, 59

“Hinter dem Berge,” 449

Hints from pupils, 367, _n._

History, Beginnings in, 489

— H. Spencer on, 448

Home and School, 342

Honesty the best policy, 529

Hoole’s _A new discovery_, &c., 200

— trans. of _Orbis Pictus_, 166

Humility to be taught, 503

Hymns to be used, 501

Ickelsamer, 116

Ideal, high, 496

— value of, 382

— want of an, 471

Ideas before symbols, 253

“Idols,” escape from, 514

Ignorance, Erasmus agst., 523

_Il faut apprendre_, &c., Jacotot, 424

“Impressionists,” 89, 426, _n._

Improvements suggested by Mulcaster, 92

Inclinations should be studied, 465

Industrial school at Neuhof, 297

“Infelix divortium verum et verborum,” 139

Innovators, 103

“Inquiry into course of Nature,” 311

_Instruct_ is _instruere_, 432

Instruction an exercise of faculty, 332

Intellect before critical faculty. Comenius, 138

Interest, Degrees in, 113

— in teaching needed, 546

— needed for activity, 474

— needed for mental exertion, 193, _n._

— No success without, 473

Interesting, Can learning be? 465

Intuition = _Anschauung_, 361

— Froebel for, 408

Investigation, Method of, 437

“Ipse dixit,” Comenius against, 152

Iselin, editor of _Ephemerides_, 298, 302

“Jacob’s Ladder,” Pestalozzi, 356

Jahn on Froebel, 386

Jansenius and St.-Cyran, 175

_Janua_, English versions of C.’s, 165

— Jesuits, 160, _n._

— of Comenius published, 123, 163

Jebb on Erasmus, 523, _n._

Jesuit a trained teacher, 37

— course included _Studia Superiora et inferiora_, 38

— exams., 47

— shows effect of planned system, 532

— teaching. An example of, 44

Jesuits. Books about, 34

— the army of the Church, 55

— the first reformers, 506

Johnson, Richard, _Gram. Commentaries_, 82

Johnson, Dr., on knowledge of education 410, 525

— on _Scholemaster_, 82

Jonson, Ben. “Soul for salt,” 498, _n._

Jullien on Intuition, 362

Jung, 106

Kant and Intuition, 361

— on the Philanthropinum, 288

Kay-Shuttleworth and Pestalozzi, 352

Kempe, W., _Ed. of Children_, 83

“Kernsprüche,” 545

Kindergarten and Comenius, 143

— a German word, 409, _n._

— Froebel on aim of, 409

— Notion of, 406

— The first, 394

Kinglake’s _Eothen_, quoted, 15

Kingsley on Jesuits, 54

Knowing, after Being and Doing, 307

— by heart, 74, _n._

Knowledge and Locke, 513

— a tool, 540

— and Comenius, 512

— Danger from, 78

— Desire for, 540

— despised by New Educationists, 526

— Genesis of, 462

— Locke’s definition of, 222

— must not be dead knowledge, 524

— not fastened to mind, Montaigne, 71

— over-estimated by Comenius, 168

— Perfect, impossible, 226

— spreads like fire, 433

— self-gained, Locke, 515

— Teaching what it is, 453

Knowledges, Relative value of, 442

— Connexion of, Comenius, 157

Known to Unknown, 457

Koethen, Ratke fails at, 107

Kruesi joins Pestalozzi, 340

Lancelot on Comenius, 186

— on learning Latin, 185

Landon, J., School Management, 544

Langethal and Froebel, 390

Language-learning, Lancelot on, 186, _n._

— Method for, 426, _n._

Language lives in small vocabulary, 169

— not Literature, 17

— teaching, Ratke’s plan, 116

Languages, Comenius on learning, 140

Latham, H., _Action of Exam._, 544

Latin, Comenius for, 159

Laurie, S. S., his _Comenius_, 119

— on books of Comenius, 135

— on Milton, 214

Lavater and Basedow, 276

— and Pestalozzi, 291

Learn, Every one can, Jacotot, 416

Learning as employment, 75

— begins with birth. Pestalozzi, 537

— by heart wrong. Ratke, 113

— by heart. _See_ Memorizing

— for the few, Mulcaster, 93

— may be borrowed, Montaigne, 73

— must not be play, 367

— not Knowledge, Montaigne, 71

Leipzig, Dr. Vater at, 477

Leisure hours, 450

— often useless, 498

Leitch, J., Practical Educationists, 409

— Practical Educationists, 544

Lemaître, 186, _n._

_Leonard and Gertrude_, 305

Lessing on Raphael, 420

Leszna sacked, 132

“Letters,” Comm. for, 538

Lewis, Prince, and Ratke, 106

Light from within, Nicole, 190

Likes and Dislikes, Study, 466

Lily’s _Carmen Mon._, 81

— Grammar, 533

Literature and Science, 154, 539

— at Port-Royal, 184

— in education, 539

— or Letters, 9

— What is? 6

“Little Schools,” 176

Locke against sugar and salt, 466

— and Froebel, 407

— behind Comenius, 230

— Books on, 238

— for Working Schools, 211, _n._

— on Public Schools, 177, 513

— and Rousseau, 227

— against ordinary learning, 234

— predecessor of Pestalozzi, 362

— two characteristics, 220

— teacher disposes influence, 513

— Was he a utilitarian? 234

_Locksley Hall_ quoted, 152

Louis XIV and Port-Royalists, 176

Love the essential principle, 358

Loyola on body and soul, 62

Lowe or Pestalozzi? 379

Lubinus, E., 166, _n._

_Ludus Literarius_, 200

Lupton, J. H., and Colet, 534

Lupton, J. H., on _Catechismus_ P., 102, _n._

_Lux in tenebris_, 133

Lytton, Ld., on mother’s interference, 371

MacAlister, James, and _Anschauung_, 361

Macaulay on French Revolution, 246

— wanted, 488

“Magis magnos clericos, &c.,” 70

Maine, Sir H. S., on studying teaching scientifically, 410, _n._

Malleson, Mrs., _Notes on Early Training_, 544

Mangnall’s Questions, 374

Manning, Miss E. A., a Froebelian, 413

Manual labour at Stanz, 331

Marcel, C., 535

Marenholtz-Bülow and Froebel, 394

Marion’s fraud, 173

Martineau, Miss, and comet, 223

Masham, Lady, on Locke, 220, _n._

Masson, D., quotes Mulcaster, 534

Masson, D., quotes _Didac. Mag._, 140, _n._

Masson’s _Milton_, quoted, 127, _n._

Masters and religion, 492

Masters, The “open” and the “reserved,” 494

Mastery, 365

Maurice and Froebel, 406

Maurice, F. D., on Jesuits, 54

Max Müller, a descendant of Basedow’s, 289, _n._

Mayo, Dr., 352, _n._

Mayor, J. E. B., on _Scholemaster_, 82, 83

Mazzini on humanity, 518, _n._

Measuring for arithmetic, 480

Mediæval art excelled Renascence, 5

“_Melius est scire paucca_, &c.,” 168

Memorizing, 113

— poetry, 541

— Sacchini on, 50, _n._

Memory after senses, Comenius, 138

— alone can be driven, 474

— and interest, 487

— depending on associating sounds, 193, _n._

— helped by association, 424

— Jacotot’s demands on, 425

— stuffed, Montaigne, 73

— subservient to other powers, 411

— The carrying, 77

— Waste of, 431

— without books, 257

Methodology, Truths of, 536

Methods defined, 414

“Methods teach the Teachers,” 82

_Methodus Linguarum_, published, 131

Michaelis and Moore, Trans. of Froebel, 413

Michelet on Montaigne, 94

— on Montaigne, 229, _n._

— on Stanz, 317

Middendorff and Froebel, 390

Middle Age blind to beauty in human form and literature, 5

Middle-class education without ideal, 470

Middle Schools Comm., quoted, 538

Mill, J. S., against specializing, 453, _n._

— for teaching classics, 444

— on history, 449, _n._

Milton a great scholar, 212

— a Verbal Realist, 215

— and Realism, 23

— on learning through the senses, 150, 213, 510

Milwaukee, Inter-class matches at, 531

Mind like sea-anemone, 474

Model book, Ascham for, 87

— Jacotot’s use of, 436

— Ways of studying, 426

Molyneux on geography, 225

Moncrieff, H., quoted, 498, _n._

Monitorial principle, 538

Monitors at Stanz, 333

Monotony wearing to the young, 531

Montaigne and Froebel, 407

Montaigne for educating mind and body, 509

— his paradox of ham, 419, _n._

Moral development first, 358

Morality is development of infant’s gratitude, 309

Morals, Rousseau on, 263

Morf, Summary of Pestalozzi’s principles, 368

Morgan, T. J., _Educational Mosaics_, 544

Mother-tongue, 104

— Everything through, 111

— first at Port-Royal, 184

— Jacotot’s plan for, 435

— only, till ten, Comenius, 139

— Ratke for, 108

Mulcaster for English, 534

Mulcaster’s elementary subject, 97

— Life, 102

— proposed reforms, 92

— style fatal, 92

Music, Benefit from, 452

— Rousseau for, 261

Naef, Eliz., at Neuhof, 300

Nägeli, 368

Napoleon I and Pestalozzi, 343

Narrow-mindedness, How to avoid, 503

Natural History at Stanz, 333

Natural _v._ Usual, 516

Nature, Comenius about, 136, 137

— Laws of, 134

— Ratke for, 109

— Return to, 515

Negative education, Rousseau, 519

New Code of 1890, 379, _n._

“New Education” started by Rousseau, 271, 522

— education and old, 524

— Froebel’s in 1816, 391, 411

Newman, J. H., on Locke, 235

— on connexion of knowledges, 158

— on nature of literature, 7, _n._

New master, Advice to, 60, _n._

New road, Pestalozzi’s, 337

— York _School Journal_ and New Education, 411

Nicole on Ed., 190

Niebuhr’s _Heroengeschichten_, 428, _n._

Niemeyer on thoroughness, 366, _n._

_Nihil est in intellectu_ &c., 138

Noah’s Ark for words, 161

_Nonconformist_, 504

Normal Schools on increase, 414

_Nouvelle Héloïse_, Family life, 242

Number of boarders in Port-Royalist schools small, 179

Numbers, First knowledge of, 479

Numeration before notation, 479

Oberlin, 408

Observation, Poetry for cultivating, 209

Observing children, 251

“Omnia sponte fluant,” Comenius, 136

One thing at a time, Ratke, 109

Opinion, Education of, 502

— Sensible men cannot differ in, Locke, 221, _n._

_Orbis Pictus_ published, 132, 167

“Over and over again,” Ratke, 110

Over-directing, Rousseau against, 265

Overworking teachers, 497

Oxenstiern sees Comenius, 128

Painter, F. V. N., _History of Education_, 543

Parallel Grammar Series, 114, _n._

Parænesis by Sacchini, 34, _n._

Parker, F. W., and Kindergarten, 411

— on reading, 482

— _Talks on Teaching_, 544

Parker, C. S., in _Essays on Lib. Ed._, 32

Parkin, John, 366, _n._

Parkman, Francis, on Jesuits, 55, 56

Pascal and Loyola, 172

Past, No escape from the, 2

Pattison, Mark, on exams., 228, _n._

— on dearth of books, 12

— on what is education, 228

— on Milton

Pattison’s account of Renascence, 4

Paul III recognizes Jesuits, 35

Paulsen on Jesuits, 55

— on Comenius, 153

Payn, James, on learning from books, 546

Payne, Joseph, on Pestalozzi, 359, _n._

— on observation, 361

— on child’s unrest, 407, _n._

— _Science and Art of Teaching_, 542

— Papers on History of Ed., 544

— summing up Pestalozzi, 369, _n._

— a disciple of Jacotot, 415

— and International Copyright, 529

— on women’s ed., 98

Payne, Dr. J. F., notes to Locke, 228, _n._

Payne, W. H., _Science of Ed._, 545

Perez, B., on Jacotot, 438

Perfect familiarity, 433

Pestalozzian books, 383

Pestalozzianism lies in aim, 354

Pestalozzi’s school at Neuhof, 296

— talks with children at Stanz, 325

Pestalozzi, a strange schoolmaster, 334

— A portrait of, 345

— and Bacon, 408

— His poverty, 340

— His severity, 308

Petty’s Battlefield simile, 207

— Realism, 208

Philanthropinum, Subjects taught at, 279

Physical education for health, 104

— Ed. neglected by Port-Royalists, 188

— Ed., Rabelais for, 67

Physician’s defective science, 519

Picture-book for History, Dr. Arnold, 487

Pictures for teaching, 476

Piety at Port-Royal, 181

Pinloche’s Basedow mentioned, 289, _n._, 527

Plants and education, Rousseau, 255

Plato against compulsion, 113

— on literary instruction, 14

Play and learning different, 367

Pleasant, Learning must be, 138

Pleasurable, Exercise is, 464

Pleasure in learning, Jesuits, 506

— in learning. Ratke, 112

— in sch. work. Sacchini, 52

— in sch. work. Mulcaster, 98

— in study at Port-Royal, 183, 194

Poetry, Memorizing, 483

Pomey’s _Indiculus_, 40

Pope. _Dunciad_ quoted, 31, 422

— on Locke and Montaigne, 230, _n._

— on “Nature,” 109

— 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