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THE

PHILOSOPHY OF EDUCATION

OR THE

PRINCIPLES AND PRACTICE OF TEACHING

IN FIVE PARTS

PART I. ON METHOD AS APPLIED TO EDUCATION

PART II. ON THE CULTIVATION OF THE INTELLECTUAL AND MORAL
FACULTIES

PART III. ON THE COMPARATIVE ADVANTAGES OF DIFFERENT METHODS
AND SYSTEMS OF INSTRUCTION

PART IV. ON THE APPLICATION OF DIFFERENT SYSTEMS AND METHODS
TO THE VARIOUS BRANCHES OF ELEMENTARY EDUCATION

PART V. ON SCHOOL ORGANISATION AND DISCIPLINE

BY T. TATE, F.R.A.S.

AUTHOR OF VARIOUS SCIENTIFIC AND EDUCATIONAL WORKS

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PREFACE.

THIS work is the result of the labour and reflection of many years; it, in fact, embodies the experience of my life as a practical educator. It contains an exposition of all the leading principles upon which my other works on education have been written; and in order to understand, fully, the drift and purpose of the one, the teacher must study the expositions and principles of the other. Wherever I have adopted the ideas of others, I have always, to the best of my recollection, made a due acknowledgment of the obligation.

I am not acquainted with any work which really treats of the philosophy of education in connection with the practice of it. Our books on education are either too purely speculative, or too exclusively empirical, and, so called, practical.

My most earnest desire is, that this work may be

the means of directing the attention of the practical educator to the philosophy of education, and to the development of those systems and methods which are best calculated to establish in our schools a thoroughly sound and enlightened education.

T. TATE.

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Different Methods and Systems of Education at pre-
sent employed in Elementary Schools.

CHAPTER II.

IMPORTANCE OF METHOD

8-13

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Method in Education,-in Art,—in Science,—in
Poetry,-in Oratory,—in Nature. A distinguished
Teacher must have Method.

A GLANCE AT THE HISTORY OF METHOD

Socrates,-Euclid,

Bacon,-Newton,-Archimedes.

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17-21

Primary education, — Locke,— Rousseau,-Pesta-
lozzi,-Lancaster,-Bell,-Government Scheme of

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Necessity of further Progress. Educators divided into
two Classes. The Baconian Philosophy considered
in relation to the Progress of Modern Education.

21-31

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