Chapter III: Part III

ON THE METHODS BY WHICH THE EDUCATIONAL PROCESSES OF NATURE MAY BE SUCCESSFULLY IMITATED.

CHAP. I.

On the Exercises by which Nature may be imitated in cultivating the Powers of the Mind, 148

CHAP. II.

On the Methods by which Nature may be imitated in the Pupil's Acquisition of Knowledge; with a Review of the Analogy between the Mental and Physical Appetites of the Young, 170

CHAP. III.

How Nature may be imitated in Communicating Knowledge to the Pupil, by the Reiteration of Ideas, 177

CHAP. IV.

On the Means by which Nature may be imitated in Exercising the Principle of Individuation, 192

CHAP. V.

On the Means by which Nature may be imitated in Applying the Principle of Grouping, or Association, 204

CHAP. VI.

On the Methods by which Nature may be imitated in Communicating Knowledge by Classification, or Analysis, 218

CHAP. VII.

On the Imitation of Nature in Teaching the Practical Use of Knowledge, 233

CHAP. VIII.

On the Imitation of Nature in Teaching the Use of Knowledge by Means of the Animal, or Common Sense, 245

CHAP. IX.

On the Imitation of Nature in Teaching the Practical Use of Knowledge by means of the Moral Sense, or Conscience, 257

CHAP. X.

On the Application of our Knowledge to the Common Affairs of Life, 274

CHAP. XI.

On the Imitation of Nature, in training her Pupils fluently to communicate their Knowledge, 288

PART IV.

ON THE SELECTION OF PROPER TRUTHS AND SUBJECTS TO BE TAUGHT IN SCHOOLS AND FAMILIES.

CHAP. I.

On the General Principles which ought to regulate our choice of Truths and Subjects to be taught to the Young, 306

CHAP II.

On the particular Branches of Education required for Elementary Schools, 317

CHAP. III.

On the Easiest Methods of Introducing these Principles, for the first time, into Schools already established, 326

Notes, 331

PRACTICAL ENQUIRY, &c.