SECTION

72. Knowledge-defined..

73. Knowledge-defined..

74. Knowledge-aim of, is truth...

PAGE

From Day 110

From Day 111

.From Ueberweg 112

75. Knowledge-stages of, in acquiring: (1) Source of-re-

sides in mind; (2) Rational way of procedure is

under Will; (3) End of activity is Knowledge..

76. Teaching-defined...

.. 113

114

77. Self-Informed is Self-educated-defined and amplified... 114

78. Teachers are a Necessity to Learners-Teacher, what is

-Adjust, defined...

From Smith 115

79. Teaching-defined..

116

80. Teacher-duties of, to analyze and separate subject-

matter......

117

81. Teacher-duty to note both form and matter of knowl-

edge in mind of learner....

117

82. How to Teach ?-is great question..

118

83. Teaching-Conception of, requires examination of: (1)

Mind of learner-learner; (2) Mind of teacher-

teacher; (3) Things to be learned--subject-matter.. 118

84. Teaching-Conception of, resolves itself into: (1) Teacher

must know subject-matter; (2) Teacher must know

mind; (3) Teacher must know Way in which mind

proceeds when learning-Constitute Profession of

Teaching...

85. Recapitulation of §§ 82, 83..

86. PROVINCE OF METHODS OF TEACHING-that of Princi-

ples of Adaptation of Subject-matter to Faculties of

Mind...

87. Principle-defined..

88. Principle-defined..

119

120

121

From Fleming 122

.From Smith 122

89. Methods of Teaching-require system of subject-matter. 123

90. Systems and Methods-compared....

91. Province of Methods of Teaching, not that of Pedagogics

94. Methods of Pedagogics, Scope of equivalent to Meth-

ods of Education..

127

SECTION

PAGE

95. Methodick of Education-defined. (1) Educator must be

a Guide-Processes: Analytic, Synthetic, Inductive.

(2) Educator must guide Morals-Methodick of Edu-

cation is Methodology, Way, Procedure-Method-
ick-rests on the Will. Departments of-particu-
lar methods....
....From Laurie 129

96. Methods of Education regard Growth of Mind as an

End-They consider: (1) What Subjects to be

Taught-purpose of. (2) How to Instruct for Right

Judgments. Answers: To (1) Doctrine of the Real-

To (2) Formal Discipline
.....From Laurie 131

97. Growth and Development-contrasted...From Spencer 132

Growth-defined.....
..From Smith 132

98. Methods of Teaching regard Growth of Mind as a Means 135

99. Methods of Teaching Examined in their Relation to

"How to Study".

136

100. Methods of Teaching do not distinguish between Truth

and Error of Subject-matter taught...

138

101. Methods of Teaching assume innate Activity of Mind-

Examined in relation to "Waking up Mind "-Con-

ception of "Variety" examined.

139

102. Attention-defined and examined..

From Richter 139

103. Excite, Awaken, Rouse, Incite, Stimulate-defined.

104. Methods of Teaching-not responsible for Form of

Knowledge in Mind of Learner..

105. "Development of Ideas"-analyzed..

106. Thorough Teaching-defined....

From Smith 141

142

144

144

107. Develop, Unfold, Unravel-defined....

From Smith 145

108. Methods of Teaching must regard Procedure of Facul-

ties when learning...

148

109. Methods of Discovery and of Instruction. From Jevons 149

110. Methods of Teaching must respect Inherited "Cast of

Mind "

160

111. Methods of Teaching-difficult to suit, because of evan-

escence of psychological phenomena..

162

112. Methods of Teaching-in present state of Psychology,

not absolutely invariable..

163

SECTION

PAGE

13. Methods of Teaching examined in relation to "Class-

Drill"

164

165

114. Methods of Teaching do not regard Individuality of

Teacher..

115. Manner-Examined and defined.

165

116. Teacher can have "His Manner," not "His Method". 166

117. Methods of Teaching-are not method in general...... 166

118. Method and Manner-contrasted..

.From Soldau 167

119. Mode of Teaching-defined.....

168

120. Methods, Modes, Manners-compared..

168

121. In Perfect Knowledge, all Teachers would Teach alike

in their Modes..

169

122. Methods of Teaching-Misconception of occasions Mis-

use of the Expression.....

170

123. Mode, Manner-defined.

Mode, Manner-used...

124. System, Method-defined...

System-defined..

125. Method, Procedure-defined..

126. Method, Mode-defined.....

127. Principle, Law, Rule-defined.

.From Smith

.From "The Nation" 171

..From Smith

From Jevons 172

.From Mariotti 172

.From Armstrong 173

.From Armstrong 173

128. Method, Mode, Manner-difference. (a) Illustrated by

Figure of a Bridge; (b) Illustrated by Water as

buoying-up power; (c) Illustrated by Gravity, Ani-

mal Power, Steam; (d) Illustrated by Horse Power,

Carriage, Landau..

129. Mode-properly used.

130. Mode of Teaching-illustrated.

131. Method-improperly used.....

174

.From Page 175

.From Page 175

...From Rousseau 176

132. Method-Socratic Mode-illustrated...From Epictetus 178

133. Methods of Teaching-for Modes and Manners-Cri-

tique upon...

134. "Methods of Nature"-Conception of, Examined-

Illustration.

Illustration....

135. Artificial-Conception of, examined.

.From Meiklejohn 184

.From Rousscau

.From McLennan 188

190

136. Natural, in general, is not Natural in the Individual.... 192

137. Natural-defined..

From Butler 193

II. ON THE PRACTICE OF METHODS OF TEACHING.
(A) On the Knowing Faculties of the Mind.

144. Purpose of this Division is to submit a Basis for Meth-

ods of Teaching....

203

145. Psychological Phenomena-classified. (1) Phenomena

of Cognitions; (2) Phenomena of Feelings; (3) Phe-

nomena of Conations.....

From Hamilton 204

146. Consciousness-defined. Involves: (1) A Knowing Sub-

ject, the Ego; (2) A Recognized Modification of

Ego; (3) A Recognition by the Subject of the Modi-

fication...

.(a) From Hamilton

(b) From James 204

From Hamilton 205

From Hamilton 207

.From Hamilton 207

From Hamilton 208

.From Hamilton 208

.From Hamilton 209

153. Recapitulation of Cognitive Faculties..From Hamilton 210

154. Will, the Principal Faculty in acquiring Knowledge.

159. Imagination-(c) The Ethical Uses of.....From Porter 216

160. Imagination—(d) Relation to Religious Faith.

From Porter 217

161. Imagination is Over-developed in the Youth of India.

From Maine 218

SECTION

162. Memory-Modification-defined.....

PAGE

219

.From Arnold 219

163. Memory-Active-Childhood need not Understand all

it Learns...

164. Memory, Imagination, and Hope are the same Faculty.

165. Memory-Permanence of..

From Mansel 220

.From Grindon 221

166. Memory-Limited in its Growth.........From Richter 224

167. Memory-Retains best from Contrasts... From Richter 226

168. Memory-a Goddess.....

.From Montaigne 227

.From Maine 235

.From Todhunter 240

169. Memory-a Personal Reminiscence....From Montaigne 227

170. Memory and "Cram".

171. Memory and "Cram"

172. Memory and "Cram," and Thinking Faculties-A
Question-Begging Epithet; Analysis of "Cram ;'
"Good Cram" and "Bad Cram" defined; Dulness
and Cram ;" Book-work and "Cram;" Exami-
nations are Tests; Repetition in Teaching Neces-
sary; Purpose of "Good Cramming; " Intense
"Cramming" is Real Education; Remarks of
Home-Secretary Cioss; Mr. Cross Answered; Slow
and Deliberate Teaching compared with Rapid;
Object of School; Purpose of Liberal Education;
Not Desirable to Remember things Taught in
School; Source of Error not in Memory, but in

· Distinguishing between Form and Matter; Reten-

tion; Barristers must Forget; Work of Teachers

not to make Philosophers, and Scholars, and Ge-

niuses these are Born; Business of Educator is

"to Cram".

173. Knowing, Act of-defined.

174. Knowledge-defined..

175. Human Thought-determined.

.From Jevons 241

From Ueberweg 257

.From Ueberweg 258

.From Ueberweg 258

176. Knowledge-Activity necessary to..... From Ueberweg 258

177. Knowledge-defined...

.From Calderwood 259

178. Thought-Difference between, and other Phenomena

of Mind-Intuition, Conception, Concept, Con-

sciousness, Representation, Perception, Imagina-

tion....
.From Mansel 259