SUBJECTS OF THE CHAPTERS
175
page | ||
XI. | Hitherto there have been no perfect schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
228 |
XII. | It is possible to reform schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
233 |
XIII. | The basis of school reform must be exact order in all things . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
245 |
XIV. | The exact order of instruction must be borrowed from nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
250 |
XV. | The basis of the prolongation of life . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
256 |
XVI. | The universal requirements of teaching and of learning; that is to say, a method of teaching and of learning with such certainty that the desired result must of necessity follow . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
263 |
XVII. | The principles of facility in teaching and in learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
279 |
XVIII. | The principles of thoroughness in teaching and in learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
294 |
XIX. | The principles of conciseness and rapidity in teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
312 |
XX. | The method of the sciences, specifically . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
335 |
XXI. | The method of the arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
346 |
XXII. | The method of languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
355 |
XXIII. | The method of morals . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
363 |
XXIV. | The method of instilling piety . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
370 |
XXV. | If we wish to reform schools in accordance with the laws of true Christianity, we must remove from them books written by pagans, or, at any rate, must use them with more caution than hitherto . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
383 |
XXVI. | Of school discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
401 |