| | PAGE |
| Chapter I.—Effects of the Renascence | 1-21 |
| No escape from the Past | 2 |
| “Discovery” of the Classics | 3 |
| Mark Pattison’s account of Renascence | 4 |
| Revival of taste for beauty in Literature | 5 |
| What is Literature? | 6 |
| Renascence loved beauty of expression | 7 |
| No translations. The “educated” | 8 |
| Spread of literature by printing | 9 |
| School course settled before Bacon | 10 |
| First defect: Learner above Doer | 11 |
| Second: Over-estimate of literature | 12 |
| Literary taste not common | 13 |
| Third: Literature banished from school | 14 |
| Translations would be literature | 15 |
| The classics not written for children | 16 |
| Language versus Literature | 17 |
| Fourth: “Miss as good as a mile” | 18 |
| Fifth: Neglect of children | 19 |
| Child’s study of his surroundings | 20 |
| Aut Cæsar aut nihil | 21 |
| Chapter II.—Renascence Tendencies | 22-26 |
| Reviving the Past. The Scholars | 23 |
| The Scholars: things for words | 24 |
| Verbal Realists: things through words | 25 |
| Stylists: words for themselves | 26 |
| Chapter III.—Sturmius. (1507-1589) | 27-32 |
| His early life. Settles in Strassburg | 28 |
| His course of Latin. Dismissed | 29 |
| The Schoolmaster taught Latin mainly | 30 |
| Resulting verbalism | 31 |
| Some books about Sturm | 32 |
| Chapter IV.—Schools of the Jesuits | 33-62 |
| Importance of the Jesuit Schools | 34 |
| The Society in part educational | 35 |
| “Ratio atque Institutio.” Societas Professa | 36 |
| The Jesuit teacher: his preparation, &c. | 37 |
| Supervision. Maintenance. Lower Schools | 38 |
| Free instruction. Equality. Boarders | 39 |
| Classes. Curriculum. Latin only used | 40 |
| Teacher Lectured. Exercises. Saying by heart | 41 |
| Emulation. “Æmuli.” Concertations | 42 |
| “Academies.” Expedients. School-hours | 43 |
| Method of teaching. An example | 44 |
| Attention. Extra work. “Repetitio” | 45 |
| Repetition. Thoroughness | 46 |
| Yearly examinations. Moral training | 47 |
| Care of health. Punishments | 48 |
| English want of system | 49 |
| Jesuit limitations | 50 |
| Gains from memorizing | 51 |
| Popularity. Kindness | 52 |
| Sympathy with each pupil | 53 |
| Work moderate in amount and difficulty | 54 |
| The Society the Army of the Church | 55 |
| Their pedagogy not disinterested | 56 |
| Practical | 57 |
| The forces: 1. Master’s influence. 2. Emulation | 57-58 |
| A pupil’s summing-up | 59 |
| Some books | 60 |
| Barbier’s advice to new master | 61 |
| Loyola and Montaigne. Port-Royal | 62 |
| Chapter V.—Rabelais. (1483-1553.) | 63-69 |
| Rabelais’ ideal. A new start | 64 |
| Religion. Study of Things | 65 |
| “Anschauung.” Hand-work. Books and Life | 66 |
| Training the body | 67 |
| Rabelais’ Curriculum | 68 |
| Study of Scripture. Piety | 69 |
| Chapter VI.—Montaigne. (1533-1592.) | 70-79 |
| Writers and doers. Montaigne versus Renascence | 71 |
| Character before knowledge. True knowledge | 72 |
| Athens and Sparta. Wisdom before knowledge | 73 |
| Knowing, and knowing by heart | 74 |
| Learning necessary as employment | 75 |
| Montaigne and our Public Schools | 76 |
| Pressure from Science and Examinations | 77 |
| Danger from knowledge | 78 |
| Montaigne and Lord Armstrong | 79 |
| Chapter VII.—Ascham. (1515-1568.) | 80-89 |
| Wolsey on teaching | 81 |
| History of Methods useful | 82 |
| Our three celebrities | 83 |
| Ascham’s method for Latin: first stage | 84 |
| Second stage. The six points | 85 |
| Value of double translating and writing | 86 |
| Study of a model book. Queen Elizabeth | 87, 88 |
| “A dozen times at the least” | 88 |
| “Impressionists” and “Retainers” | 89 |
| Chapter VIII.—Mulcaster. (1531(?)-1611.) | 90-102 |
| Old books in English on education | 91 |
| Mulcaster’s wisdom hidden by his style | 92 |
| Education and “learning” | 93 |
| 1. Development 2. Child-study | 94 |
| 3. Groundwork by best workman | 95 |
| 4. No forcing of young plants | 96 |
| 5. The elementary course. English | 97 |
| 6. Girls as well as Boys | 98 |
| 7. Training of Teachers | 99 |
| Training college at the Universities | 100 |
| Mulcaster’s reasons for training teachers | 101 |
| Mulcaster’s Life and Writings | 102 |
| Chapter IX.—Ratichius. (1571-1635.) | 103-118 |
| Principles of the Innovators | 104 |
| Ratke’s Address to the Diet | 105 |
| At Augsburg. At Koethen | 106 |
| Failure at Koethen | 107 |
| German in the school. Ratichius’s services | 108 |
| 1. Follow Nature. 2. One thing at a time | 109 |
| 3. Over and over again | 110 |
| 4. Everything through the mother-tongue | 111 |
| 5. Nothing on compulsion | 112 |
| 6. Nothing to be learnt by heart | 113 |
| 7. Uniformity. 8. Ne modus rei ante rem | 114 |
| 9. Per inductionem omnia | 115 |
| Ratke’s method for language | 116 |
| Ratke’s method and Ascham’s | 117 |
| Slow progress in methods | 118 |
| Chapter X.—Comenius. (1592-1671.) | 119-171 |
| Early years. His first book | 120 |
| Troubles. Exile | 121 |
| Pedagogic studies at Leszna | 122 |
| Didactic written. Janua published. Pansophy | 123 |
| Samuel Hartlib | 124 |
| The Prodromus and Dilucidatio | 125 |
| Comenius in London. Parliamentary schemes | 126 |
| Comenius driven away by Civil War | 127 |
| In Sweden. Interviews with Oxenstiern | 128 |
| Oxenstiern criticises | 129 |
| Comenius at Elbing | 130 |
| At Leszna again | 131 |
| Saros-Patak. Flight from Leszna | 132 |
| Last years at Amsterdam | 133 |
| Comenius sought true foundation | 134 |
| Threefold life. Seeds of learning, virtue, piety | 135 |
| Omnia sponte fluant. Analogies | 136 |
| Analogies of growth | 137 |
| Senses. Foster desire of knowledge | 138 |
| No punishments. Words and Things together | 139 |
| Languages. System of schools | 140 |
| Mother-tongue School. Girls | 141 |
| School teaching. Mother’s teaching | 142 |
| Comenius and the Kindergarten | 143 |
| Starting-points of the sciences | 144 |
| Beginnings in Geography, History, &c. | 145 |
| Drawing. Education for all | 146 |
| Scientific and Religious Agreement | 147 |
| Bishop Butler on Educating the Poor | 148 |
| Comenius and Bacon | 149 |
| “Everything Through the Senses” | 150 |
| Error of Neglecting the Senses | 151 |
| Insufficiency of the Senses | 152 |
| Comenius undervalued the Past | 153 |
| Literature and Science | 154 |
| Comenius’s use of Analogies | 155 |
| Thought-studies and Label-studies | 156 |
| Unity of Knowledges | 157 |
| Theory and the Practical Man | 158 |
| Mother-tongue. Words and Things together | 159 |
| Janua Linguarum | 160 |
| The Jesuits’ Janua | 161 |
| Comenius adapts Jesuits’ Janua | 162 |
| Anchoran’s edition of Comenius’s Janua | 163 |
| Change to be made by Janua | 164 |
| Popularity of Janua shortlived | 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 | 211 |
| Milton and School-Reform | 212 |
| Milton as spokesman of Christian Realists | 213 |
| Language an instrument. Object of education | 214 |
| Milton for barrack life and Verbal Realism | 215 |
| Milton succeeded as man not master | 216 |
| He did not advance Science of Education | 217 |
| Milton an educator of mankind | 218 |
| Chapter XIII.—Locke. (1632-1704.) | 219-238 |
| Locke’s two main characteristics | 220 |
| 1st, Truth for itself. 2nd, Reason for Truth | 221 |
| Locke’s definition of knowledge | 222 |
| Knowing without seeing | 223 |
| “Discentem credere oportet” | 224 |
| Locke’s “Knowledge” and the schoolmaster’s | 225 |
| “Knowledge” in Geography | 226 |
| For children, health and habits | 227 |
| Everything educative forms habits | 228 |
| Confusion about special cases. Wax | 229 |
| Locke behind Comenius | 230 |
| Humanists, Realists, and Trainers | 231 |
| Caution against classifiers | 232 |
| Locke and development | 233 |
| Was Locke a utilitarian? | 234 |
| Utilitarianism defined | 235 |
| Locke not utilitarian in education | 236 |
| Locke’s Pisgah Vision | 237 |
| Science and education. Names of books | 238 |
| Chapter XIV.—Jean-Jacques Rousseau. (1712-1778.) | 239-272 |
| Middle Age system fell in 18th century | 240 |
| Do the opposite to the usual | 241 |
| Family life. No education before reason | 242 |
| Rousseau “neglects” essentials. Lose time | 243 |
| Early education negative | 244 |
| Childhood the sleep of reason | 245 |
| Start from study of the child | 246 |
| Rousseau’s paradoxes un-English | 247 |
| Man the corrupter. The three educations | 248 |
| The aim, living thoroughly | 249 |
| Children not small men | 250 |
| Schoolmasters’ contempt for childhood | 251 |
| Schoolroom rubbish | 252 |
| Ideas before symbols | 253 |
| Right ideas for children | 254 |
| Child-gardening. Child’s activity | 255 |
| No sitting still or reading | 256 |
| Memory without books | 257 |
| Use of the senses in childhood | 258 |
| Intellect based on the senses | 259 |
| Cultivation of the senses | 260 |
| Music and drawing | 261 |
| Drawing from objects. Morals | 262 |
| Contradictory statements on morals | 263 |
| The material world and the moral | 264 |
| Shun over-directing | 265 |
| Lessons out of school. Questioning. At 12 | 266 |
| No book-learning. Study of nature | 267 |
| Against didactic teaching | 268 |
| Rousseau exaggerates about self-teaching | 269 |
| Learn with effort | 270 |
| Hand-work. The “New Education” | 271 |
| The Teacher’s business | 272 |
| Chapter XV.—Basedow and the Philanthropinum | 273-289 |
| Basedow tries to mend religion and teaching | 274 |
| Reform needed. Subscription for “Elementary” | 275 |
| A journey with Goethe | 276 |
| Goethe on Basedow | 277 |
| The Philanthropinum opened | 278 |
| Basedow’s “Elementary” and “Book of Method” | 279 |
| Subjects to be taught | 280 |
| French and Latin. Religion | 281 |
| “Fred’s Journey to Dessau” | 282 |
| At the Philanthropinum | 283 |
| Methods in the Philanthropinum | 284 |
| The Philanthropinum criticised | 285 |
| Basedow’s improvements in teaching children | 286 |
| Basedow’s successors | 287 |
| Kant on the Philanthropinum | 288 |
| Influence of Philanthropinists | 289 |
| Chapter XVI.—Pestalozzi. (1746-1827.) | 290-383 |
| His childhood and student-life | 291 |
| A Radical Student | 292 |
| Turns farmer. Bluntschli’s warning | 293 |
| New ideas in farming. A love letter | 294 |
| Resolutions. Buys land and marries | 295 |
| Pestalozzi turns to education | 296 |
| Neuhof filled with children | 297 |
| Appeal for the new Institution | 298 |
| Bankruptcy. The children sent away | 299 |
| Eighteen years of poverty and distress | 300 |
| “Gertrude” to the rescue. Pestalozzi’s religion | 301 |
| He turns author. “E. H. of Hermit” | 302 |
| Pestalozzi’s belief | 303 |
| The “Hermit” a Christian | 304 |
| Success of “Leonard and Gertrude” | 305 |
| Gertrude’s patience tried | 306 |
| Being and doing before knowing | 307 |
| Pestalozzi’s severity. Women Commissioners | 308 |
| Pestalozzi’s seven years of authorship | 309 |
| “Citizen of French Republic.” Doubts | 310 |
| Waiting. Pestalozzi’s “Inquiry” | 311 |
| Pestalozzi’s “Fables” | 312 |
| Pestalozzi’s own principles | 313 |
| Pestalozzi’s return to action | 314 |
| The French at Stanz | 315 |
| Pestalozzi at Stanz | 316 |
| Success and expulsion | 317 |
| At Stanz: Pestalozzi’s own account | 318-332 |
| Value of the five months’ experience | 333 |
| Pestalozzi a strange Schoolmaster | 334 |
| At Burgdorf. First official approval | 335 |
| A child’s notion of Pestalozzi’s teaching | 336 |
| Pestalozzi engineering a new road | 337 |
| Psychologizing instruction | 338 |
| School course. Singing; and the beautiful | 339 |
| Pestalozzi’s poverty. Kruesi joins him | 340 |
| Pestalozzi’s assistants. The Burgdorf Institute | 341 |
| Success of the Burgdorf Institute | 342 |
| Reaction. Pestalozzi and Napoleon I | 343 |
| Fellenberg, Pestalozzi goes to Yverdun | 344 |
| A portrait of Pestalozzi | 345 |
| Prussia adopts Pestalozzianism | 346 |
| Ritter and others at Yverdun | 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 | 393 |
| The first Kindergarten | 394 |
| Froebel’s last years. Prussian edict against him. His end | 395 |
| Author’s attitude towards Reformers | 396 |
| Difficulties with Froebel | 397 |
| “Cui omnia unum sunt” | 398 |
| Froebel’s ideal | 399 |
| Theory of development | 400 |
| Development through self-activity | 401 |
| True idea found in Nature | 402 |
| God acts and man acts | 403 |
| The formative and creative instinct | 404 |
| Rendering the inner outer | 405 |
| Care for “young plants.” Kindergarten | 406 |
| Child’s restlessness: how to use it | 407 |
| Employments in Kindergarten | 408 |
| No schoolwork in Kindergarten | 409 |
| Without the idea the “gifts” fail | 410 |
| The New Education and the old | 411 |
| The old still vigorous | 412 |
| Science the thought of God. Some Froebelians | 413 |
| Chapter XVIII.—Jacotot, a Methodizer. (1770-1840.) | 414-438 |
| Self-teaching | 415 |
| 1. All can learn | 416 |
| 2. Everyone can teach | 417 |
| Can he teach facts he does not know? | 418 |
| Languages? Sciences? | 419 |
| Arts such as drawing and music? | 420 |
| True teacher within the learner | 421 |
| Training rather than teaching | 422 |
| 3. “Tout est dans tout.” Quidlibet ex quolibet | 423 |
| Connexion of knowledges | 424 |
| Connect with model book. Memorizing | 425 |
| Ways of studying the model book | 426 |
| Should the book be made or chosen? | 427 |
| Robertsonian plan | 428 |
| Hints for exercises | 429 |
| The good of having learnt | 430 |
| The old Cambridge “mathematical man” | 431 |
| Waste of memory at school | 432 |
| How to stop this waste | 433 |
| Multum, non multa. De Morgan. Helps. Stephen | 434 |
| Jacotot’s plan for reading and writing | 435 |
| For the mother-tongue | 436 |
| Method of investigation | 437 |
| Jacotot’s last days | 438 |
| Chapter XIX.—Herbert Spencer | 439-469 |
| Same knowledge for discipline and use? | 440 |
| Different stages, different knowledges | 441 |
| Relative value of knowledges | 442 |
| Knowledge for self-preservation | 443 |
| Useful knowledge versus the classics | 444 |
| Special instruction versus education | 445 |
| Scientific knowledge and money-making | 446 |
| Knowledge about rearing offspring | 447 |
| Knowledge of history: its nature and use | 448 |
| Use of history | 449 |
| Employment of leisure hours | 450 |
| Poetry and the Arts | 451 |
| More than science needed for complete living | 452 |
| Objections to Spencer’s curriculum | 453 |
| Citizen’s duties. Things not to teach | 454 |
| Need of a science of education | 455 |
| Hope of a science | 456 |
| From simple to complex: known to unknown | 457 |
| Connecting schoolwork with life outside | 458 |
| Books and life | 459 |
| Mistakes in grammar teaching | 460 |
| From indefinite to definite: concrete to abstract | 461 |
| The Individual and the Race. Empirical beginning | 462 |
| Against “telling.” Effect of bad teaching | 463 |
| Learning should be pleasurable | 464 |
| Can learning be made interesting? | 465 |
| Apathy from bad teaching | 466 |
| Should learning be made interesting? | 467 |
| Difference between theory and practice | 468 |
| Importance of Herbert Spencer’s work | 469 |
| Chapter XX.—Thoughts and Suggestions | 470-491 |
| Want of an ideal | 471 |
| Get pupils to work hard | 472 |
| For this arouse interest. Wordsworth | 473 |
| Interest needed for activity | 474 |
| Teaching young children | 475 |
| Value of pictures | 476 |
| Dr. Vater at Leipzig | 477 |
| Dr. Vogel and Dr. Vater | 478 |
| First knowledge of numbers. Grubé | 479 |
| Measuring and weighing. Reading-books | 480 |
| Respect for books. Grammar. Reading | 481 |
| Silent and Vocal Reading | 482 |
| Memorising poetry. Composition | 483 |
| Correcting exercises. Three kinds of books | 484 |
| No epitomes | 485 |
| Ascham, Bacon, Goldsmith, against them | 486 |
| Arouse interest. Dr. Arnold’s historical primer | 487 |
| A Macaulay, not Mangnall, wanted | 488 |
| Beginnings in history and geography | 489 |
| Tales of Travelers | 490 |
| Results positive and negative | 491 |
| Chapter XXI.—The Schoolmaster’s Moral and Religious Influence | 492-503 |
| Master’s power, how gained and lost | 493 |
| Masters, the open and the reserved | 494 |
| Danger of excess either way | 495 |
| High ideal. Danger of low practice | 496 |
| Harm from overworking teachers | 497 |
| Refuge in routine work. Small schools | 498 |
| Influence through the Sixth. Day schools wanted | 499 |
| Teaching religion in England and Germany | 500 |
| Religious teaching connected with worship | 501 |
| Education to goodness and piety | 502 |
| How to avoid narrowmindedness | 503 |
| Chapter XXII.—Conclusion | 504-526 |
| A growing science of education | 505 |
| Jesuits the first Reformers | 506 |
| The Jesuits cared for more than classics | 507 |
| Rabelais for “intuition” | 508 |
| Montaigne for educating mind and body | 509 |
| 17th century reaction against books | 510 |
| Reaction not felt in schools and the Universities | 511 |
| Comenius begins science of education | 512 |
| Locke’s teacher a disposer of influence | 513 |
| Locke and public schools. Escape from “idols” | 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 |
