Words and Things; Testimony of Milton, Cowley, and Cowper 314 Testimony of Dr. Johnson to Value of a Literary Education 316 CHRONOLOGICAL TABLE OF EVENTS IN THE Extent of the History of Education in Europe: from- Socrates to Spencer.... ..B.C. 430 to A.D. 1860 Period covered by this Treatise: from Schools of the Jesuits Comenius writes his Didactica Magna.... ..1627 .1631 German Pedagogy shakes off the Ancient Dust of the Schools and interests itself in Active Life........1700-1800 General Overthrow of Routine and Tradition in France. 1750-1800 Rousseau publishes his Émile.............. .1762 Founds an Asylum for Poor Children at Neuhof (New Takes Charge of the Orphan Asylum at Stanz, Switzerland. 1798 Publishes How Gertrude Teaches her Children.. ...1802 Establishes the Institute at Yverdun.. 1805-1825 Dies amidst the Apparent Failure of all his Plans. .1827 Twenty Years Later, the Centenary of his Birth celebrated by Schoolmasters throughout all Germany... 1846 Jacotot born, at Dijon...... .1770 Professor of Method of Sciences in his Native City... ..1800 Banished from France, he is received with Enthusiasm as Professor of French Language and Literature at University of Louvain, Belgium. .1818 Spends his Last Years in France; Dies 1840.. .1840 and Physical... ...1860 AXIOMATIC TRUTHS OF METHODOLOGY OFTEN REFERRED TO BY MR. QUICK. 1. The method of nature is the archetype of all methods and especially of the method of learning languages. 2. The classification of the objects of study should mark out to teacher and learner their respective spheres of action. 3. The ultimate objects of the study should always be kept in view, that the end be not forgotten in pursuit of the means. 4. The means ought to be consistent with the end. 5. Example and practice are more efficient than precept and theory. 6. Only one thing should be taught at one time; and an accumulation of difficulties should be avoided, especially in the beginning of the study. 7. Instruction should proceed from the known to the unknown, from the simple to the complex, from concrete to abstract notions, from analysis to synthesis. 8. The mind should be impressed with the idea before it takes cognizance of the sign that represents it. 9. The development of the intellectual powers is more important than the acquisition of knowledge; each should be made auxiliary to the other. 10. All the faculties should be equally exercised, and exercised in any way consistent with the exigencies of active life. 11. The protracted exercise of the faculties is injurious: a change of occupation renews the energy of their action. 12. No exercise should be so difficult as to discourage exertion, nor so easy as to render it unnecessary; attention is secured by making study interesting. 13. First impressions and early habits are the most important, because they are the most enduring. 14. What the learner discovers by mental exertion is better known than what is told him. 15. Learners should not do with their instructor what they can do by themselves, that they may have time to do with him what they can not do by themselves. 16. The monitorial principle multiplies the benefits of public instruction. By teaching we learn. 17. The more concentrated is the professor's teaching, the more comprehensive and efficient his instruction. 18. In a class, the time must be so employed that no learner shall be idle, and the business so contrived that learners of different degrees of advancement shall derive equal advantage from the instructor. 19. Repetition must mature into a habit what the learner wishes to remember. 20. Young persons should be taught only what they are capable of clearly understanding, and what may be useful to them in after-life.* * From Marcel on Language. London, 1853. As M. Marcel shows a thorough mastery of his subject, he may be trusted as giving the commonly received conclusions. |