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161
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174
I.-Duties of Parents in respect to education
II.-Ignorance of parents on the subject of Education
III.-Means of enlightening parents
IV. The mother, the natural preceptor of her child-Prepara-
tion for the office
V. Of domestic education
VI.-Duties of parents with respect to instruction
CHAPTER II.
TEACHERS.
I.-Duties and qualifications of the teacher
II.-Preparatory studies of the teacher
III.-Importance of the teacher's office
IV.-Social position of the teacher
V.-Incompetency of teachers attributable to parents
VI.-Means of raising the profession in public estimation
VII.-French teachers in Great Britain and Ireland
CHAPTER III.
METHOD.
I. On the present need of a method of learning languages
II. Characteristics of a good method
1. A good method subdivides the subjects of study
2.
3.
favours self-teaching
is applicable to public Instruction
is in accordance with Nature
comprises Analysis and Synthesis
is both Practical and Comparative
is an instrument of mental culture
III.-General principles on which a rational method is based
BOOK IV.
NATIVE TONGUE.
SECT.
CHAPTER I.
PRESCRIPTION OF NATURE RESPECTING EARLY INSTRUCTION.
I-Of early mental culture
II.-Classical studies unsuited to childhood. Age at which
III.-The knowledge of things,—an introduction to the know-
they may be commenced
ledge of words
periods of youth
IV.-Conversation, the best means of instruction in the first
PAGE
219
223
229
233
V.-Physical exercise, dancing and music,—means of relaxation 237
VI.-Linear drawing
VII.-Drawing and instrumental music compared
1. Names of objects, their Parts, Matter, and Colour 246
2. Numbers; Ball-Frame
3. Fractional Numbers; Fractional Apparatus
4. Forms; Geometrical solids: Architectural game
II.-Exercises in Observation.
1. Properties; Comparison and Classification of objects 253
2. Incidental investigations about objects .
3. Cautious gradation to be observed in these lessons
III-Exercises in Reflection.
1. Size, Weight, Durability, &c. of things
2. Physical Geography; Geographical Box
3. Political Geography; Globe with National Flags, &c. 264
4. History and Chronology
268
III.-Exercises in Reflection.
5. Excursions into the Country and visits to Manu-
6. Natural History, Mineralogy, Geology, Botany, and
Zoology
7. Natural Philosophy, Chemistry, Physiology, and
Mental Philosophy
IV.-Mode of imparting scientific information to children
V.—On inculcating notions of taste, order, and piety .
VI.—Educational apparatus-specimens, models, engravings,
270
272
276
280
282
and paintings
284
VII.-Technical, scientific, and abstract terms
287
VIII. Recapitulations, descriptions, narrations, compositions,
and letter-writing
290
IX.-General directions for improving the language and the
understanding of children
292
X.-Benefits and importance of this course of elementary
II. Of learning the art of writing before that of reading
III. On the mode of teaching to read
304
306
IV. Of early attention to the subject-matter of the book
V.-Books suited to children, and advantages to be derived
from a proper course of reading
VI. Initiation into orthography, grammar, and literary dis-
crimination
VII.-Adoption of the Conversations on objects in families and
schools
319
BOOK V.
ORDER AND RELATIVE IMPORTANCE OF THE DIFFERENT
BRANCHES OF A LANGUAGE.
SUBDIVISION OF THE STUDY.
I-The different objects proposed from the study of a
language--natural order of acquiring them
II. The acquiring of a foreign language in the same manner
as the native .
III.-The learning of a foreign language by means of objects or
pictures
IV.-Order of study, when a foreign language is learned
through the native and through books
IMPRESSION.
323
325
328
333
L-Reading, the first branch in importance.
337
a means of acquiring the materials of language 340
a means of acquiring knowledge .
343
I.-Advantages arising from speaking a foreign language
IL-Precedence claimed by speaking over writing
IIL-Postponement of writing.
IV.-Writing the native and writing a foreign language
contrasted.
V.-On the writing of Greek and Latin verses
VL-Of writing in a foreign language at an advanced stage of
the study.
VOL. I.
857
359
360
364
366
370
BOOK VI.
OF GRAMMAR.
UNFITNESS OF GRAMMAR FOR CHILDREN.
I.-Grammar-its general adoption as an introductory study
373
375
377
382
INEFFICIENCY OF GRAMMAR AS AN INTRODUCTION TO THE STUDY
OF A LANGUAGE.
I.-Progress of grammar among the ancients.
II. Introduction of grammar in modern Europe; scholars
and writers formed without its aid
387
388
III.-Grammar considered as a means of understanding a
IV.—Grammar considered as an auxiliary to speaking or writing 397
V.-Professed grammarians bad speakers and writers
402
390
IV.-Etymology and syntax.-Grammatical analysis
V.-Logic and punctuation.-Logical analysis
VI.-Rhetoric and prosody
414
420
422
VII.-Importance of grammar viewed as a complementary study 424