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 Accessions No. . Cfass No. 
 
SYLLABUS 
 
 COURSE IN PEDAGOGY 
 
 EMBRACING EDUCATIONAL PSYCHOLOGY, METHODS OF TEACHING, 
 SCHOOL ECONOMY, AND HISTORY OF EDUCATION. 
 
 BY 
 
 EDWARD BROOKS, 
 
 'Superintendent of Public Schools, Philadelphia. 
 
 " The object of education is to give to the body and the soul all the beauty and perfection 
 of which they are capable." Plato. 
 
 The object of education is to prepare for complete living." Herbert Spencer. 
 
 '' 
 
 PHILADELPHIA : 
 
 BURK & McFETKIDGE, 306 AND 308 CHESTNUT ST. 
 1892. 
 
SYLLABUS 
 
 -OF A- 
 
 COURSE IN PEDAGOGY 
 
 EMBRACING EDUCATIONAL PSYCHOLOGY, METHODS OF TEACHING, 
 SCHOOL ECONOMY, AND HISTORY OF EDUCATION. 
 
 BY 
 
 EDWARD BROOKS, 
 M 
 
 Superintendent of Public Schools, Philadelphia, 
 
 " The object of education is to give to the body and the soul all the beauty and perfection 
 of which they are capable." Plato. 
 
 " The object of education is to prepare for complete living." Herbert Spencer. 
 
 <&^ 
 
 PHILADELPHIA: 
 
 BURK & McFETKIDGE, 306 AND 308 CHESTNUT ST 
 1892. 
 
PREFACE. 
 
 This syllabus of a general course in Pedagogy has been prepared for 
 a two-fold purpose. First, it is designed as a basis of lectures by the 
 Superintendent to the teachers of Philadelphia on the science and art of 
 Teaching. Second, it is also intended as a suggestion or a guide to such 
 teachers of the city as may desire to continue their educational reading or 
 who may wish to make a more thorough study of Pedagogy than they have 
 hitherto done. 
 
 It is to be understood that it is merely a syllabus, though a compre- 
 hensive one, and aims to suggest only the leading ideas of pedagogical 
 thought and practice. Details are to be supplied and variations made by 
 the individual student as may be thought desirable. While it is believed 
 that the principles presented embrace all the leading ideas of the great 
 thinkers on educational subjects, from the earliest times to the present 
 day, these are not to be regarded as exhaustive of the subject, but merely 
 suggestive of general lines of thought upon the topics considered. Teachers 
 will remember also that many principles, no matter how broad or compre- 
 hensive, will need judicious modification in order to adapt them to the 
 various cases that arise in the actual work of the school-room. It is 
 suggested that the principles given be carefully scrutinized and criticised 
 by those who may examine them, and especially by those who may be 
 guided in their studies by this syllabus. Every professionally educated 
 teacher should have in his mind some such outline of the theory and 
 practice of teaching as is here presented; and it is hoped that these 
 outlines may be at least suggestive of a scheme of educational doctrine 
 worthy of the claim of the possibility of a Profession of Teaching. 
 
The Science and irt of Teaching, 
 
 INTRODUCTION. 
 
 I. THE NATURE OF EDUCATION. 
 
 1. Education defined and illustrated. Fundamental 
 ideas; development and knowledge culture and instruc- 
 tion. 
 
 2. Definitions of different thinkers : Plato; Aristotle; 
 Montaigne; Bacon; Locke; Comenius; Pestalozzi; 
 Spencer; Bain, etc. 
 
 3. The problem of education: Man, the object of edu- 
 cation. Matter, the material of education. Method, the 
 manner of education. Relation of the three elements. 
 Divisions which they indicate. 
 
 4. Kinds of education : Determined by the nature of 
 man. Analysis of man's nature. Results' of analysis; 
 (a) Physical education ; (6) Intellectual education ; (c) 
 ^Esthetic education; (d) Moral education; (e) Religious 
 education. 
 
 5. Grand aims of education : Improvement of the 
 individual ; development of knowledge ; progress in civil- 
 ization; universal freedom. 
 
 II. GENERAL PRINCIPLES OF EDUCATION. 
 
 1. The fundamental object of education is the perfec- 
 tion of the individual. 
 
 2. This perfection is attained by a harmonious develop- 
 ment of all the faculties. 
 
 3. These faculties develop in a natural order that 
 should be followed in education. 
 
4. The basis of this 'development is the self-activity of 
 the mind. 
 
 5. This self-activity has two distinct phases : 1st, recep- 
 tive and acquisitive; and 2d, productive and expressive. 
 
 6. These two phases of self-activity should be carefully 
 co-ordinated in the work of education. 
 
 7. There must be objective realities to supply the con- 
 dition for the self-activity of the mind. 
 
 8. The mind operating on these objective realities 
 develops its powers and furnishes itself with knowledge. 
 
 9. Education, at a certain stage, should be modified by 
 the different tastes and talents of the individual. 
 
 10. A scheme of education should aim to attain the 
 highest welfare of society, the state, and the race. 
 
 III. THE BRANCHES OF EDUCATION. 
 
 The branches; how determined; their nature and 
 relation ; what is embraced in each ; general outline of the 
 branches. 
 
 1. Methods of Culture : 2. Methods of Instruction : 
 
 1. Physical culture. 1. In language. 
 
 2. Intellectual culture. 2. In mathematics. 
 
 3. ^Esthetic culture. 3. In physical sciences. 
 
 4. Moral culture. 4. In history, civics, etc. 
 
 5. Religious culture. 5. In the arts, etc. 
 
 3. School Economy : 4. History of Education : 
 
 1. School preparation. 1. Oriental education. 
 
 2. School organization. 2. Greek education. 
 
 3. School employments. 3. Roman education. 
 
 4. School government. 4. Mediaeval education. 
 
 5. School authorities. 5. Renaissance education. 
 
 6. School systems. 6. Modern education. 
 
 5. The Philosophy of Education. 
 
 NOTE. "Methods of Culture" includes both the physical and mental 
 nature of man. The discussion of the culture of the mental nature is em- 
 braced under the head of Educational Psychology, which constitutes the 
 first division of this syllabus. The subjects of physical culture, aesthetic 
 culture, etc., are only incidentally referred to in this syllabus. The expres- 
 sions, "methods of instruction" and "methods of teaching" are often 
 used interchangeably. 
 
PART I 
 
 Educational Psychology ; 
 
 Or, the Mind and its Culture. 
 
 INTRODUCTION. 
 
 I. THE NATURE OF MAN. 
 
 Man the object of education. Nature of man, his 
 physical nature, his mental nature. Relation of body 
 and mind. Education embraces the culture of both body 
 and mind. 
 
 II. GENERAL NATURE OF MIND. 
 
 1. The Mind : Its existence, its nature, distinction 
 from matter. How to study mind : by observation, by 
 language, by consciousness. Fundamental activities, 
 discrimination and retention. 
 
 2. Value of a knowledge of mind to the teacher : 
 For its culture, for its instruction, for the principles of 
 teaching, the basis of his work. 
 
 3. Analysis of Mind : Forms of activity, or Faculties. 
 A faculty defined, ('lasses of faculties; Intellect Sen- 
 sibility Will. Their nature and relation. Faculties not 
 parts of the mind The mind a unit. 
 
III. GENERAL NATURE OF THE INTELLECT. 
 
 1. The Intellect defined Its activities Its products 
 The source of knowledge. 
 
 2. Faculties of the Intellect : Perception ; Memory ; 
 Imagination; Understanding; Intuition. 
 
 3. The Understanding (thought-power) : Abstrac- 
 tion ; Conception ; Judgment ; Reasoning. 
 
 4. The products of the Intellect : Ideas and 
 Thoughts their nature their origin their relation. 
 
 5. Consciousness and Attention; their nature and 
 functions. 
 
 IV. GENERAL PRINCIPLES OF THE CULTURE OF THE MIND. 
 
 1. The object of mental culture is the complete develop- 
 ment of the powers of the mind. 
 
 2. One of the primary conditions of mental culture is 
 a well-organized and healthy brain. 
 
 3. The mind is cultivated by the activity of its 
 faculties. 
 
 4. This activity of the mind requires objective realities 
 for it to act upon. 
 
 5. Each faculty of the mind requires a culture adapted 
 to its own nature arid activity. 
 
 6. The culture of the mind should follow the natural 
 order of the development of its faculties. 
 
 7. The culture of the mind should aim at a har- 
 monious development of all its faculties. 
 
 8. The culture of the mind should be modified by the 
 different tastes and talents of a pupil. 
 
 9. The culture of the mind is not creative, but aims 
 to develop possibilities into realities. 
 
 10. The ultimate aim of education is the attainment 
 of the triune results of culture, knowledge, and efficiency. 
 
THE INTELLECT. 
 
 I. THE NATURE AND CULTURE OF CONSCIOUSNESS. 
 
 /. Nature of Consciousness. 
 
 Its general nature ; objects of consciousness ; pro- 
 ducts of consciousness; unconscious mental modifications; 
 development of conscious knowledge. 
 
 //. Mental Culture through Consciousness. 
 
 Culture through conscious knowledge. Culture 
 through unconscious knowledge. The culture of philo- 
 sophical consciousness. The culture required for abnor- 
 mal consciousness. 
 
 II. THE NATURE AND CULTURE OF ATTENTION. 
 
 1. The Nature of Attention. 
 
 1. Its general nature ; objective and subjective; posi- 
 tive and negative ; relation to consciousness ; relation to 
 the will ; relation to the acts of the body ; number of 
 objects of attention, etc. 
 
 //. The Culture of Attention. 
 
 1. Importance of Attention : To perception ; to mem- 
 ory; to thought ; to genius ; to success in life. 
 
 2. How to cultivate Attention: By exercise; by 
 observation ; by reading ; by study ; by mathematics ; by 
 natural ' science, etc. 
 
 3. How to secure the attention of pupils : By manner 
 in teaching ; by method of teaching ; by appropriate sub- 
 jects novelty variety interest adaptation to age, etc. 
 
 4. Habits of attention ; extent of culture ; remark- 
 able examples, etc. 
 
10 
 
 III. THE NATURE AND CULTURE OF PERCEPTION. 
 
 /. The Nature of Perception. 
 
 1. Its general nature defined and illustrated. Con- 
 ditions of perception ; body and mind. 
 
 2. The Nervous Organism : The Brain. The Nerves 
 afferent and efferent. Theories of sensation. Reflex 
 action. The organs of the special senses, touch, taste, 
 smell, hearing, and sight. 
 
 3. Process of Perception : How we perceive objects. 
 Relation of sensation and perception. Direct and indirect 
 perception. The forming of percepts. Knowledge given 
 by each sense ; by touch, by taste, by smell, by hear- 
 ing, by sight. The relation of sight to touch. 
 
 4. Herbart's doctrine of Apperception. Its educa- 
 tional value. 
 
 II. The Culture of Perception. 
 
 1. Value of this culture. Neglect of culture. Differ- 
 ences of perceptive power. The time for culture. Sense 
 culture the basis of the new education. 
 
 2. Methods of cultivating Perception : By exercise; 
 observing with attention; observing minutely ; object les- 
 sons; drawing; natural history ; formulas for observation, 
 etc. 
 
 3. Culture of the special senses : (a) Lessons to cul- 
 tivate touch ; (6) Lessons to cultivate smell and taste ; 
 (c) Lessons to cultivate hearing ; (d) Lessons to cultivate 
 sight. 
 
 4. Application of Perception in Teaching : In orthog- 
 raphy ; In reading ; In geography ; In arithmetic ; In 
 geometry ; In physiology ; In drawing ; In modeling, 
 etc. 
 
11 
 
 5. Relation of Perception to the "new education:'' 
 Montaign e Locke Pestalozzi Froebel The Kinder- 
 garten Object Lessons Observation and experiment in 
 teaching the natural sciences. 
 
 6. The limitation of 'perceptive knowledge: In 
 history ; In geography ; In mathematics ; In literature ; In 
 philosophy, etc. 
 
 7. Value of perceptive knowledge : Its culture value 
 Its practical value Errors of the " old education " 
 Over-estimation of perceptive knowledge Mistakes in the 
 " new education." 
 
 IV. NATURE AND CULTURE OF THE MEMORY. 
 
 I. The Nature of the Memory. 
 
 1. Its general nature defined and illustrated. The con- 
 servative faculty. Nature of conservation of knowledge. 
 
 2. The elements of Memory : Retention ; Recollec- 
 tion; Representation; Recognition. Discussion of each. 
 
 3. The Laws of Memory: Nature of the laws. 
 Primary laws (law of the permanent idea) ; comprehension 
 attention feeling repetition, etc. Secondary laws (law 
 of the related idea) ; similarity contrast contiguity 
 cause and eifect. 
 
 4. General remarks on Memory : Relation to reason- 
 ing Relation to invention Memory and old age Effects 
 of disease on the memory. 
 
 II. The Culture of Memory. 
 
 1. Importance of the culture of Memory. Neglect of 
 culture. Differences in memory. Examples of remark- 
 able memory. Time for culture. Value of the memory. 
 
12 
 
 2. Methods of cultivating the Memory : Exercise ; 
 clear conceptions ; attention ; interest ; repetition ; asso- 
 ciation ; special artifices ; verse key-words sentences ; 
 systems of mnemonics. 
 
 3. Application to Teaching: In orthography In 
 geography In history In literature In natural history 
 In arithmetic In physiology, etc. 
 
 4. The Memory in education : Educational value of 
 the memory The memory studies Misuse of the mem- 
 ory in teaching Rote learning Words without ideas 
 Cramming, etc. 
 
 V. THE NATURE AND CULTURE OF THE IMAGINATION. 
 
 I. The Nature of the Imagination. 
 
 1. Its general nature defined and illustrated. Its re- 
 lation to perception. Its relation to memory. Materials 
 used in its operations. 
 
 2. Its Products : new combinations ; new creations ; 
 their relation and difference. 
 
 3. Its Forms : phantasy ; fancy ; imagination proper. 
 
 4. Its Laws : Involuntary ; voluntary : suggestion ; 
 spontaneous ; sensible forms, etc. 
 
 5. Its Limits : By space ; by matter ; by time ; by 
 mind. 
 
 6. Its Sphere^ of operations : Vary the old ; combine 
 the old into new forms ; create the new, objects, forms, 
 events, characters, etc. 
 
 II. The Culture of the Imagination. 
 
 1. Value of the culture of Imagination : To thought ; 
 To science ; To poetry ; To art ; To oratory ; To character. 
 
13 
 
 2. Methods of cultivating the Imagination : By exer- 
 cise; study of nature ; study of art; study of literature ; 
 forming new combinations; creating ideal productions. 
 
 3. Application in Teaching : In orthography In 
 reading In geography In literature In history In 
 geometry In drawing In modeling In music, etc. 
 
 4. Its relations : To science To fiction To poetry 
 To painting To sculpture Idealism and realism in art. 
 
 YI. THE UNDERSTANDING OR THOUGHT-POWER. 
 
 1. The Understanding defined and illustrated : names 
 of the faculty ; its products ; its operations (analysis and 
 synthesis) ; its basis (comparison). 
 
 2. Forms of activity of the Understanding : Abstrac- 
 tion Conception Judgment Reasoning. 
 
 3. Culture of the Understanding : Its value Its 
 neglect Time for culture The thought-studies of the 
 school Each faculty to be considered separately. 
 
 VII. THE NATURE AND CULTURE OF ABSTRACTION. 
 
 /. The Nature af Abstraction. 
 
 1. Its nature defined and illustrated. Positive and 
 negative. The power questioned. Arguments for the 
 power. Other views, limited view, wider view. General 
 remarks. 
 
 2. Products of Abstraction: Abstracts; pure ab- 
 stracts are particular ; general abstract ideas. 
 
 12. The Culture of Abstraction. 
 
 1. The importance of correct culture: Value of the 
 power of abstract thought The concrete before the 
 abstract Errors of the old education Dangers in the 
 new education. 
 
14 
 
 2. Methods of cultivating Abstraction : By sponta- 
 neous activity ; drill on abstract qualities ; study of the 
 abstract sciences; not take a child to the abstract too 
 early. 
 
 VIII. THE NATURE AND CULTURE OF CONCEPTION. 
 
 /. The Nature of Conception. 
 
 1. The general nature defined and illustrated. Nature 
 of the general idea. The term generalization. The term 
 conception. 
 
 2. The process of Conception : The basis of the pro- 
 cess ; Forming the concept (the three steps); Naming the 
 concept; Forming higher concepts; The three steps not 
 always formal ; A synthetic process ; An ascending pro- 
 cess. 
 
 3. The nature of the Concept : Definition of the con- 
 cept ; Not an image ; Relation to a percept ; Concrete and 
 abstract; Broad and narrow ; Higher and lower ; Relation 
 of concepts ; Content and extent ; Extension and inten- 
 sion ; Distribution of concepts. 
 
 4. Qualities of Concepts : Clear and obscure ; Dis- 
 tinct and confused ; Adequate and inadequate ; Notative 
 and symbolical ; Absolute and relative ; Contrary and con- 
 tradictory ; Positive and negative. 
 
 5. Unfolding conceptions : Logical division ; logical 
 analysis; logical definition. 
 
 6. Existence of general ideas : Their existence ques- 
 tioned; nominalism and its arguments ; conceptionalism 
 and its arguments ; Bain's discussion of the subject; reply 
 to Bain. 
 
 7. Classification: Nature of classification; scientific 
 classification ; early attempts and progress of classification ; 
 scientific genius ; classes in nature. 
 
15 
 
 21. The Culture of Conception. 
 
 1. Value of Conception: Basis of thought; Basis ol 
 language ; Basis of science. 
 
 2. Methods of cultivating Conception: In studies; 
 By logical analysis; By logical division; By logical 
 definition. 
 
 3. Application in Teaching : In geography In arith- 
 metic In grammar In botany In zoology, etc. 
 
 III. The Culture of Classification. 
 
 1. Value of Classification : In common life To the 
 student In science. 
 
 2. Methods of cultivating Classification : Classify 
 objects ; classify subject-matter of studies ; write outlines in 
 studies; study the classificatory sciences; study the prin- 
 ciples of classification, etc. 
 
 3. Application in Teaching: In orthography; In 
 geography; In history; In arithmetic; In grammar; In 
 natural sciences, etc. 
 
 IX. THE NATURE AND CULTURE OF JUDGMENT. 
 I. The Nature of Judgment. 
 
 1. Its general nature defined and illustrated: Primi- 
 tive judgments; Logical judgment; The things compared ; 
 Analytic and synthetic; Judgments of extension and in- 
 tension ; The proposition analyzed. 
 
 2. Nature of judgments: Definition; Quality and 
 quantity; Kinds of judgment; Relation of judgments; 
 Distribution of terms ; Laws of distribution ; Substitutive 
 judgments. 
 
 3. Derived judgments: By opposition; by con- 
 version, etc. 
 
16 
 
 II. The Culture of Judgment. 
 
 1. Value of the Judgment : To perception ; To mem- 
 ory ; To thought ; To science ; To poetry, etc. 
 
 2. Methods of cultivating the Judgment : Exercises 
 in comparison of, forms, colors, lengths, etc. ; By the 
 studies, arithmetic, geometry, grammar, etc. ; The fig- 
 ures of literature ; Games of skill, etc. 
 
 3. Application in Teaching : In orthography ; In 
 geography; In arithmetic; In grammar; In geometry; 
 In manual work, etc. 
 
 X. THE NATURE AND CULTURE OF REASONING. 
 I. The Nature of Reasoning. 
 
 1. Its general nature defined and illustrated. Indirect 
 comparison ; Comparison of relations ; Relation to judg- 
 ment ; Views of different writers, etc. 
 
 2. Kinds of Reasoning : Deduction and induction ; 
 Their relation ; Kinds of truth to which each is applicable* 
 
 3. The syllogism : Definition ; the parts ; the terms ; 
 the premises; the figures ; laws of the syllogism. 
 
 4. Deductive reasoning : Its nature; origin of general 
 truths ; mathematical reasoning, etc. 
 
 5. Inductive reasoning : Its nature ; its basis ; its 
 limits ; criteria of induction ; tests of casual agency. 
 
 5. Hypothesis and theory : Nature of each ; prob- 
 ability ; verification ; origin ; value, etc. 
 
 II. The Culture of Reasoning. 
 
 1. Culture of Deductive reasoning : Study of lan- 
 guage ; study of mathematics; study of the physical 
 sciences; stud}' of the philosophical sciences; care to 
 avoid the fallacies of deduction, (begging the ques- 
 tion reasoning in circle, etc.). 
 
17 
 
 2. Culture of Inductive reasoning : By inductive 
 teaching or studying ; by the study of the inductive 
 sciences; by inductive investigations; care to avoid the 
 fallacies of induction, (of observation, mistaking the 
 cause, antecedent for cause, etc.). 
 
 3. Application in Teaching : In geography ; In gram- 
 mar; In arithmetic ; In algebra; In geometry; In history;, 
 In natural philosophy ; In physiology ; In botany, etc. 
 
 4. Thought knowledge : Relation to perceptive 
 knowledge Higher than perceptive knowledge Higher 
 than book knowledge The triumphs of natural science 
 The triumphs of mathematics The grandeur of philosophy. 
 
 XL THE NATURE AND CULTURE OF INTUITION. 
 I. The Nature of Intuition. 
 
 1. Its general nature defined and illustrated : Exist- 
 ence of this power; Relation to other faculties; Its prod- 
 ucts; Primary Ideas Primary Truths. 
 
 2. Primary Truths: Their nature; their existence; 
 tests of primary truths; remarks on primary truths. 
 
 3. Primary Ideas : Space ; time ; identity ; cause ; 
 number, etc. 
 
 4. The subject embraces ; The True The Beautiful 
 The Good or Right. 
 
 XII. THE NATURE AND CULTURE OF THE TRUE. 
 I. The Nature of the Idtas of the True. 
 
 1. Space: Nature of Space; nature of the idea; origin 
 of the idea. 
 
 2. Time: Nature of Time; nature of the idea; 
 origin of the idea. 
 
 3. Identity : Nature of Identity ; nature of the idea ; 
 origin of the idea; kinds of identity. 
 
 4. Cause: Nature of Cause; nature of the idea; 
 origin of the idea. 
 
18 
 
 5. Number : Nature of Number ; nature of the idea ; 
 origin of the idea. 
 
 II. The Culture of the Idea of the True. 
 
 1. The value of the idea of the True : Basis of 
 thought ; basis of science ; relation to art ; relation to life. 
 
 2. Methods of cultivating the idea : It unfolds spon- 
 taneously. The development of the idea, of space ; of 
 time ; of cause, etc. 
 
 3. Application in Teaching : The True in Science 
 The True in Art The True in Morals. 
 
 XIII. NATURE AND CULTURE OF THE BEAUTIFUL. 
 I. The Nature of the Beautiful 
 
 1. The Beautiful : Difficulty of defining. Various 
 theories. Two classes objective and subjective. Subjec- 
 tive theories: sensation; association; symbolism. Ob- 
 jective theories: utility; order and proportion; unity 
 and variety ; the spiritual theory. 
 
 2. The Sublime : Nature of sublimity; elements of 
 sublimity; moral sublimity. 
 
 3. The Ludicrous : Nature of the idea ; nature of the 
 ludicrous ; forms of the ludicrous. 
 
 4. The power of Taste : Its nature ; its two ele- 
 ments; standard of taste, etc. 
 
 II. The Culture of the Beautiful (^Esthetic Culture), 
 
 1. The value of the idea of Beauty: To Character; 
 to Literature ; to the Arts ; to Morality ; to Religion ; a 
 source of enjoyment. 
 
 2. Culture of the ^Esthetic nature : From nature ; 
 from art ; by literature ; by music ; by certain studies ; 
 the beautiful in character, etc. 
 
19 
 
 3. Application in Teaching: Condition of the school- 
 room ; pictures ; flowers ; music ; poetry ; drawing ; man- 
 ners of pupils, etc. 
 
 XIV. THE NATURE AND CULTURE OF THE RIGHT. 
 
 /. The Nature of the Good, or Right. 
 
 1. Nature of the idea of the Right: The Right 
 'Obligation Merit and demerit. Origin of these ideas. 
 
 2. Theories of the nature of the Right : Happiness ; 
 utility; legal enactment; divine will, etc. ; correct theory. 
 
 3. Origin of the idea of the Right : Education; legal 
 enactment ; association ; sympathy ; Bain's theory ; a 
 moral sense; intuition. 
 
 4. Nature of Conscience: Intellectual element; emo- 
 tional element; their relation; what is conscience? 
 
 Nature of Ethics; diversity of moral judgments ; is 
 -conscience a safe guide ? 
 
 //. The Culture of the Eight (Moral Culture). 
 
 1. Nature of this culture : Ideas to be developed ; 
 the right obligation merit and demerit. The idea of 
 duty. The different duties. 
 
 2. Value of moral ideas : To Literature ; to the Arts ; 
 to Character ; to Society ; to the State. 
 
 3. Principles of moral culture : (a) Culture possible ; 
 (6) should begin early; (c) feeling with cognition; (d) in 
 the concrete. 
 
 4. Methods of moral culture : (a) By examples ; (6) 
 by literature ; (c) by history; (d) by the Bible; (e) avoid 
 evil influences ; (/) rules of moral action ; (g) moral habits ; 
 {Ji) moral ideals; (i) duty of parent and teacher, etc. 
 
20 
 
 5. Application in Teaching : Teachers should aim to 
 develop the following: 
 
 (a). Duties to self: Self-control; purity; culture; in- 
 dustry; temperance; ambition; vanity ; covetousness, etc. 
 
 (6). Duties to others : Courtesy ; obedience ; vera- 
 city ; honesty; charity; gratitude; patriotism, etc. 
 
 (c). Duties to God: Faith; love; obedience. 
 
 NOTE. In this brief discussion of the Eight may be found the basis 
 of a course in Moral Culture. A full treatment of the subject would, 
 embrace the Sensibilities and the Will. 
 
 THE SENSIBILITIES. 
 
 I. THE NATURE OF THE SENSIBILITIES. 
 
 Introduction : The Sensibilities defined and illus- 
 trated. Relation to the intellect. Classification, Emo- 
 tions, Affections, and Desires. Duality of feelings. Other- 
 classifications. 
 
 I. The Simple Emotions. 
 
 The Emotions defined and illustrated. Classifica- 
 tion, Instinctive and Rational. Nature of each. 
 
 1. The Instinctive Emotions: Cheerfulness and. 
 melancholy ; companionship and loneliness ; sympathy 
 with happiness ; sympathy with sorrow. 
 
 2. The Rational Emotions : (a) The egoistic emo- 
 tions, pride and humility ; (b) The aesthetic emotions : 
 novelty; wonder; beauty; sublimity; the ludicrous; (c) The 
 ethical emotions : obligation ; satisfaction and remorse ;; 
 approval or disapproval., 
 
21 
 
 //. The Affections. 
 
 The Affections defined and illustrated. Classification, 
 Benevolent and Malevolent. Nature of each. 
 
 1. The Benevolent Affections : Affection for kin- 
 dred ; friendship ; gratitude ; patriotism ; philanthropy ; 
 piety. 
 
 2. The Malevolent Affections: Resentment; envy; 
 jealousy ; revenge, etc. 
 
 III. The Desires. 
 
 The Desires defined and illustrated. Their basis. 
 Relation to aversion. Classification, Physical and 
 Rational. 
 
 1. The Physical Desires: Food; stimulants; activ- 
 ity; repose, etc. 
 
 2. The Rational Desires : Happiness ; society ; wealth ; 
 power ; esteem ; knowledge. Hope and fear. 
 
 II. THE CULTURE OF THE SENSIBILITIES. 
 
 1. Value of the Sensibilities : Of great value ; to the 
 intellect; to thought; to will; to literature; to oratory; 
 to happiness; to morality ; to religion. 
 
 2. General principles of their culture : By judicious 
 -exercise; develop the higher and repress the lower; the 
 law of moderation. 
 
 I. Culture of the Emotions. 
 
 1. The Instinctive Emotions : Cheerfulness ; melan- 
 choly: companionship; sympathy. 
 
 2. The Rational Emotions : Pride ; humility ; novelty ; 
 vbeauty ; sublimity ; the ludicrous ; the moral feelings. 
 
22 
 
 II. Culture of the Affections. 
 
 1. The Benevolent Affections : Love of kindred; 
 friendship; gratitude; patriotism; philanthropy; piety. 
 
 2. The Malevolent Affections: Resentment; envy; 
 jealousy; revenge, etc. 
 
 III. Culture of the Desires. 
 
 1. The Physical Desires : Food; stimulants ; activity ; 
 repose, etc. 
 
 2. The Rational Desires: Happiness; society; wealth;: 
 power ; esteem ; knowledge. 
 
 THE WILL. 
 
 I. THE NATURE OF THE WILL. 
 
 Introduction. General nature. Elements involved.. 
 Essential elements, motive, choice, executive volition. 
 
 2. The Motive : Definition ; motive subjective ; 
 classes of motives ; relation of desire and duty ; relation 
 of motive and cause. 
 
 3. The Choice : Definition of choice ; essential ele- 
 ment ; diversity of objects; liberty of selection ; choice 
 free; deliberation implied; the final decision. 
 
 4. The Executive Volition : Its nature ; relation to 
 choice ; when complete. 
 
 5. Remarks on the Will : The will an active power ; 
 the will a cause ; the conception difficult ; Bain's philoso- 
 phy of the will; Bain's view examined. 
 
23 
 
 II. THE FREEDOM OF THE WILL. 
 
 1. The nature of freedom; a freedom from; a free- 
 dom to; " to do as we please," etc. 
 
 2. Arguments for freedom ; A general conviction ; 
 conscious of freedom ; man's moral nature ; consequences 
 of the opposite, etc. 
 
 3. Objections to freedom: Influence of sensibility; 
 contrary choice; disposition; strongest motive; motives 
 the cause; dictum necessitatis ; Bain's views, etc. 
 
 III. THE CULTURE OF THE WILL. 
 
 1. Value of the Will : To thought ; to discovery ; to 
 oratory ; to military success ; to government ; to religion ; 
 to courage; to character; to success in life. 
 
 2. Methods of cultivating the Will : Stimulation ; 
 direction ; self-control ; overcoming obstacles ; difficult 
 studies; self-reliance; prompt decision; influence of 
 other wills; moral influences. 
 
 BOOKS OP REFERENCE. Baldwin's "Elementary Psychology;" 
 Brooks's "Mental Science and Mental Culture;" Sully's "Hand-Book of 
 Psychology;" Preyer's "Development of the Intellect ;" Preyer's "Senses 
 and the Will ;" Porter's " Human Intellect ;" Carpenter's " Mental Physi- 
 ology ;" Herbart's "Psychology;" Bain's "Mental Science;" Spencer's 
 "Principles of Psychology;" Bain's "Moral Science;" Bain's "The 
 Senses and the Intellect;" Bain's "The Emotions and the Will ;" Bain's 
 "Mind and Body;" Galton's "Natural Inheritance;" Hamilton's "Lec- 
 tures on Metaphysics and Logic;" Mill's "Examination of Hamilton's 
 Philosophy;" Ladd's "Elements of Physiological Psychology;" McCosh's 
 "Psychology;" McCosh's "Intuitions of the Mind, Inductively Investi- 
 gated;" Locke's "Essay on the Human Understanding;" Lotze's "Out- 
 lines of Psychology ;" Calderwood's " The Relation of Mind and Brain ;" 
 Galton's "Inquiries into Human Faculty and its Development;" Ribot's 
 "Diseases of Memory;" Wood's "Brain-work and Over- work ;" James's 
 " Principles of Psychology ;" Ribot's " The English Psychology ;" Carus's 
 "The Soul of Man;" Lindner's " Empirical Psychology ;" Kant's "Critique 
 of Pure Reason ';" Todhunter's Logic ; Thomson's " Outline of the Laws 
 of Thought;" Jevon's Logic; Hyslop's "Elements of Logic;" Mill's 
 Logic, etc. 
 
PART II. 
 Methods of Instruction ; 
 
 Or, the Science and Art of Teaching. 
 
 I. THE SCIENCE OF TEACHING. 
 
 I. THE GENERAL NATURE OF TEACHING. 
 
 1. Teaching defined. Relation to education. Its ele- 
 ments. Culture and Instruction. 
 
 2. Teaching a Science. Its claims to a science. Source 
 of its laws and principles. 
 
 3. Teaching an Art. Its claims to an art. Source of 
 its methods. The teacher an artist. 
 
 4. Teaching includes : (a) The nature of mind ; (6) 
 The nature of knowledge; (c) The nature of instruction, 
 its forms, order, and principles. 
 
 II. THE GENERAL NATURE OF THE MIND. 
 
 1. The Mind : Its nature ; how to study mind ; its 
 faculties. 
 
 2. General classification: Intellect; Sensibility; 
 Will. Their nature and relation. 
 
3. The Intellect : Perception ; memory ; imagina- 
 tion ; understanding; intuition. 
 
 4. The Understanding: Abstraction; conception; 
 judgment; reasoning. 
 
 5. Other forms of mental activity : Consciousness ; 
 attention, etc. 
 
 III. THE GENERAL NATURE OF KNOWLEDGE. 
 
 1. Nature of Knowledge. Origin and development of 
 knowledge. Relation of knowledge to the mind. Division 
 of knowledge; common knowledge scientific knowledge 
 " inductive and deductive " knowledge " empirical and 
 rational" the "formal sciences." 
 
 2. Classification of Knowledge: Language; mathema- 
 tics; physics; psychology; sociology; history; the arts. 
 
 3. The nature of each branch ; its relation to the mind; 
 origin of each branch ; how developed. 
 
 4. Educational value of the studies: Culture value; 
 practical value ; views of various authors upon the subject. 
 
 IV. THE FORMS OF INSTRUCTION. 
 
 1. Nature of Instruction : Instruction defined; rela- 
 tion to education ; embraces, forms, order, and principles. 
 
 2. Forms of Instruction: (a) analytic; (6) synthetic ; 
 (c) concrete; (d) abstract; (e) inductive (/) deductive ; (g) 
 theoretical; (A) practical. 
 
 3. The application of each form to the different 
 branches of study explained. 
 
 Y. THE ORDER OF INSTRUCTION. 
 
 1. The nature and value of this inquiry. Different 
 periods require different studies and methods. Four edu- 
 cational periods, infancy, childhood, youth, manhood. 
 
26 
 
 9 
 
 Branches to be taught :(a) in infancy ; (b) in child- 
 hood; (c) in youth; (d) in manhood. 
 
 3. The same applied to the different grades of a public 
 school. 
 
 VI. THE PRINCIPLES OF INSTRUCTION. 
 
 1 The nature of principles; their value in~ teaching; 
 three classes of principles; their origin; the application of 
 the several principles to the different studies. 
 
 FIRST CLASS PRINCIPLES DERIVED FROM THE NATURE OF 
 
 THE MIND. 
 
 1. The primary object of teaching is to afford culture 
 to the mind. 
 
 2. This culture should follow the natural unfolding of 
 the powers of the child's mind. 
 
 3. The teacher should aim to give careful culture to> 
 the power of attention. 
 
 4. The teacher should aim to give careful culture to- 
 the perceptive powers of the child. 
 
 5. The teacher should aim to train the memory to 
 operate by the laws of association and suggestion. 
 
 6. The teacher should aim to unfold the child's power 
 of forming ideal conceptions. 
 
 7. The teacher should aim to give careful culture to 
 the powers of abstraction arid conception. 
 
 8. The teacher should take special pains to cultivate 
 the judgment, or power of comparison, of the child. 
 
 9. A child should be taught to reason first inductively 
 and then deductively. 
 
 10. A child should be led gradually to attain clear 
 conceptions of intuitive ideas and truths. 
 
 NOTE. These principles are to be explained and illustrated in the- 
 work of teaching. 
 
27 
 
 SECOND CLASS PRINCIPLES DERIVED FROM THE NATURE 
 OP KNOWLEDGE. 
 
 1. The second object of teaching is to furnish the 
 mind with knowledge. 
 
 2. Instruction should follow the natural order of the 
 development of knowledge in the human mind. 
 
 3. The three principal sources of knowledge are 
 observation, reflection, and language. 
 
 4. Things should be taught before words, and ideas- 
 should be taught before truths. 
 
 5. Particular ideas should be taught before general 
 ideas, and particular truths before general truths. 
 
 6. The causes of facts should be taught before their 
 laws, and causes and laws before scientific classifications. 
 
 7. The elements of the inductive sciences should 
 precede the elements of the deductive sciences. 
 
 8. The formal study of the deductive sciences should 
 precede that of the inductive sciences. 
 
 9. The elements of art should precede its related 
 science, but advanced art must follow its related science. 
 
 10. The metaphysical or philosophical sciences should 
 come last in a course of instruction. 
 
 THIRD CLASS PRINCIPLES DERIVED FROM THE NATURE OF 
 INSTRUCTION. 
 
 1. All instruction should seek to arouse the self- 
 activity of the pupil. 
 
 2. The historic order of the development of knowledge 
 is often suggestive of the proper order of instruction. 
 
 3. Elementary instruction should proceed from the 
 simple to the complex, while advanced instruction may 
 proceed from the complex to the simple. 
 
28 
 
 4. Elementary instruction should proceed from the 
 known to the related unknown, while advanced instruction 
 may proceed from the unknown to the known. 
 
 5. Elementary instruction should be given in the con- 
 crete, while advanced instruction may be more abstract. 
 
 6. Both elementary and advanced instruction may be 
 either analytic or synthetic, according to the nature of the 
 subject. 
 
 7. Elementary instruction should be inductive, while 
 advanced instruction may be deductive as well as induc- 
 tive. 
 
 8. Elementary instruction should proceed from the 
 practical to the theoretical, while advanced instruction may 
 also proceed from the theoretical to the practical. 
 
 9. Elementary instruction should proceed from the 
 conception of ideas or truths to their expression in lan- 
 guage, while advanced instruction may also reach ideas 
 and truths from their expression in language. 
 
 10. The arts are learned by intelligent doing, and the 
 sciences by observation and experiment, language, and 
 thinking. 
 
 NOTE. It will be interesting to the teacher to note and discuss the 
 principles of education presented by different writers. The principles 
 given above are not designed to be exhaustive of the subject. 
 
 II. THE ART OF TEACHING. 
 
 1. The nature of art. Relation of art to science. 
 How teaching is an art. Relation of the art to the science 
 of teaching. 
 
 2. Teaching as an art includes : 1. The Elements of 
 Knowledge; 2. Language; 3. Mathematics; 4. Physical 
 Science ; 5. History ; 6. The Arts. 
 
29 
 
 I. THE ELEMENTS OF KNOWLEDGE, OR OBJECT LESSONS. 
 
 1. Their nature; origin of object lessons; value of the 
 lessons; errors to be avoided. 
 
 2. The course of lessons: 1. On color; 2. On form; 
 3. On common objects; 4. On plants; 5. On animals;; 
 6. On minerals ; 7. On facts and phenomena of nature. 
 
 3. Method of giving the lesson. Model lessons on* 
 each of the above subjects. 
 
 NOTE. For a fuller treatment, see the Elements of Science, page 47. 
 
 II. THE LANGUAGE STUDIES. 
 
 Introduction. The nature of Language Origin of 
 spoken language Origin of English language Origin of 
 written language Value of language studies. 
 
 Subjects embraced. 1. Teaching to Read ; 2. Orthog- 
 raphy ; 3. Pronunciation ; 4. Reading or Elocution ; 5. 
 Grammar; 6. Composition; 7. Literature; 8. Lexicology. 
 
 I. TEACHING A CHILD TO READ. 
 
 1. Nature of the Work : Written language A source 
 of knowledge Its difficulties Time to begin the work. 
 
 2. Methods of Teaching : Several methods, (a) Alpha- 
 betic method ; (b) Word method ; (c) Sentence method ; 
 (d) Phonic method. Description and discussion of each. 
 
 3. The Correct Method: Combination of word, sen- 
 tence, and phonic methods. 
 
 Principles of the Method /I. Begin with words and 
 sentences rather than with letters. 
 
 2. Let the written word be regarded as a representa- 
 tion of the spoken word. 
 
 3. Pass from words to their elements, and use the 
 elements to build up new words. 
 
30 
 
 The Method Described: (a) \Vords and sentences; 
 (6) Analysis into elements; (c) New words from the ele- 
 ments ; (d) General suggestions. 
 
 4. The Child's Expression in Reading : (I). The child 
 should get the thought. 
 
 (2). The child should make the thought its own. 
 
 (3). The child should express the thought as if it were 
 its own. 
 
 (4). The child should thus read naturally as it speaks. 
 
 (5). All artificial methods of expression should be 
 carefully avoided. 
 
 II. TEACHING ORTHOGRAPHY. 
 
 1. Nature of Orthography : Its general nature Its 
 difficulty Irregularity and its causes Reform in spelling. 
 
 2. Methods of teaching Orthography : Old methods 
 Modern methods (a) The written method; (6) The oral 
 method ; (c) The spelling match. 
 
 3. The Correct Method: State and discuss the prin- 
 ciples and describe the methods. 
 
 Principles of Teaching ; (1). Teach first by writing 
 words. 
 
 (2). The words should be written in sentences. 
 
 (3). Make use of common and familiar words. 
 
 (4). Cultivate the habit of observing the form of words. 
 
 (5). Impress mental pictures of words on the mind. 
 
 (6). Be careful not to impress misspelled words on 
 the mind. 
 
 (7). Give attention to spelling in all the branches 
 of study. 
 
 The Methods of Teaching: The instruction should 
 include the following: 
 
 (1). Exercise' in written spelling. 
 (2). Exercise in oral spelling. 
 
31 
 
 (3). Names of common things. 
 
 (4). Words often misspelled. 
 
 (5). Associate words with one another. 
 
 (6). Give words to compose other words. 
 
 (7). Objections to the use of false orthography. 
 
 (8). Should rules of orthography be used ? 
 
 III. TEACHING PRONUNCIATION. 
 
 1. Its Nature. Nature of Pronunciation Importance 
 Difficulty Neglect Standards, etc. 
 
 2. Methods of Teaching. Different methods of teaching 
 Pronunciation : (1) The associative method (2) The 
 phonic method (3) The alphabetic method (4) The 
 phonetic method. 
 
 3. Correct Pronunciation. Pronunciation includes, 
 Articulation and Accent. 
 
 (1). Articulation : Its nature ; how to teach it; phonic 
 analysis; errors of articulation. 
 
 (2). Accent : Its nature ; its principles ; how to teach 
 it: errors of accent. 
 
 IY. TEACHING HEADING on ELOCUTION. 
 
 Introduction. 1. Nature of Reading Its importance 
 Its neglect A fine art. 
 
 2. Three elements : the Mental element the Vocal 
 element the Physical element. 
 
 3. G eneral principles of teaching Reading : (a) Natural 
 expression ; (6) Imitation of correct models ; (c) Application 
 
 'of principles; (d) Correcting errors. 
 
 I. Teaching Primary Reading. 
 
 I. The Mental Element. Nature of the mental ele- 
 ment It includes: (a) Comprehension; (b) Apprecia- 
 tion ; (c) Conception. 
 
32 
 
 1. Comprehension: (a) Pupils should understand the 
 meaning of words ; (6) pupils should get the thought of 
 the sentence; (c) pupils should state the thought in their 
 own words ; (d) pupils should analyze for prominent ideas ; 
 (c) the older pupils should study the reading lesson. 
 
 2. Appreciation : (a) Pupils should feel the sentiment; 
 (6) pupils should assimilate the sentiment ; (c) the teacher 
 should cultivate a taste for literature ; (d) the sentiment 
 should be adapted to the pupil. 
 
 3. Conception : (a) Pupils should form mental 
 pictures in reading; (b) abstract conceptions should be 
 clear and vivid ; (c) importance of the element of con- 
 ception. 
 
 II. The Vocal Element. Nature of the vocal element 
 It embraces : (a) Exercises in voice ; (6) The use of the 
 voice in reading. 
 
 1. Vocal Exercises: (1) For vocal culture; force, 
 pitch, emphasis, etc. ; (2) For correct pronunciation ; 
 articulation, accent. 
 
 2. The Voice in Reading : (1) Require natural ex- 
 pression ; (2) Pupils should read as they talk ; (3) If the 
 talk is faulty correct it; (4) Secure correct rate, pitch, 
 force, emphasis, melody, etc. 
 
 ///. The Physical Element. 1. Nature of the physical 
 element What it includes Its importance. 
 
 2. The Body in Reading : Correct attitude" Position 
 of the feet Position of the hands Holding the book-^- 
 Turning the pages, etc. 
 
 II. Teaching Advanced Reading. 
 
 I. The Mental Element. 1. The Elements: (a) The 
 Intellectual (comprehension) ; (6) The Emotional (apprecia- 
 tion); (c) Conception (in delivery). 
 
33 
 
 2. Methods of Teaching: Exercises Natural ex- 
 pression Principles Correcting errors. 
 
 II. The Vocal Element. 1. The Elements : 
 (a). Quantity; force, emphasis, stress. 
 
 (6). Compass; key-note, slides, melody. 
 
 (c). Time ; rate, pauses, rhythm. 
 
 (d). Quality ; pure, orotund, tremulous, etc. 
 
 2. Methods of Teaching : Exercises Natural ex- 
 pression Principles Correcting errors. 
 
 III. The Physical Element. 1. The Elements: 
 (a) Breathing (6) Posture (c) Gesture (d) Facial ex- 
 pression. 
 
 2. Methods of Teaching: Exercises Natural ex- 
 pression Principles Correcting errors. 
 
 V. TEACHING THE MEANING AND USE OF WORDS. 
 
 1. Nature of Subject. Nature of words Origin of 
 words History in words Value of words Poetry in 
 words Change of words. 
 
 Methods of Teaching. (1) By their use ; (2) By read- 
 ing ; (3) By illustrations ; (4) By definitions ; (5) By 
 synonyms ; (6) Logical definitions ; (7) Latin and Greek ; 
 (8) From etymology. 
 
 V. TEACHING ENGLISH GRAMMAR. 
 
 Its Nature. The nature of grammar The grammatical 
 elements Origin of the elements Historical develop- 
 ment Educational value Practical value. 
 
 2. Teaching Grammar. The teaching of grammar 
 Errors in teaching Methods of teaching Etymological 
 method Logical method Comparison of the two methods. 
 
34 
 
 3. General Principles of Teaching. (1) Teach grammar 
 from language and not from definitions ; (2) Make the 
 sentence the basis of grammatical instruction; (3) Make 
 the subject practical to the learner. 
 
 I. Methods of Teaching Primary Grammar. 
 
 1. Principles of Teaching: (1). Teach first the gram- 
 matical idea and then the expression of it. 
 
 (2). Lead pupils to discover the grammatical ideas. 
 (3). Do not teach mere expressions without ideas. 
 (4). Do not teach " grammatical forms " to young 
 pupils. 
 
 2. The Etymological Method : Description of the 
 method : (1) The parts of speech : noun, verb, etc. ; 
 (2) The properties of parts of speech number, person, 
 etc.; (3) Classes of parts of speech: of nouns; of verbs, 
 etc. ; (4) Exercises : parsing ; analysis ; false syntax. 
 
 3. The Logical Method. Description of the method : 
 (1) The Sentence; subject; predicate; copula; (2) The 
 Elements : principal ; subordinate ; limiting, etc. 
 
 4. The Correct Method. A judicious and intelligent 
 combination of the two methods. 
 
 II. Methods of Teaching Advanced Grammar. 
 
 1. Grammatical Elements: Parts of speech; Classes 
 of parts ; Properties ; Relations ; Principles or rules. 
 
 2. Formal Parsing : Its nature ; Its value ; Its object ; 
 Forms of parsing; Oral and written. 
 
 3. Grammatical Analysis : Its nature ; Its value ; The 
 method ; Forms of analysis ; Diagrams. 
 
 4. False Syntax: Its object; Its value; The method. 
 
35 
 
 VI. TEACHING COMPOSITION. 
 
 1. Its Nature. Nature of Composition Its value; 
 Errors in teaching. 
 
 2. Division of the subject for teaching : (a) Primary 
 composition ; (6) Advanced composition. 
 
 I. Primary Composition (Language Lessons}. 
 
 1. Its Nature. Nature of language lessons : their 
 value ; neglect. 
 
 2. Principles of Teaching : (1). Language is learned by 
 imitation and practice. 
 
 (2). Language is learned by hearing good language. 
 (3). Language is learned by using good language. 
 (4). Language is learned by reading and committing 
 good language. 
 
 (5). Use no rules or definitions with young pupils. 
 
 3. Course of Lessons : (1). Give orally and in writing 
 the names of objects, and their actions. 
 
 (2). Exercises in talking and writing sentences about 
 various things. 
 
 (3). Have pupils talk about something, and then write 
 what they have said. 
 
 (4). Look at objects and describe them, first orally, 
 then in writing. 
 
 (5). Exercise in capital letters, elements of punctu- 
 ation, etc. 
 
 (6). Reproduction of stories which have been told or 
 read to the pupils. 
 
 (7). Have pupils read a selection, and then reproduce 
 it, both orally and in writing. 
 
36 
 
 (8). Look at pictures, and tell and write stories sug- 
 gested by them. 
 
 (9). Exercises in letter-writing, notes of invitation and 
 of acceptance, etc. 
 
 (10). Commit and recite choice selections of prose and! 
 poetry. 
 
 //. Advanced Composition. 
 
 1. Preparation. 1. Preparation for composition in- 
 cludes ; Materials Words Style of expression. 
 
 Source of Material. Observation ; reading ; reflection ;. 
 imagination, etc. 
 
 Source of Words. Instinctive; imitation; general 
 reading; conscious effort ; the dictionary, etc, 
 
 Style of Expression. Reading good authors; copy- 
 ing productions ; committing prose and poetry; exercises 
 in declamation, etc. 
 
 2. Principles of Teaching : (1). The pupil should regard 
 a composition as the expression of what he knows. 
 
 (2). Young pupils should begin with oral composi- 
 tions. 
 
 (3). The transition should be made from oral to- 
 written compositions. 
 
 (4). A pupil's observation should be made the basis 
 of his early composition. 
 
 (5). The imagination in inventing incidents should be- 
 early brought into exercise in composition writing. 
 
 (6). The power of reflection in arriving at truths 
 and sentiments belongs to a latter stage of composition. 
 
 (7). The reading of suitable models of composition 
 will both direct and stimulate original work in compo- 
 sition. 
 
 3. The Writing of a Composition. It includes, the 
 subject, the material, the analysis, the amplification. 
 Discussion of each. 
 
37 
 
 (1). The Subject: Its importance ; adaptation ; varied; 
 how selected. 
 
 (2). The Material. Observation ; imagination ; reflec- 
 tion; conversation; reading. 
 
 (3). The Analysis. Leading ideas ; subordinate ideas ; 
 arrangement; unity of thought. 
 
 (4). The Amplification. Introduction; body; conclu- 
 sion. 
 
 General Suggestions. The written form; the correc- 
 tions ; the reading ; literary exercises ; newspaper in 
 :school, etc. 
 
 VII. TEACHING LITERATURE. 
 
 1. Its Nature. The nature of literature ; Ancient and 
 modern ; Value of the study ; Classification of literary 
 productions. 
 
 2. Its Object. Objects in teaching literature : (a) To 
 impart a knowledge of literature ; (6) To cultivate a taste 
 for literature ; (c) To secure skill in literary composition. 
 
 I. Primary Methods in Literature. 
 
 1. Principles of Teaching : 1. Begin with prose rather 
 than with poetry. 
 
 2. Begin with the earlier forms of literature, as the 
 fable, the fairy story, the historic narrative, etc. 
 
 3. Let the narrative or incident be the prominent 
 thing considered with young pupils. 
 
 4. Have pupils reproduce orally the incidents heard or 
 read. 
 
 5. Require pupils to invent stories, incidents, tales, etc. 
 
 6. Require pupils to commit and recite suitable 
 extracts of prose and poetry. 
 
 2. Methods of Teaching : 1. List of works for young 
 pupils to read; 2. The method of reading these works; 
 3. The method of conducting the exercises. 
 
38 
 
 II. Advanced Methods in Literature. 
 
 1. Principles of Teaching : 1. Begin with the modern 
 writers and proceed backward to the earlier ages. 
 
 2. Call attention to the fine sentiment and the noble 
 characters of the literary productions. 
 
 3. Consider also the descriptions of natural scenery 
 and the analysis of character. 
 
 4. Still later, the beautiful rhetorical figure and the 
 artistic and felicitous use of language are to be noted. 
 
 5. Students should be required to commit and recite 
 choice extracts or passages of prose and poetry. 
 
 6. Advanced pupils should make a critical study ot 
 literary productions, explaining historical and classical 
 allusions, philosophical reflections, etc. 
 
 7. The ideal course should include all the master- 
 pieces in literature from Homer to Tennyson. 
 
 2. Methods of Teaching. List of authors to study ; 
 2. Methods of studying these authors; 3. Method of con- 
 ducting the recitation ; 4. The cultivation of a love for 
 literature. 
 
 III. THE MATHEMATICAL SCIENCES. 
 
 Introduction. 1. Nature of Mathematics. Branches of 
 Mathematics ; arithmetic geometry algebra, etc. 
 
 2. The elements of mathematics: Ideas, Definitions. 
 Truths, Axioms Theorems Reasoning. 
 
 3. The value of mathematical studies : Their practi- 
 cal value; their educational value. 
 
 I. TEACHING ARITHMETIC. 
 
 1. General nature of Arithmetic : The nature of num- 
 bers. Origin of the idea. The decimal system of naming 
 numbers. The Arabic sj 7 stem of writing numbers. A 
 logical outline of arithmetic. 
 
39 
 
 /. Teaching Primary Arithmetic. 
 
 1. Introduction. Subjects to be taught : (a) Ideas and 
 language ; (b) Elementary results ; (c) Fundamental opera- 
 tions ; (d) Elements of fractions ; (e) Elements of denom- 
 inate numbers. 
 
 2. General principles of teaching primary arithmetic : 
 (1). The first lessons in numbers should be given 
 
 orally. 
 
 (2). The first lessons in numbers should be given with 
 objects. 
 
 (3). The method of teaching should be inductive. 
 
 (4). Mental and written exercises should be united. 
 
 /. Ideas and Expression of Numbers. Nature of numer- 
 ical ideas Nature of the oral language of arithmetic 
 Nature of the written language. 
 
 1. Principles of Teaching: (1). Use objects to develop 
 the numerical ideas. 
 
 (2). Use groups of objects to develop the decimal 
 method of numbering. 
 
 (3). Combine the figures so as to show the device of 
 place value in writing numbers. 
 
 2. Methods of Teaching. (a) Teaching the ideas and 
 names ; (6) Teaching the figures, and their combination. 
 Describe in detail. 
 
 II. The Elementary Results. Nature of elementary 
 results. Methods of teaching the elementary results; 
 the old method ; the Grube method ; the Normal method. 
 
 1. Principles of Teaching: (1). Teach addition and 
 subtraction together. 
 
 (2). Teach multiplication and division together. 
 
 (3). Do not combine the four processes at first. 
 
 (4). Have pupils commit the elementary results of 
 addition and multiplication. 
 
X 
 
 40 
 
 (5). Lead pupils to derive the elementary differences 
 from the elementary sums, and the elementary quotients 
 from the elementary products. 
 
 2. The Method: Addition and subtraction Multipli- 
 cation and division Describe the method in detail. 
 
 III. The Fundamental Rules. Nature of the funda- 
 mental rules Relation to elementary results The 
 necessity of drill for facility and accuracy. 
 
 1. Principles of Teaching : (1). Each process should be 
 taught separately. 
 
 (2). Let the pupil see the reason for the methods of 
 operation. 
 
 (3). Do not require pupils to commit rules for the oper- 
 ations. 
 
 (4). Drill pupils in the processes until they attain skill 
 and accuracy in them. 
 
 2. Method of Teaching. Addition; Subtraction; Mul- 
 tiplication ; Division. Describe the method of teaching 
 each. 
 
 IV. Elements of Denominate Numbers. Nature of 
 Denominate numbers Irregularity of scales Inconveni- 
 ence Metric system. 
 
 1. Principles of Teaching : (1). Teach by means of the 
 actual measures. 
 
 (2). Require pupils to make a practical application of 
 the measures. 
 
 (3). Have pupils estimate length, distance, weight, etc. 
 
 2. Method of Teaching: Length; Surface; Volume; 
 Weight ; Capacity, etc. Describe in detail. 
 
 V. The Elements of Fractions. The nature of a Frac- 
 tion Its relation to the unit The notation of fractions 
 Complexity of the conception of the notation. 
 
41 
 
 1. Principles of Teaching : (1). Develop the fractional 
 ideas by means of objects. 
 
 (2). Pass from parts of a unit to parts of collections. 
 
 (3). Illustrate the processes with objects, lines, circles, 
 squares, etc. 
 
 (4). Lead pupils to analyze the problems by reasoning 
 from the unit. 
 
 (5). Derive the methods or rules by analysis and 
 induction. 
 
 ^ 
 
 2. Method of Teaching : (1). Introductory exercises : 
 (a) Parts of unit ; (6) Parts of numbers ; (c) Fractional 
 expressions, etc. 
 
 (2). Reduction of Fractions : (a) Numbers to frac- 
 tions ; (6) Fractions to numbers ; (c) To higher terms ; (d) 
 To lower terms, etc. 
 
 (3). Addition and Subtraction : (a) Denominators 
 alike ; (6) Denominators unlike. 
 
 (4). Multiplication and Division : (a) Fraction by 
 number ; (6) Number by fraction ; (c) Fraction by fraction ; 
 
 (5). The Relations of fractions : (a) Fraction to a num- 
 ber; (6) Number to a fraction; (c) Fraction to a fraction. 
 
 NOTE. A teacher should be able to show how to illustrate, analyze, 
 and derive the rule in each one of these cases. 
 
 II. Teaching Advanced Arithmetic. 
 
 1. The Course Includes. The course in advanced 
 arithmetic includes the following subjects : 
 
 1. Notation and numeration. 6. Decimal fractions. 
 
 2. Fundamental rules. 7. Denominate numbers. 
 
 3. Factoring andcancellation. 8. Percentage and interest. 
 
 4. Divisors, multiples, etc. 9. Proportion, etc. 
 
 5. Common fractions. 10. Involution and evolution. 
 
42 
 
 2. Methods of Teaching. For methods of teaching, 
 see suggestions for grammar school course in arithmetic. 
 
 NOTE. A teacher should be able to discuss the nature of each one of 
 these subjects, and state the principles and describe the methods of teaching 
 each. 
 
 III. General Suggestions. 
 
 1. Mental Arithmetic : Its nature ; its value ; its 
 abuse ; methods of recitation, etc. 
 
 2. Written Arithmetic : Its nature ; forms ot written 
 work ; methods of recitation, etc. 
 
 II. TEACHING GEOMETRY. 
 
 Introduction. 1. Nature of geometry Divisions. Ori- 
 gin of geometry. 
 
 2. Value of geometry : Educational value ; practical 
 value. 
 
 3. Things to be taught : Geometrical ideas ; Geomet- 
 rical truths, 
 
 I. Teaching the Elements of Geometry. 
 
 1. Nature of the Subject. Nature of the elements Com- 
 pared with arithmetic Importance of teaching the ele- 
 ments to children. 
 
 2. Principles of Teaching : 
 
 (1). The elements of geometry should precede the 
 elements of arithmetic. 
 
 (2). The reasoning of geometry should follow the 
 reasoning of arithmetic. 
 
 (3). The methods of teaching the elements should be 
 concrete and inductive. 
 
 3. Methods of Teaching : 
 
 The geometrical Ideas: (1). The elements: solid; 
 surface ; line ; angle. 
 
 (2). Lines : straight ; curved ; broken. 
 
43 
 
 (3). Surfaces : triangle ; quadrilateral ; parallelo- 
 gram ; rectangle, etc. 
 
 (4). Solids: cube; parallelepiped; pyramid; sphere; 
 cylinder ; cone, etc. 
 
 (5). Angles : acute ; obtuse ; right. 
 
 The geometrical Truths : (1) Self-evident truths ; 
 (2) Truths by concrete demonstration ; (3) Truths to be 
 taken on faith. 
 
 II. Teaching Geometry as a Science. 
 
 1. Nature of the Subject : (1). Definitions : their nature 
 how to teach them. 
 
 (2). Axioms : their nature how to teach them. 
 
 (3). Demonstrations : nature kinds errors how 
 to teach. 
 
 (4). Practical problems : nature importance how 
 to use them. 
 
 (5). Undemonstrated theorems : nature importance 
 how to use them. 
 
 2. The Recitation in Geometry. (a) Assignment; (6) 
 Construction ; (c) Demonstration ; (d) Criticism ; (e) Ques- 
 tioning; (/) Outlines, etc. 
 
 III. TEACHING ALGEBRA. 
 
 Introduction. 1. Nature of algebra. History of alge- 
 bra; Kelation to arithmetic. Symbols. Generalization. 
 Algebraic reasoning. The equation. Deduction. Induc- 
 tion, etc. Mathematical induction, etc. 
 
 2. Value of the study : Educational value ; practical 
 value. 
 
 /. The Elements of Algebra. 
 
 1. The Principles of Teaching: 
 
 (1). A careful transition should be made from arith- 
 metic to algebra. 
 
44 
 
 (2). Pupils should begin with concrete problems rather 
 than with abstract exercises. 
 
 (3). Pupils should be led gradually to the process of 
 generalization. 
 
 (4). There should be a thorough drill in all the 
 processes. 
 
 (5). The interpretation of general formulas should be 
 a prominent exercise. 
 
 2. The Methods of Teaching. (a) Introduction ; (b) nota- 
 tion ; (c) negative quantity ; (d) fundamental rules ; (e) 
 composition; (/) factoring; (g) fractions; (A) simple 
 equations; (i) involution and evolution; (j) quadratic 
 equations ; (k) the progressions, etc. 
 
 3. General Suggestions. (1) The literal notation ; (2) 
 Positive and negative quantities ; (3) Exponents general 
 negative fractional, etc. ; (4) Generalization interpre- 
 tation, etc. 
 
 IV. THE PHYSICAL SCIENCES. 
 
 Introduction. Nature of the physical sciences. Classi- 
 fication of the physical sciences. Elements of the physical 
 sciences. Development of the physical sciences. Value 
 of the physical sciences. 
 
 I. TEACHING GEOGRAPHY. 
 
 1. Nature of Geography : Divisions; origin; value, 
 educational practical. 
 
 2. Methods of Teaching Geography : (a) The synthetic 
 method ; (b) The analytic method ; (c) The inductive 
 method ; (d) The deductive method. 
 
 3. Courses in Geography : (a) Primary geography ; 
 (b) Advanced geography. 
 
 I. Teaching Primary Geography. 
 
 1. Nature of the Subject. Nature of course in primary 
 geography What it embraces When it should be begun. 
 
45 
 
 2. Principles of leaching ; (1). The first lesson in 
 geography should be in the concrete. 
 
 (2). The course should be first synthetic then analytic. 
 
 (3). The facts should be presented before their classi- 
 fication or causes. 
 
 (4). Thecourse should begin with local and descrip- 
 tive geography. 
 
 (5). The course should combine history with geog- 
 raphy. 
 
 3. Methods of Teaching : (1). Perception of geographi- 
 cal facts : Land ; water ; soil ; people, etc. 
 
 (2). Conception of geographical facts : Land ; moun- 
 tain ; prairie ; desert, etc. Water ; lake ; river ; strait ; 
 ocean, etc. 
 
 (3). Representation of geographical facts : Direction ; 
 making maps; lessons on maps, etc. 
 
 (4). Explanation of geographical facts : Form of 
 earth ; motions of earth ; equator ; parallels ; meridians ; 
 zones; seasons, etc. 
 
 II. Teaching Advanced Geography. 
 
 1. Nature of the Subject. General nature Relation to 
 primary course Includes Descriptive and Physical. 
 
 2. Principles of Teaching :(!). The method should be 
 analytic as well as synthetic. 
 
 (2). The course should include the classification of 
 facts. 
 
 (3). The course should include an inquiry into the 
 causes of the facts. 
 
 (4). All possible devices should be employed to make 
 the facts realistic to the mind of the student. 
 
46 
 
 3. Methods of leaching. (a) Definitions ; (6) descrip- 
 tions ; (c) lessons on maps ; (d) drawing maps ; (e) interest- 
 ing facts; (/) imaginary travels; (g) geographical oat- 
 lines; (h) use of pictures, projections, etc.; (i) physical 
 geography ; (j) mathematical geography. 
 
 II. TEACHING PHYSIOLOGY. 
 
 1. Nature of the Subject. Its general nature. Divisions 
 for instruction. Value of the knowledge. Evils of igno- 
 rance. Relative importance of anatomy, physiology and 
 hygiene. 
 
 2. Principles of Teaching. (1). Instruction, elements 
 orally, advanced course with books. (2). Pupils learn, 
 by observation by description by drawing the parts. 
 (3). Materials used, the human body parts of animals- 
 plaster models charts, etc. 
 
 3. Elementary Course. (1). Anatomy and physiology : 
 Head neck trunk arms hands legs feet bones 
 muscles blood heart, etc. (2). Hygiene : Food air 
 clothing exercise sunshine sleep bathing nails- 
 hair eyes ears teeth, etc., effects of alcohol, etc. 
 
 4. Advanced Course. (1). Subjects : The bones 
 muscles digestion circulation respiration the skin- 
 nervous system organs of sense. 
 
 (2). Method: Describe structure, use, laws of health, 
 effect of alcohol and narcotics, etc. 
 
 
 III. THE ELEMENTS OF SCIENCE. 
 
 1. Nature of the Elements. Object of this instruction ; 
 Value of this instruction. Subjects embraced; plants 
 animals minerals air water heat magnetism and 
 electricity. 
 
47 
 
 2. Principles of Teaching: (1). Pupils obtain their 
 knowledge from the object, and not from books. 
 
 (2). Pupils should be led to observe the phenomena 
 of nature. 
 
 (3). Teacher should perform, and have pupils perform 
 experiments. 
 
 (4). Pupils should describe objects through the lan- 
 guage of words and drawing. 
 
 (5). Teacher should endeavor to cultivate an interest 
 in the study of nature, her objects and forces. 
 
 3. Course of Lessons : (1). PLANTS : The leaf; the 
 flower; various flowers; fruits; seeds; germination; 
 growth ; local flora. 
 
 (2). ANIMALS : Starfish ; sea-urchin ; oyster ; clam ; 
 snail ; shells ; lobster ; crab ; bee ; grasshopper ; cricket, 
 etc ; domestic animals ; wild animals seen at the zoological 
 gardens. 
 
 (3). MINERALS: Quartz; feldspar; mica; hornblende; 
 granite; puddingstoue ; slate; trap; marble; iron; cop- 
 per; lead, etc. 
 
 (4). HEAT : The flame the candle smoke conduc- 
 tion convection radiation simple experiments. 
 
 (5). AIR : Its presence : combustion ; ventilation. Its 
 pressure: lifting-pump; force-pump; barometer; siphon. 
 Elasticity of air : the pop-gun ; hydraulic fountain ; air- 
 brake; air-pump. 
 
 (6). WATER : Its pressure : equilibrium ; fountains ; 
 artesian wells ; city water system ; hydrostatic press ; ele- 
 vators ; cotton-presses. Capillarity : tubes ; blotter and 
 ink ; towel and water. Buoyancy : boats ; swimming ; 
 specific gravity. 
 
. , 48 
 
 (7). ELECTRICITY AND MAGNETISM : Frictional elec- 
 tricity; magnetism; dynamic electricity; the telegraph; 
 the telephone, etc. ; simple experiments. 
 
 NOTE. For books of reference, see "Simple Experiments in the 
 School-room," J. F. Woodhull; "Chemical History of a Candle," Fara- 
 day; "General History of Fire," Tyler. 
 
 V. TEACHING HISTORY. 
 
 Introduction. 1. Nature of History ; divisions; facts; 
 philosophy, etc. 
 
 2. Value of the study .of History : educational value ; 
 practical value. 
 
 I. Teaching the Elements of History. 
 
 1. Nature of the Subject. Nature of the elements of 
 history "What should be embraced The value of such 
 lessons. 
 
 2. Principles of Teaching : (1). The first lessons in his- 
 tory should be given orally. 
 
 (2). The first lessons in history should begin at home. 
 
 (3). The basis of instruction in the elements of history 
 is biography. 
 
 (4). The first lessons in history should be given in the 
 form of narratives. 
 
 (5). The elements of history should be taught in 
 connection with geography. 
 
 3. Methods of Teaching. The teacher's statement; 
 the pupil's recitation; biography; historic narratives; 
 home history ; read histories ; pupils bring historic matter 
 into the school ; use of blackboard and maps. 
 
49 
 
 II. Teaching Advanced History. 
 
 1. Nature of the History. Systematic ; style ; illustra- 
 tions; leading events; historic centres; cause and effect ; 
 general history, etc. 
 
 2. Students' Preparation. Use of the text-book; books 
 of reference; use of a library; original investigations 7 ; 
 graphic outlines, etc. 
 
 3. The Recitation in History. Topical recitation ; order 
 of recitation; questioning; new matter; reviews; dis- 
 cussions; dates; cause and effect; maps and charts; 
 pupils make maps ; lectures, etc. 
 
 III. Civil Government, or Civics. 
 
 1. Its Nature. Nature of civics. Value of a knowl- 
 edge of civics. 
 
 2. Methods. Course of instruction. Principles of in- 
 struction. Methods of instruction. 
 
 VI. THE ARTS. 
 
 Introduction. Nature of Art Its relation to science 
 The useful arts The tine arts Value of art Educational 
 value The school arts, writing, singing, drawing, etc. 
 
 /. Teaching Writing. 
 
 1. Principles of teaching. 
 
 2. Methods of teaching. 
 
 II. Teaching Vocal Music. 
 
 1. Value of vocal music. 
 
 2. Principles of teaching. 
 
 3. Methods of teaching. 
 
50 
 
 III. Teaching Modeling. 
 
 1. Value of modeling. 
 
 2. Principles of teaching. 
 
 3. Methods of teaching : (a) in the solid ; (b) in relief. 
 
 IV. Teaching Drawing. 
 
 1. Value of drawing. 
 
 2. Principles of teaching. 
 
 3. Methods of teaching: (a) surface drawing; (b) 
 solid drawing. 
 
 V. Manual Training. 
 
 1. Nature and value of manual training. 
 
 2. Course of instruction in manual training. 
 
 3. Methods of instruction in manual training. 
 
 NOTE. Special courses of instruction are being prepared for each 
 one of the school arts and they are thus omitted in this general syllabus. 
 
 BOOKS OF REFERENCE. Brooks's " Normal Methods of Teaching;" 
 Bain's " Education as a Science ;" Compayre's "Lectures on Pedagogy;" 
 Currie's "Common School Education ;" Fitch's ' 'Lectures on Teaching ;" 
 Johonnot's "Principles and Practice of Teaching; " Page's "Theory and 
 Practice of Teaching ;" Prince's "Courses and Methods;" Parker's " Talks 
 on Teaching ;" Parker's "How to Study Geography ;" King's "Methods 
 and Aids in Geography;" Klemm's " European Schools ;" Greenwood's 
 "Principles of Education Practically Applied ;" Raub's "Methods of 
 Teaching;" Wickersham's "Methods of Instruction;" Hall's "Method 
 of Teaching History ;" Rowland's "Practical Hints for Teachers of Pub- 
 lic Schools;" Frye's "The Child and Nature;" White's "Elements of 
 Pedagogy;" De Garmo's "Essentials of Method;" Patridge's " Quincy 
 Methods;" Calderwood " On Teaching ;" Rosmini's "Method in Educa- 
 tion;" Shoup's "History and Science of Education;" Laurie's "Lectures on 
 Language and Linguistic Method;" Prince's "Schools and Methods in 
 Germany." 
 
PART III. 
 
 School Economy. 
 
 Introduction. Nature of the subject ; what it embraces ; 
 -.the'term school economy; other terms applied to the subject. 
 
 I. PREPARATION FOR THE SCHOOL. 
 
 1. School Grounds. (a). Location: convenient; suit- 
 able; healthful, etc. 
 
 (b). Arrangement; size; shape; plan; apparatus. 
 
 2. School Buildings. Size and form : internal arrange- 
 ment; the basement; heating; ventilation ; lighting, etc. 
 
 3. School Furniture. Desks and seats; blackboards; 
 blinds and curtains, etc. 
 
 4. School Appliances. Text-books ; charts ; maps ; 
 globes; pens; pencils; slates; apparatus; specimens; 
 library, etc. 
 
 5. School Studies. For primary schools ; for grammar 
 schools ; for high schools ; for normal schools ; for tech- 
 nical schools; for colleges. 
 
 II. ORGANIZATION OF THE SCHOOL. 
 
 1. The Orcter. Admission ; school hours; classifica- 
 tion; the seating; intermission; communicating; signals, 
 etc. 
 
52 
 
 2. The Studies. Text-books; formation of classes- 
 assignment of classes to teachers ; program of recitation ; 
 time for study, etc. 
 
 III. SCHOOL EMPLOYMENTS. 
 
 1. Study. The objects; the incentives; modes of 
 study ; characteristics of a student ; home study, etc. 
 
 2. Recitation. The objects; the methods; teacher's 
 preparation; pupil's preparation ; reviews; examination; 
 marking systems ; graduation. 
 
 3. Exercises. Plays; gymnastics; the Swedish system ; 
 the German system, etc. 
 
 IV. SCHOOL GOVERNMENT. 
 
 I. School Duties. To the pupils ; to the teacher ; to> 
 school property ; to visitors, etc. 
 
 II. School Regulations. To secure good conduct ; to- 
 prevent misconduct; to correct misconduct. 
 
 III. School Punishments. The object of penalties ; 
 principle of penalty; the kind of penalties; the method of 
 punishments ; improper punishments. 
 
 V. SCHOOL AUTHORITIES. 
 
 /. The Teacher. His qualifications ; duties to pupils; 
 duties to his profession ; duties to the public. 
 
 II. School Officers. Board of control ; local boards ;. 
 the superintendency. 
 
 III. The Patrons. Their duties to the school; to the^ 
 teacher; to their children. 
 
53 
 
 VI. SCHOOL 'SYSTEMS. 
 
 I. The American System. Public schools; academies 
 rand seminaries ; technical schools ; colleges ; universities, 
 etc. 
 
 II. The German System. The folks' school ; the real 
 schools; the gymnasia; the universities. 
 
 III. The French System. The maternal schools; the 
 -elementary schools ; theLycee; the " Five Faculties." 
 
 IV. The English System. Board schools ; free schools ; 
 ^secondary schools ; universities ; technical schools. 
 
 CONCLUSION. 
 
 Relation of Education. To labor; to health; to 
 crime ; to happiness ; to government ; to civilization. 
 
 BOOKS OF KEFERENCE. Wickersham's "School Economy ; " Raub's 
 "Methods of School Management; " Baldwin's "Art of School Manage- 
 ment;" Morrison's "Ventilation and Warming of School Buildings;" Kel- 
 dogg's " School Management ;" Landon's " School Management ;" Payne's 
 " Chapters on School Supervision ;" Prince's "School Management, etc.;" 
 Pickard's "School Supervision;" Newsholme's "School Hygiene;" How- 
 land's "Practical Hints to Teachers ;" Meyer's "Aids to Family Govern- 
 ment," etc. 
 
PART IV. 
 
 The History of Education 
 
 I. INTRODUCTION. 
 
 Its place in a scheme of pedagogy. Its interest. Its 
 value to teachers. What it embraces. Development of 
 the individual of science, art, and literature of civiliza- 
 tion. Methods of study. 
 
 II. ORIENTAL EDUCATION. 
 
 1. China: The people; their character; religion; 
 learning; system of education; influence of learned men; 
 female education. 
 
 2. India : Character of the people ; religion ; caste ;: 
 learning; system of education; female education. 
 
 3. Persia: Character of the people; religion; the 
 magi; learning; system of education; female education.. 
 
 4. Egypt: Character of the people; caste; priests; 
 learning; their arts; system of education; female educa- 
 tion. 
 
 5. Judea : Character of the people ; religion ; learn- 
 ing; literature; system of education; female education; 
 influence on civilization. 
 
55 
 
 III. GRECIAN EDUCATION. 
 
 1. The Greeks: Their origin; character; language; 
 literature; science; art; cause of their high develop- 
 ment, etc. 
 
 2. Sparta : Character of its people ; its laws ; system 
 of education, physical, intellectual, and moral education; 
 female education. 
 
 3. Pythagoras (580 B. C.) : His life; his school; his 
 system ; his philosophy ; his methods. 
 
 4. Athens : Character of its people ; its learning ; 
 literature ; oratory ; sculpture ; architecture ; system of 
 education, intellectual, physical and moral; female edu- 
 cation. 
 
 5. Athenian Educators : Socrates ; his life char- 
 acter methods of instruction ; influence. Plato ; his 
 life ; works philosophy views on education principles 
 of instruction influence. Aristotle; his life works 
 philosophy views on education principles of instruction 
 influence. 
 
 6. Alexandria : The great library ; The Septuagent. 
 Teachers of science ; Euclid (fl. 300 B. C.) Archimedes 
 (287 B. C.); Apollonius (221 B. C.) : Ptolemy (125 A. D.); 
 Galen (fl. 130 A. D.) ; Hypatia (fl. 415 A. D.) ; Plutarch 
 (40-120). Teachers of Christianity : Polycarp Ignatius 
 Justin Martyr Origen, etc. Decline of Greek learning. 
 Influence on the Romans. 
 
 7. Influence of Greek culture, on science on art 
 on education on civilization. 
 
 IV. ROMAN EDUCATION. 
 
 1. The Romans: Their origin; language; general 
 characteristics ; Grecian influence. 
 
 2. System of education : Their schools ; the teachers ; 
 literator and literalus ; course of training ; female education ; 
 influence of Greece. 
 
56 
 
 3. Educational writers : Cicero (106-43 B. C.); his 
 life educational views. Seneca (12-69 A. D.) ; his life 
 educational views. Quintilian (40-118 A. D.) ; his life 
 works educational views system of instruction. 
 
 5. Influence of Roman culture on education and civi- 
 lization. 
 
 V. CHRISTIANITY AND THE MIDDLE AGES. 
 
 I. Early Christianity. 
 
 1. Christ: His education; life; character; as a 
 teacher; His method; His doctrines ; His influence. 
 
 2. Early Christians : Their education ; social life ; 
 home instruction ; catechetical schools. 
 
 3. The Fathers of the Church : Tertulliari ; St. 
 Jerome ; St. Augustine ; their character ; educational 
 views. 
 
 4. Influence of Christianity on woman. 
 
 _Z7. Education During the Middle Ages. 
 
 1. Decline of learning. Causes of the decline ; 
 Opposition of Christianity to Greek literature Destruc- 
 tion of the Alexandrian library Fall of the Roman em- 
 pire Conquests of the Saracens Asceticism. General 
 ignorance. 
 
 2. Schools of the Church : Monastic schools ; cathe- 
 dral schools ; parochial schools ; the seven liberal arts, 
 the trivium and quadrivium. 
 
 3. Charlemagne (768-814) ; His interest in educa- 
 tion; Alcuin (735-804). 
 
 4. Alfred the Great (848-901) ; His interest in educa- 
 tion ; his studies and writings. 
 
 5. Chivalry; Its rise; its influence on character; on 
 social life; on education. 
 
57 
 
 6. Rise of secular education ; town or burgher 
 schools. 
 
 7. Education of women. 
 
 VI. THE REVIVAL OF LEARNING (12-15 C.). 
 
 1. Causes of the revival : The Crusades ; Saracen 
 learning; downfall of Constantinople (1453); study of 
 classical literature ; invention of printing ; growth of 
 spirit of freedom ; decline of feudalism : elevation of the 
 middle classes. 
 
 2. Italy : Literature ; Dante (1265) Petrarch (1304) 
 Bocaccio (1313). The Arts; Pisano (1208) Giotto 
 (1276) Fra Angelico (1387) Brunelleschi (1377) Ghi- 
 berti (1381). Eminent teachers ; Gerson (1363) Vittorino 
 (1379) JEneas Sylvius (1405). Influence of Greek schol- 
 ars; establishment of libraries; University of Bologna 
 (12 C.). 
 
 3. France : The Troubadours ; the Trouvieres ; 
 Abelard (1079) ; Scholasticism and " the seven liberal 
 arts;" Roscellinus (1092), "nominalism and realism;" 
 the University of Paris (12 C.) ; Thomas Aquinus (1227) ; 
 Froissart (1337). 
 
 4. England: The Norman Conquest (1066); Le 
 Franc (d. 1089); Anselm (d. 1109); Wicklifie (1324); Sir 
 John de Mandeville (1300) ; Geoffry Chaucer (1328-1400) ; 
 William Caxton (1412); Universities of Oxford and Cam- 
 bridge (13 C.). 
 
 5. Germany : The Minnesingers ; the Master Sing- 
 ers; the Brethren of the Common Life (14 C); the Uni- 
 versities (14 C.) ; Thomas a Kempis (d. 1471). 
 
 VII. THE RENAISSANCE OF THE SIXTEENTH CENTURY. 
 
 1. Meaning of the Renaissance. Progress in litera- 
 ture, art, and science. Study of ancient languages. 
 Humanism in education. Causes of the Renaissance. 
 
58 
 
 2. Italy (aesthetic education): Literature; Lorenzo 
 de Medici (1448) Ariosto (1474) Tasso (1544), etc. 
 The Arts; Leonardo da Vinci (1452) Michael Angelo 
 (1474) Titian (1477) Raphael (1483), etc. The Sciences ; 
 Columbus (1435) Galileo (1564) Cardano (1501) 
 Tartaglia (1500), etc. 
 
 3. Germany : The Humanists ; Agricola (1443) 
 Reuchlin (1455) Erasmus (1467) their educational works 
 and views. Theological humanist ; John Sturm (1507) 
 his works his school his methods his influence. The 
 universities. 
 
 4. France: Church Schools; the schools of the 
 Jesuits their studies methods of teaching methods of 
 discipline their influence. 
 
 5. England (practical schoolmasters) ; Lily (1468) 
 his grammar; Ascham (1515) his "Scholemaster;" Mul- 
 caster (1530 ) his " Positions " and his " Elementarie ; " 
 Colet (1466), 
 
 6. The Reformation : Wickliffe (1324) ; Erasmus 
 (1467); Luther (1483) ; Melancthon (1497) ; Zwingli (1494) ; 
 Calvin (1509) ; the influence of each on education ; general 
 educational influence of the Reformation. 
 
 VII. THE REALISTS, OR THE NEW EDUCATION (SIXTEENTH 
 AND SEVENTEENTH CENTURIES). 
 
 Reaction against abstract education ; progress in sci- 
 ence; progress in literature; intellectual emancipation. 
 
 1. France : Rabelais (1483), his life writings 
 educational doctrines and influence. Montaigne (1583), 
 his life writings educational doctrines influence. 
 
 2. England : Bacon (1560), his life philosophy 
 writings educational doctrines influence on philosophy 
 and education. Milton (1608), his life writings educa- 
 tional views and influence. 
 
59 
 
 3. Germany: Ration (1571), his life educational 
 work principles of teaching influence. 
 
 4. Moravia : Comenius (1592), his life educational 
 work writings grades of schools principles of teaching 
 influence on education. 
 
 IX. EDUCATION IN THE SEVENTEENTH CENTURY. 
 
 Progress slow ; popular education not recognized ; 
 further planting of new ideas. 
 
 1. England : Locke (1632), his life philosophy- 
 educational doctrines influence. 
 
 2. France : Jansenism and Port Royal schools ; their 
 methods. Pascal (1628). Fenelon (1651), his writings 
 educational views labors. Rollin (1661), his writings 
 labors educational views. 
 
 La Salle (1651) (the Christian schools), his life- 
 character labors writings educational views teachers' 
 seminary. 
 
 3. Germany: Francke (1663), his life work-^ 
 views teachers' seminary influence. 
 
 4. Education of women in the seventeenth century. 
 
 X. EDUCATION IN THE EIGHTEENTH CENTURY. 
 
 Progress in educational thought and practice ; the 
 methods of nature; growth of the idea of popular 
 education. 
 
 1. France : Rousseau (1712) ; the naturalistic school ; 
 his life character his fimile educational doctrines 
 his influence. 
 
 2. Germany : Basedow (1723) ; the philanthropist ; 
 his life character educational work methods in- 
 fluence. 
 
60 
 
 3. Switzerland : Pestalozzi (1746) ; life ; character ; 
 educational experiments ; his educational writings ; educa- 
 tional views; merits and demerits; influence upon educa- 
 tion. 
 
 4. The humanistic education ; nature of humanism ; 
 representatives ; their influence. 
 
 5. Education of women in the eighteenth century. 
 
 X. EDUCATION IN THE NINETEENTH CENTURY. 
 
 The golden age of education ; general adoption of 
 new ideas; recognition of the principle of popular educa- 
 tion; establishment of public schools; college education 
 modified; female education provided for; establishment 
 of normal schools, etc. 
 
 1. Switzerland : Pere Girard (1765), his life 
 educational work educational doctrines educational in- 
 fluence. 
 
 2. France : Jacotot (1770), his life his doctrines 
 his influence. Madame de Genlis; Madame Guizot; 
 Madame Neeker, etc. The Natural Schools. 
 
 3. Germany: Froebel (1782), his life educational 
 labors educational doctrines the kindergarten influ- 
 ence on education. The State Schools. 
 
 4. England : Bell ; Lancaster ; Wilderspin ; Stow ; 
 Hannah Moore ; Dr. Arnold. System of schools. 
 
 5. America: Horace Mann; Cyrus Pearce; David P. 
 Page ; Warren P. Colburn ; Mary Lyon ; Emma Willard, 
 *etc. The Public Schools. 
 
 XL KECENT EDUCATORS. 
 
 French : Saint Simon ; Fourier ; Comte ; Dupan- 
 loup ; Buisson ; Compayre. 
 
 German : Herbart ; Beneke ; Dressier ; Grube ; 
 Schmidt. 
 
61 
 
 English: Herbert Spencer; Alexander Bain; J. G. 
 Fitch; R. H. Quick; S. S. Laurie. 
 
 American : Henry Barnard ; Thomas H. Burrows ; 
 James P. Wickersham ; John D. Philbrick, etc. 
 
 XIII. HISTORY OF EDUCATION IN THE UNITED STATES. 
 
 Public schools : their origin ; origin in Pennsylvania ; 
 in Philadelphia. 
 
 Colleges and Universities : their origin ; growth ; 
 eminent men connected with them, etc. 
 
 Normal schools : their origin ; development ; eminent 
 men connected with them. 
 
 Female education : seminaries ; women's colleges ; 
 admission into men's colleges, etc. 
 
 Teachers' Institutes : State Teachers' Association ;: 
 National Educational Association; The National Bureau 
 of Education. 
 
 XIV. CONTEMPORARY PUBLIC EDUCATION. 
 
 In Germany: the primary schools; the gymnasia;: 
 the real schools ; the universities. 
 
 In France: maternal schools; elementary schools;, 
 lyceums ; the " Five Faculties." 
 
 In England : board schools ; free schools ; endowed 
 schools ; universities. 
 
 BOOKS FOR STUDY AND REFERENCE. 
 
 GENERAL HISTORIES. Painter's " History of Education ; " Com- 
 payre's "History of Pedagogy;" Browning's "Educational Theories;" 
 "History and Progress of Education," by Phil obiblius; Quick's "Educa- 
 tional Reformers ; " Hailman's " History of Pedagogy." 
 
 SPECIAL TREATISES. Laurie's "Rise of Universities;" Laurie's- 
 "Comenius:" Barnard's "German Teachers and Educators;" Staun- 
 tpn's "Schools of England;" Morley's "Rousseau;" "Rousseau's 
 Emile," by W. H. Payne; De Guimp's " Pestalozzi ; " Kriisi's "Life of 
 Pestalozzi;" Pestalozzi's "Leonard and Gertrude;" Leitch's "Practical. 
 
62 
 
 Educationists;" Joseph Payne's Lecture on Jacotot in "Lectures on the 
 Science arid Art of Education;" Gill's "Systems of Education;" " Remi- 
 niscences of Froebel," by Yon Marenholz-Bulow ; " "Memoir of Froebel," 
 Milton Bradley & Co.; Hailman's "Kindergarten Culture;" Froebel's 
 " Education of Man ; " " Free School System in the United States," Charles 
 Francis Adams ; Wickersham's " History of Education in Pennsylvania ; " 
 Boone's " History of Education in the United States ; " Helene Lange's 
 "Higher Education of Women in Europe;" Joseph Payne's "Visit to 
 German Schools ;" Matthew Arnold's "Report on Schools of France and 
 Germany," and " Higher Schools and Universities of Germany; " Klemm's 
 " Visit to European Schools ; " Bardeen's " French Schools through Ameri- 
 can Eyes;" Grasby's "Teaching in Three Continents;" Mullinger's 
 "History of the University of Cambridge;" Lyte's "History of the Uni- 
 versity of Oxford;" Draper's "Intellectual Development of Europe;" 
 "Ignatius Loyola," by Hughes ; " The Jansenists," by Sainte Beuve. 
 
 WORKS FOB GENERAL, READING. Mahaify's "Old Greek Edu- 
 cation;" Church's "Roman Life in the Days of Cicero," Chapters I and 
 II; Stille's "Studies in Medieval History," Chapters XII, XIII, XIV; 
 Maitland's "The Dark Ages;" Gibbon "Student Edition," Vols. II and 
 III; Mullinger's "History of the Schools of Charles the Great;" Town- 
 send's "Great Schoolmen of the Middle Ages;" Stubbs's "Lectures on 
 Mediseval and Modern History," Chapters VI and VII; Conde's "The 
 Arabs in Spain ;" Symond's "Renaissance in Italy;" "The Revival of 
 Learning ; " Pater's " The Renaissance ;" Green's "Shorter History of the 
 English People," Chapters I, II, III, VI." 
 
 FOR CONTEMPORARY EDUCATION. See Reports of the U. S. Com- 
 missioner of Education, Department of the Interior. 
 
 It would be well for students of the history of education to read in 
 connection with the subject some good general outline of the history of 
 Europe, as Freeman's "General History of Europe." Barnard's "Journal 
 of Education " is a rich mine of information on the history of systems and 
 methods. The article on Education in the " Encyclopaedia Britannica is 
 a valuable monograph upon the subject. Bohn's Editions of Plato, Aris- 
 totle, and Quintilian are also recommended ; especially Plato's "Republic," 
 Aristotle's "Politics and Economics" and Quintilian's "Institutes of 
 Oratory." 
 
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