Jesuits, Schools of, 91.

Jews, German, hardy Habits of, 229.
Johnson, S., 15.

Power of Habit, 99.

Criticism and Strietures on Milton, 151.

Love of Learning, 15.

Studies to be pursued by Youth, 152.
Joinery, 337.

Judgment not exercised by Mathematics, 114.
Justice, Love and Practice of, 281.

Of Nature's Law of Discipline, 368.
Juvenile Discipline, 357.

Nature's Law of Reaction, 358.
Illustrations, 361.
Consequences, 362.

Juvenile Good Conduct, 368.
Too Much Expected, 368.

Locke's

Cicero's

Milton, 180.

220, 311, 322..

6+ 70.

Speaking, 71, 312.
Pronunciation, 181.

Versification, 220, 329.

Law and Jurisprudence, 184.

Layng, H., Author of the Rod, 422.
Laziness. 292.

Learn by Teaching, 25.

Learning, and Experience, 67.
Little, Pope's View of, 104.
Whately's, 104.

or Mental Culture, 305.
Secondary to Moral Training, 305.
by Heart, made a Pastime, 308.
by Rote, 372.

Lesser Pensioner, 168.

Liberality, to be Cultivated, 280.

Liberty in Sports, 279.

Life, a State of Education for Eternity, 20.

Locke, John, Memoir, 209.

Raumer's Pedagogical System of, 211.
Thoughts on Education, 225.

Dedication, 225.

Education Defined, 226.

1. Physical Education, 226

Excessive Tenderness, 227
Warmth, Clothing, 227, 230.
Feet, Bathing in Cold Water, 228.
Swimming, Exercise in open air, 229
Diet, Meals, Fruit, Drink, 231, 233.
Sleep, Bed, 235.

Locke, Physic, Prevention and not Medicine, 236.
2. Moral Culture, 237.

Early Influence in Formation of Habits, 237.
Craving, 240, 277.

Punishments, avoided by right Habits, 242.
Awe, Mastery of Inclin's, Submission, 243.
Beating, 243, 263.

Rewards and Encouragements, 244.
Reputation, Esteem and Disgrace, 245.
Childishness and Sports, 247.
Rules, few, 248.

Habits, Practice, 249.

Affectation, Manners, 251, 302.

Company, Public Schools, 253.
Vice, Virtue, 255.

Private Education, 256.
Example, Tasks, 257.

Inclination, Compulsion, 258, 293.
Chiding, Obstinacy, 259, 260.
Reasoning, Whipping, 262.
Private Tutor, or Governor, 265.
Familiarity, Reverence, 273
Temper, Dominion, 275.
Curiosity, 279, 289.

Recreation, 279, 295.

Complaint of each other, 280.
Liberality, Justice, 280.

Crying, 281.

Fool-hardiness, Courage, Cowardice, 283.

Timorousness, Hardiness, 286.

Cruelty, 287.

Sauntering, Inattention, 291.

Lying, Excuses, 295.

God, Spirits, Goblins, Truth, 297.
Common Sense, Breeding, 299.

Roughness, Contempt, Censoriousness, 300.
Contradiction, Captiousness, 301.
Interruption, Dispute, 304.

3. Intellectual Education, 305.
Reading, 305.

Writing, Drawing, Shorthand, 309.
French, Latin, 311, 322.

Grammar, Themes, Versifying, 316.
Memoriter Recitation, 320.

Geography, Arithmetic, Astronomy, 323.
Geometry, Chronology, History, 324.
Ethics, Civil Law, English Law, 325.

Rhetoric and Logic, English Language, 328.
Natural Philosophy, 329.

Greek Language, 332.

Method and Order of Studies, 333.

Medcalf, Dr., 23.

Medicine or Physic, in general Education, 183.
Memoriter Recitation, 321.

Memory necessary to the Scholar, 61, 135.
How Strengthened, 321, 322.
Artificial Aids to, 201.

Mental Activity, Excess of, 351.
Training, hard and easy way of, 91.
Mercantile Arithmetic, 222.
Metaphrasis, 75.

Metaphysics, 83, 180.
Merchants' Accounts, 339.
Method, Importance of, 334.
Mildmay, Walter, 54.
Military Exercises, 186, 190.
Recommended by Milton, 186.
Cowley, 190.

64

Milton, 147, 160, 178.

Memoir, 147.

Home Life and Education, 147, 160.

Private Teacher, 162.

St. Paul School, 163.

As a Schoolboy, 166.

Christ College, Cambridge, 167.

Victim of Corporeal Punishment, 175.

Tractate on Education, 178.

End of Learning, 12, 179.

Definition of Education, 181

Plan of an Academy, 181.

Mitford J., Answer to Johnson's Strict. on Milton, 152
Modern Languages, 311.

Moral Culture, 237, 356.
Milton, 147, 184.

Locke, 237.
Spencer, 356.

Cowper, 452.

More, H., on Practice and Mabit, 99.

Morysine, Sir R., 31.

Mother's unconscious Tuition of Objects 379.

Power over Moral Education, 51.

Motives to Study, 63.

Ascham, 63, 69.

Plato on, 56.

Milton on, 182.
Locke on, 257.

Mulcaster, R., 406.

Music, Ascham on, 27, 59

Galen on, 27, 59.
H. Coleridge, 27.
Milton, 28, 186.
Locke, 221.

Dancing, Music, 221, 334.

Fencing, 335.

Manual Trades, 336, 338.

Painting, Gardening, Joinery, 337.

Recreations, 338.

Mercantile Accounts, 339.

Travel, 340.

Conclusion, 342.

Logic, Milton, 184.

Locke, 221, 326.

Lord's Prayer, how taught, 308.

Love, a Motive to Study, 63, 69.

in a Teacher, 464.

Lloyd, Sarah, The Schoolmistress, 426.

Lying, 239, 295.

Painting, 337.

Paley, Education Defined, 15.
Paraphrase, in Learning Latin, 74.
Parental Duties, Preparation for, 356.
Displeasure, 367.
Ignorance, 393.

Parent and Child, Relation of, 365.
Parents, Overfondness, 227, 240.

Over Estimate of Capacity, 132.
Parr, S., Nature of Education, 17.
Party Spirit, Power of, 99.

Passion, Mind to be kept free of, 314.
Pustime, Characteristics of true, 43.
Place of, in Education, 68.
Pell's Mathematical Treatises, 204.
Pember, R., Letter to Ascham, 25.
Pembroke, Countess of, 29.

Instructed in Latin by Ascham, 29.
Penmanship, Ascham's, 26, 34.
Lord Palmerston on, 26.
Locke, 309.

Pensioner, at Cambridge, 167.
Persians, Aim in Education, 66.
Perspective, 383.

Pestalozzi, 377.

Peter, Sir W., 54.

Petty, Sir W., 189.

Plan of a Trade School, 199.

Philosophical College, Plan of Cowley, 190.

Physic, 236.

Poetry, Devotion to, 220.

Milton, 184.

Locke, 320.

Politeness, 218, 219.

Political Economy, Student of, 120.

Politics, Recommended by Milton, 184.
Pope, A., Power of Education, 14.
Practical Science, 183, 190, 199.
Praise, Love of, 62, 145, 245, 336.
Precocity, to be Deprecated, 58, 352
Prior, Gingerbread Horn-book, 425.

Private or Home Education, 254, 256.

Promise in a Child, Marks of, 61, 133, 135.
Public or Boarding Schools, 253.
Locke, 253.

Cowper, 440.

Crabbe, 459.

Punishments, 242, 257, 364.

Pursuit, How determined, 107.

Raumer, on Bacon's Pedagogy, Locke's, 209.
Reaction, Law of, in Education, 358.
Reading, Office of, 102.

Mode and Purposes of, 111.
Questioning, Analysis, &c., 112,
With Curiosity excited, 112.
Through Colored Spectacles, 110.
Locke's Thoughts on, 306.
Made a Pastime, 307.

Realism, Verbal and Real, 87, 179, 189, 190, 220.
Reasoning, Conditions for, 115.

Candor of Mind essential, 116.
With Children, 262.

Recreation to the Student, 42.
Ascham on, 39, 42.
Aristotle, 41.

Sir Philip Sidney, Erasmus, Galen, 40.
Retrospective Review, Kirk White, 40.
Fuller, T., 41, 43.

Stillingfleet, Ovid, 42.

Swift, Plato, Whitaker, 43.

Locke, 279, 337.

Spencer, 397.

Regency at Cambridge, 173.

Regulation of the Habits, 241.

Religious Instruction, 182, 297, 308.

Reputation, or Esteem, 245,

Resewitz, 219.

Respect for others, 301.

Rest, 41.

Restitution, 367.

Retrospective Review, 38, 42.

Reverence, or Awe, of Parents, 241, 275.

For Children, 256.

Reviews, 185.

Rewards in Discipline, 244.

Rhetoric, 184, 326.

Rich, System of Short-hand, 310.

Riding Horseback, 40, 63, 186, 222.

Rod, The, 55, 243, 260, 422.

Romans, Examples of Temperance, 232.

Rote Learning, Without Understanding, 113.
Teaching, 372.

Roughness, 300.

Rule-teaching, 372.

Rules, few, 248.

Ruskin, 19.

Schoolmaster, The, by Roger Ascham, 27, 45.
Preface, 44.

Annotations on, 51.

Book I. The Bringing up of Youth, 57.
General Manner and Temper required, 57.
The aim of all Good Culture, 57.
Quick Wits, and Slow, compared, 58.
Influence of excessive attention to Music, 59.
The Special Marks of Promise in a Child, 61.
1. Sound and comely Physique, 61.
2. Good Memory, 61.

3. Love of Learning, 61.

4. Eagerness to Labor, 62.

4. Readiness to receive from another, 62.
6. Boldness to ask for Knowledge, 62.
7. Love of Praise for well-doing, 62.
Motives to Study, Pleasure, and not Pain, 62.
Interview with Lady Jane Grey at Brodegate, 63.
Discipline enforced kindly but firmly, 64.
Dangers from excessive License to Young Men, 65.
Bad Example of the Nobility, 65.

Effects of Good Education of Youth illustrat'd, 66.
Learning by Book and at School, 67.
Exercise and Pastimes to be allowed, 68.
Influence of Good Example, 69.
Foreign Travel discouraged, 70.

Book II. The Ready Way to the Latin Tongue, 70.
Mode of Learning Rules of Grammar disc., 70.
Oral and Explanatory Method preferred, 70.
Double Translating from Latin into English and
English into Latin, 71.

Pupils to be Aided and Encouraged, and not left
in doubt, &c., 71.

Trying to speak Latin a questionable exercise, 72.
Discrimination of Parts of Speech, &c., 72.
Diligent Reading of the best Authors, 73.

Six ways for the Learning of Tongues and Jn-
crease of Eloquence, 74.

1. Translations, 74.

2. Paraphrase, 74.
3. Metaphrasis, 75.
4. Epitome, 76.

Schoolmistress, 416.
Shenstone, 409.
White, H. K., 420.
Burton, Warren, 416.
Marine Farmer, 419.
Crabbe, George, 421, 456.
Science in Education, 394.
Views of Milton, 151, 183.
Johnson, 151,
Mitford, 152.
Hartlib, 188.

Petty, 189, 208.

Cowley, 190.

Spencer, 388, 399.

Scripture, how Studied, 108, 330.

Sculpture and Education, 16.

Seed-time, 42.

Self-denial, 242.

Evolution, 386.

Government of Children, 371.

Instruction, 376.

Preservation, 389.

Seneca, 135, 272.

Bermnus, 31.

Severity Unnecessary, 57, 259, 263.

Seven Liberal Arts, 177.

Shakspeare, Education Defined by, 11.

Short, Bishop, End of Education, 13.

Short-hand Writing, 310.

Sidney, Sir Philip, 40.

Singing, 43.

Silence and Solitude, Love of in Children, 136.

Sitting Still, 417.

Sizar, at Cambridge, 168.

Skill and Strength, 142.

Siowness of Development, 61, 133.

Sleep, 235, 351.

Smattering of Knowledge, 105.

Treatise on English Spelling, 55.

Smith, Sir T., 55.

Society, Education for, 253, 269, 398.
Science of, 392.

Socrates, on the average Capacity, 61.
Marks of a promising Scholar, 63.
1. Sound Body, 63.

2. Memory, quick and Retentive, 63.
3. Love of Learning, 64.

4. Love of Labor, 64.

5. Readiness to receive of another, 64.
6. Boldness to ask, 64.

7. Love of Praise for well-doing, 64.
What to learn, 152.

Sophisters at Cambridge, 172.
Sophocles, 49.

South, Dr., Power of Habits, 13.
Spenking, fluent, 76.

Spelling Reform, 55, 164.

Spencer, H., Thoughts on Education, 345.
1. Physical Education, 345.
Importance of Physical Training, 345.
Food, 345.

Sugar and Fruit, 346.

Quality, Quantity, and Variety of Food, 347.
Clothing, 348.

Exercise, 350.

Excess of Mental Activity, 351.

Health of the Brain, Supply of Good Blood, 352.
Results of Modern Physical Treatment, 355.
Preservation of Health, Duty, 355.

2. Moral Education, 356.

Special Preparation for Family Management, 356.
Nature's Law of Discipline, 358.

Examples of the Rule of Natural Reaction, 361.
Consequences of Obedi. to Parent and Child, 362, 369
True Relation of Parent and Child, 365.
How to deal with Grave Offences, 367.

Too much expected of Juvenile Good Conduct, 368.
Commands few, but Decisive and Consistent, 369.
Self-government the Aim of all Discipline, 370.
Right Government complex and diflicult, 371.
3. Intellectual Education and Studies, 372.
Decline of Old Methods, 372.

Introduction of New Method, 373.

The Order and Method of Nature to be followed, 374
Guiding principles of Education, 375.
Application of Principle to Practice, 377.
Intuitional Exercise of the Perceptions, 377.
Object-lessons, 378.

A Mother's Unconscious Tuition on Objects, 379.
Extension of the field of Object-teaching, 380.

Value of a Love and a Knowledge of Nature, 381.
Drawing, including Form and Color, 381.
Dimensions in Perspective, 382.

Geometry, Primary, 383.

Empirical, 384.

Acquisition of Knowledge should be a process of
self-instruction and continuous pleasure, 386.
4. What Knowledge is most Worth, 388.
Relative Values of Knowledge, 388.

Knowledge requisite to Self-preservation, 389.
Industrial Success, 389.

Mathematics, 390.

Physics, 391.

Chemistry, 391.

Biology, 392.

Science of Society, 392.

Rearing and discipline of the family Offspring, 393

Functions of the Citizen, 396.

Esthetics, or Education for Relaxations, etc., 397.

Knowledge requisite for purposes of Discipline, 399
Prominent value of Science, 399.

Spirits, 297.

Spontaneous Activity of Children, 377.

Sporting, as Exercise, 44.

Stimulation of the Faculties, 352.

Story-books, Influence of, on Character, 117.
Stubbornness, 260.

Studies, calculated to mar some Minds, 28.

To be varied to the Peculiarities, 91.
Necessary to Life, 151, 272.

Trivium, 177.

Quadrivium, 177.

Wits, Quick and Slow, 59.

Woman, Health of, 350.

Education, 394.

Words, Learning of, 180.
World, Knowledge of, 269.
Worthington's Catechism, 309.
Wotton, Sir W., 12.

Memoir, 54, 123.

Provost of Eton College, 126.
Letter to Charles I., 128, 131.

Educational Apothegms, 131.

Characteristic Indications of the Scholar, 132.

Time, an Element in Education, 137.

Successful Beginnings, 138.

Epitomes and Commentaries, 138.

Discretion, a Gift and a Product, 138.

Value of Travel, 139.

Good Manners, a happy Man, 139.

Books to be estimated by Quality, not Quantity, 13P

Formality, when excessive, suspicious, 140.

Applause should follow, not lead, 141.

Opportunity necessary to Success, 143.

Wrestling, 184, 335.

Writing, or Penmanship, 26, 309.

Wyse, T., 374, 383.

Young, T., Teacher of Milton, 162.

Youth, Excessive License to, 65.