Author of Introductory Text Book to School Management, &c.

Primary Education & Teaching.

BY JOHN GILL,

PROFESSOR OF EDUCATION, NORMAL COLLEGE CHELTENHAM.

Strongly recommended by Directors of Public Instruction on the Continent and in India, and translated into Hindustani. Adopted also by the London and other Board Schools, and in use in all the Training Colleges of Great Britain and the Colonies.

1. SCHOOL MANAGEMENT-Introductory Text-Book to School Education, Method, and School Management; a Treatise on the Principles, Instruments, and Methods of Primary Education. Fcap. cloth, 42nd thousand, 3s.

2. NOTES of LESSONS.-The Art of Teaching Young Minds to Observe and Think. Fully illustrated by upwards of 130 Sketches and Notes of Lessons. Fcap. Svo., cloth, 10th thousand, much enlarged, 2s.

3. SYSTEMS of EDUCATION.-A History and Criticism of the Principles, Methods, Organisation, and Moral Discipline advocated by Eminent Educationists. Fcap. 8vo. eloth, second edition, 2s. 6d.

This book, besides tracing the history of Educational theory from the time of Edward III., supplies in detail the various methods adopted in teaching and in School management during the present century.

"Your valuable little book on the System of Education."-Professor Bain, Aberdeen.

"We recommend it to all whose duty or pleasure it is to aid in the great work of education."-Schoolmaster.

"We welcome Mr. Gill's book as a valuable contribution to the literature of the art of teaching."-School Guardian.

"The book is clearly, forcibly, and pleasantly written."-School Board. Chronicle.

"Such a book as this may be thankfully accepted by Teachers."- -Academy. "Will doubtless be read with interest."-Educational Times.

"A very clear and intelligent account of the different systems of education."-Saturday Review.

4. THE ART OF RELIGIOUS INSTRUCTION: Fully Illustrated by Sketches and Notes of Bible Lessons for Infant, Junior and Senior Classes. Designed for the use of Teachers in Sunday and Day Schools. Fcap. 8vo., cloth, 2s.

"The book should be in the hands of every Teacher."-School Guardian. "The work of one who thoroughly understands the Art of Teaching."Record.

CONTENTS.

PART I.-INTRODUCTORY LECTURE.

John Locke-Incidents in his life-Tutor to Lord Ashley
-Publication of the Thoughts-Analysis-Formation of
character-Choice of a tutor-Physical education-its im-
portance to mental growth-What may be done in school for
physical training-How habits are formed-Moral education
-Its place-Its nature and aims-Control of self-Obstacles
from early training-Denial of food as a punishment-Per-
nicious influence-Study of children-Two classes of facul-
ties, general and individual-Faculties to be restrained or
controlled-Discrimination in the treatment of actions-
Early Impressions and habits-Idiosyncrasies-Perpetuity
of likeness-Means of moral training-To be wisely ordered-
How habits are formed-Not by precepts and rules-Neces-
sity of practice-Authority--Its place-Its necessity-Law
not self-Motives-Not bodily pain-True shame-Not ex-
posure-Rebuke-Corporal punishment-The motive wrong
-Obstinacy-Rewards-Great principle of discipline is
natural consequences-Learning-Right methods-Skilful
teaching-Love of learning-Curiosity-Inquiry encouraged
-Ignorance confessed-Learning should be made pleasant
-"Saturday Review" on-Vicesimus Knox-Agreeable books
Subjects; Penmanship--Grammar-Composition-French.

PART II.-LOCKE'S PRINCIPLES OF EDUCATION.

Sect. 1. Moral discipline: The mind right-To be begun
early-No humouring-The practice absurd-Its evil results
in later life-in moral habits-Early subjection to authority
-Fear begets love-Punishments-Awe-Self-denial-De-

-

ection-Beating-A wrong motive-Dislike-Slavish temper
-Worse disease-Rewards-Out of place-Hope and fear
right-But the means wrong-Reputation-Shame and dis-
grace-Importance of shame-Approbation of the good-
Rebuke in private, praise in public-Childishness. Rules-
Habits to be formed rather than rules given-How fostered
-Necessity of practice. Example-Punishments-Tasks-
Disposition-Compulsion - Chiding-Obstinacy-Occasions
of punishment-Reasoning with children-Examples of right
and wrong-Whipping-Not at the time of the fault-Pro-
hibitions-Not before wrong has been done-Obstinacy—
Treatment of tutor.

Sect. 2. PRINCIPLES RELATING TO CHILD NATURE: Temper
-Differences-How discovered-Dominion-Desire of power
-Desire of possession-Craving Fancy-Curiosity-Recre-
ation - Complaints-Liberality-Justice-Tendency to in
justice met with abhorrence-Removal of their own things
-Not to be tricked by falsity of speech-Inquiries to be
answered.

Sect. 3. PRINCIPLES RELATING TO HABITS: Crying-Fool-
hardiness-Fortitude-Courage-Cowardice - Timorousness

-Hardiness-Cruelty.

Sect. 4. PRINCIPLES RELATING TO LEARNING: Curiosity-
Sauntering-Earnestness at play-Source of idleness-Habit
of doing something-Compulsion-Its relation to idleness-
Play-Games and toys-Lying-Excuses,

PART I.

ESSAY ON LOCKE.

(From "Systems of Education.")

John Locke, "the father of English philosophy," was born at Wrington in 1632. His early education was by his father, and was conducted with great care and success. But the troubles of the time, and his father serving in the Parliamentary army, broke up this arrangement, and he was placed at Westminster school. In the remembrance of his own early career we have probably the origin of his preference for private tuition over the public school. At the age of nineteen he proceeded to Christchurch, Oxford, where, in addition to the prescribed Aristotelian course, he solaced his philosophical spirit, by the private perusal of the works of Bacon and Descartes. The latter appears to have had no special influence over him, but from the former he obtained the method, which he subsequently applied to the investigation of mental phenomena. On leaving the university he adopted the profession of medicine, but his constitution was too weak to allow him to practise. In 1665, having successfully treated Lord Ashley, subsequently Earl of Shaftesbury, in case of an abscess, "he accepted the invitation of that nobleman to reside in his house; and from this time he attached himself to his fortunes during his life, and after death vindicated his memory and honour." The studies of Lord Shaftesbury's son,