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Professor of Education, Normal College, Cheltenham ;
Author of "Introductory Text Book to School Education," &c.

LONDON:

LONGMANS, GREEN, READER, AND DYER,

PATERNOSTER ROW.

1876.

AMAOL

By the Same Author.

I.

Just published, 34th Thousand, fcap. 8vo., cloth, 38.,

SCHOOL

EDUCATION,

METHOD AND SCHOOL MANAGEMENT,

A Treatise on the PRINCIPLES, INSTRUMENTS, AND METHODS of PRIMARY EDUCATION.

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Fully Illustrated by SKETCHES and NOTES OF LESSONS.

For the Several Classes in the Infant and Juvenile School.

THE

III.

Will be published early in 1876, fcap. 8vo., cloth, 28.,

ART OF RELIGIOUS
INSTRUCTION.

Fully Illustrated.by SKETCHES and NOTES OF BIBLE LESSONS,
for Collective Teaching and Class Instruction.

Designed for the use of Teachers in Day and Sunday Schools.

LONDON: LONGMANS & CO.

LA13

64

1876 MAIN

PREFACE.

In the year 1852, the Syllabus for Students in Training Colleges, issued by the Committee of Council on Education, required that they should be instructed in the Systems of Education that had been in use in this country. It thus became the Author's duty, in that and following years, to explore the field, and to give lectures in the course thus opened out to him. Gradually his course shaped itself into the form in which it is presented in this volume. At the request of the Bishop of Tasmania, then Principal of the Training Colleges, Cheltenham, some of these lectures appeared at intervals in the Papers for the Schoolmaster. The whole course is now offered in a more permanent form, at the request of many of the Author's former pupils. But another consideration has had weight. School Education has to become a Science. One means to this end is to gather and examine what has been done by those who have been engaged therein, and whose position or success has given them a right to be heard. Nor these alone.

employed, if not in it, yet about it.

Others have been
School education,

at its present standpoint, is the result of many agencies,

541756

individual, social, and national, and these have been very varied, and often antagonistic. It has been a growth, to which the philosopher, the politician, the doctrinaire, and the amateur have contributed, as well as the actual workers in schools. With these-excluding those whose object has been mercenary-it has been a course of efforts, schemes, mistakes, and failures, but sometimes of partial successes, all of which have yielded something to the fabric as it now stands. The Author's hope is that the sketch here feebly attempted may stimulate those just starting in their profession, ever to work with the purpose of ultimately placing their art on a scientific basis.

One word as to the form. In few cases are the words of the educational writers or workers used. Having but a very limited time, not one hour weekly, in which to present the salient points of each system, he found he could better do this, without quotation. But he has never consciously altered or coloured any one's views. In this plan he was confirmed by finding how successfully it had been followed in the Schoolmaster, published by the Society for the Diffusion of Useful Knowledge; to which book and to its other publications, the writer gratefully acknowledges his indebtedness.

February 28, 1876.

CONTENTS.

CHAPTER I.

GRAMMAR SCHOOLS.

PIONEERS-English taught in schools-John Cornewaile-Increase of schools-Influence of Chaucer-Revival of learning-Colet-Wolsey's instructions to masters--First English grammar.

ROGER ASCHAM-His education-Origin of the SchoolmasterDiscipline in relation to learning-Marks of a good scholar Chiding Correction of mistakes - Corporal punishment-Quick and hard wits-Competent teachers— Learning to be intelligent-Thoroughness-Examples before rules-Nothing to unlearn.

COMENIUS-Monitorial principle-Intuitive faculties-Pictorial teaching Picturing-out.

JOHN MILTON-Spirit of the educator-Influence on the nation's life-No formal routine-Pestalozzian principle anticipated-Baconian method.-Course of study-Motives to be employed.

JOHN LOCKE-Incidents in life-Physical education-Moral culture-Its Place in a system of education-Its natureNecessity of knowing childhood- Difference in childrenEarly impressions-Means of moral training-AuthorityShame Opposed to corporal punishment-Obstinacy-Rewards-Natural consequences—Skilful teaching-Learning made pleasant Saturday Review quoted-Pleasant booksMethod of penmanship -Grammar-Composition-French. VICESIMUS KNOX-Opposed to Locke-Advantages of classical culture-Bias of scholar-Easy methods suspicious-Culture of memory--Early reading--Latin basis of school discipline-Greek and French-English composition-Geography. I p. 1-47

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