Chapter I. Critical Consideration of the New Pedagogy in its Relation to Modern Science --
Influence of Modern Science upon Pedagogy --
Italy's part in the development of Scientific Pedagogy --
Difference between scientific technique and the scientific spirit --
Direction of the preparation should be toward the spirit rather than toward the mechanism --
master to study man in the awakening of his intellectual life --
Attitude of the teacher in the light of another example --
school must permit the free natural manifestations of the child if in the school Scientific Pedagogy is to be born --
Stationary desks and chairs proof that the principle of slavery still informs the school --
Conquest of liberty, what the school needs --
What may happen to the spirit --
Prizes and punishments, the bench of the soul --
All human victories, all human progress, stand upon the inner force --
Chapter II. History of Methods --
Necessity of establishing the method peculiar to Scientific Pedagogy --
Origin of educational system in use in the "Children's Houses" --
Practical application of the methods of Itard and Seguin in the Orthophrenic School at Rome --
Origin of the methods for the education of deficients --
Application of the methods in Germany and France --
Seguin's first didactic material was spiritual --
Methods for deficients applied to the education of normal children --
Social and pedagogic importance of the "Children's Houses" --
Chapter III. Inaugural Address Delivered on the Occasion of the Opening of one of the "Children's Houses" --
Quarter of San Lorenzo before and since the establishment of the "Children's Houses" --
Evil of subletting the most cruel form of usury --
problem of life more profound than that of the intellectual elevation of the poor --
Isolation of the masses of the poor, unknown to past centuries --
Work of the Roman Association of Good Building and the moral importance of their reforms --
"Children's House" earned by the parents through their care of the building --
Pedagogical organization of the "Children's House" --
"Children's House" the first step toward the socialisation of the house --
communised house in its relation to the home and to the spiritual evolution of women --
Rules and regulations of the "Children's Houses" --
Chapter IV. Pedagogical Methods Used in the "Children's Houses" --
Child psychology can be established only through the method of external observation --
Anthropological consideration --
Environment and schoolroom furnishings --
Discipline through liberty --
Abolition of prizes and external forms of punishment --
Biological concept of liberty in pedagogy --
Chapter VI. How the Lesson Should be Given --
Characteristics of the individual lessons --
Method of observation the fundamental guide --
Difference between the scientific and unscientific methods illustrated --
First task of educators to stimulate life, leaving it then free to develop --
Chapter VII. Exercises of Practical Life --
Suggested schedule for the "Children's Houses" --
child must be prepared for the forms of social life and his attention attracted to these forms --
Cleanliness, order, poise, conversation --
Chapter VIII. Refection -- The Child's Diet --
Diet must be adapted to the child's physical nature --
Foods and their preparation --
Chapter IX. Muscular Education -- Gymnastics --
Generally accepted idea of gymnastics is inadequate --
special gymnastics necessary for little children --
Other pieces of gymnastic apparatus --
Educational gymnastics --
Respiratory gymnastics, and labial, dental, and lingual gymnastics --
Chapter X. Nature in Education -- Agricultural Labour: Culture of Plants and Animals --
Itard's educative drama repeated in the education of little children --
Gardening and horticulture basis of a method for education of children --
child initiated into observation of the phenomena of life and into foresight by way of auto-education --
Children are initiated into the virtue of patience and into confident expectation, and are inspired with a feeling for nature --
child follows the natural way of development of the human race --
Chapter XI. Manual Labour -- The Potter's Art, and Building --
Difference between manual labour and manual gymnastics --
School of Educative Art --
Archaeological, historical, and artistic importance of the vase --
Manufacture of diminutive bricks and construction of diminutive walls and houses --
Chapter XII. Education of the Senses --
Aim of education to develop the energies --
Difference in the reaction between deficient and normal children in the presentation of didactic material made up of graded stimuli --
Education of the senses has as its aim the refinement of the differential perception of stimuli by means of repeated exercises --
Three Periods of Seguin --
Chapter XIII. Education of the Senses and Illustrations of the Didactic Material: General Sensibility: The Tactile, Thermic, Baric and Stereognostic Senses --
Education of the tactile, thermic and baric senses --
Education of the stereognostic sense --
Education of the senses of taste and smell --
Education of the sense of vision --
Exercises with the three series of cards --
Education of the chromatic sense --
Exercise for the discrimination of sounds --
Tests for acuteness of hearing --
Chapter XIV. General Notes on the Education of the Senses --
Aim in education biological and social --
Education of the senses makes men observers and prepares them directly for practical life --
Chapter XV. Intellectual Education --
Sense exercises a species of auto-education --
Importance of an exact nomenclature, and how to teach it --
Spontaneous progress of the child the greatest triumph of Scientific Pedagogy --
Application of the visual sense to the observation of environment --
Method of using didactic material: dimensions, form, design --
Geometric analysis of figures --
Exercises in the chromatic sense --
Chapter XVI. Method for the Teaching of Reading and Writing --
Spontaneous development of graphic language: Seguin and Itard --
Necessity of a special education that shall fit man for objective observation and direct logical thought --
Results of objective observation and logical thought --
Not necessary to begin teaching writing with vertical strokes --
Spontaneous drawing of normal children --
Use of Froebel mats in teaching children sewing --
Children should be taught how before they are made to execute a task --
Two diverse forms of movement made in writing --
Experiments with normal children --
Origin of aphabets in present use --
Chapter XVII. Description of the Method and Didactic Material Used --
Exercise tending to develop the muscular mechanism necessary in holding and using the instrument in writing --
Didactic material for writing --
Exercise tending to establish the visual-muscular image of the alphabetical signs, and to establish the muscular memory of the movements necessary to writing --
Exercises for the composition of words --
Reading, the interpretation of an idea from written signs --
Games for the reading of words --
Games for the reading of phrases --
Point education has reached in the "Children's Houses" --
Chapter XVIII. Language in Childhood --
Physiological importance of graphic language --
Two periods in the development of language --
Analysis of speech necessary --
Defects of language due to education --
Chapter XIX. Teaching of Numeration: Introduction to Arithmetic --
Numbers as represented by graphic signs --
Exercises for the memory of numbers --
Addition and subtraction from one to twenty: multiplication and division --
Lessons on decimals: arithmetical calculations beyond ten.
Chapter XX. Sequence of Exercises --
Sequence and grades in the presentation of material and in the exercises --
Chapter XXI. General Review of Discipline --
Discipline better than in ordinary schools --
First dawning of discipline comes through work --
Orderly action is the true rest for muscles intended by nature for action --
exercise that develops life consists in the repetition, not in the mere grasp of the idea --
Aim of repetition that the child shall refine his senses through the exercise of attention, of comparison, of judgment --
Obedience is naturally sacrifice --
Obedience develops will-power and the capacity to perform the act it becomes necessary to obey --
Chapter XXII. Conclusions and Impressions --
teacher has become the director of spontaneous work in the "Children's Houses" --
problems of religious education should be solved by positive pedagogy --
Spiritual influence of the "Children's Houses."
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