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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...... 113
76. Teaching-defined..
114
77. Self-Informed is Self-educated-defined and amplified... 114
78. Teachers are a Necessity to Learners-Teacher, what is
From Smith 115
-Adjust, defined..
79. Teaching-defined..
80. Teacher-duties of, to analyze and separate subject-
matter.....
.... 116
117
81. Teacher-duty to note both form and matter of knowl-
edge in mind of learner.....
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
123
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.
From Smith 141
104. Methods of Teaching-not responsible for Form of
Knowledge in Mind of Learner..
142
105. "Development of Ideas"-analyzed.
106. Thorough Teaching-defined...
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............
112. Methods of Teaching-in present state of Psychology,
not absolutely invariable..
162
163
113. Methods of Teaching examined in relation to "Class-
Drill"
164
114. Methods of Teaching do not regard Individuality of
Teacher..
165
115. Manner-Examined and defined..
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....
121. In Perfect Knowledge, all Teachers would Teach alike
in their Modes..
169
122. Methods of Teaching-Misconception of occasions Mis-
170
.From Smith
use of the Expression....
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 "The Nation" 171
From Smith
From Jevons 172
.From Mariotti 172
.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 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..
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
138. Nature-defined..
139. Nature-Law of-defined....
From Cocker 193
.From Cocker 194
140. Nature-Universality of Order of-defined-not Inva-
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
153. Recapitulation of Cognitive Faculties..From Hamilton 210
154. Will, the Principal Faculty in acquiring Knowledge.
From Porter 214
158. Imagination-(b) The Philosophic..
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
162. Memory-Modification-defined...........
163. Memory-Active-Childhood need not Understand all
it Learns....
219
From Arnold 219
164. Memory, Imagination, and Hope are the same Faculty.
165. Memory-Permanence of...
166. Memory-Limited in its Growth...
From Mansel 220
From Grindon 221
From Richter 224
167. Memory-Retains best from Contrasts...From Richter 226
168. Memory-a Goddess...
.From Montaigne 227
169. Memory-a Personal Reminiscence....From Montaigne 227
170. Memory and "Cram".
From Maine 235
.From Todhunter 240
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 Cross; 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..
176. Knowledge-Activity necessary to.
177. Knowledge-defined.
From Jevons 241
.From Ueberweg 257
.From Ueberweg 258
From Ueberweg 258
.From Calderwood 259
178. Thought-Difference between, and other Phenomena
of Mind - Intuition, Conception, Concept, Con-
sciousness, Representation, Perception, Imagina-
tion... .From Mansel 259