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Pictures in rankea ecult, 31; early tran. 330, 57.709.
Noa. Henrietta, plays for Kindergarten, 786. Pauper-class in United States, 691. [Krippen, 333.
Pauline, princess of Lippe Detmold, founder of
Payne, J., Genesis and characteristics of Kind., 91.
Publications, 764, 768.
Peabody, Miss E. G., Experience in Kind., 7.
Letter on Kindergarten development, 5-16.
Kindergarten for artist and artisan, 673.
Froebel's methods in nursery, 561.
Froebel's system in Am. Pub. Éducation, 617,
Training of Colored Kindergartners, 735.
Publications by, 768.
Peas, method of using, 613.
Pedagogy, library of practical, 165.
Froebel's views expounded by Marenholtz, Perception, and sense impressions, 3
Blow, Mother play and nursery songe, 571. Perforating prepared paper, 612, 63.
Personality and self-will in children, 246.
Pestalozzi, and Pestalozzianism, 755, 781.
Froebel's study with in 1808, 42. 136.
Doctrine of form, 59; Motives appealed, 63.
Fundamental Law, 205
Great gift to Pedagogy, 320, 322.
Petty Schoole of 1659, in England, by Hoole, 401.
How to found, Discipline, 411.
Stulzman, Campe, Rochow, and others, 423.
Physics, for Intuitional Method, 506.
Pictures in school teaching, 449, 346.
Pietism, Franke's school of, 423.
Piety, Rule and Result, 317.
Plato, Thoughts on play and early training, 710, 740.
Play and playing, Educative function, 330, 577. 639,
Child's instinct, 91, 218.
Developed by Kindergarten methods, 82, 442. Playthings, too expensive and artistic, 16, 81.
Ultimate purpose, 196, 329, 335, 571.'
Plea for Kindergarten, Peabody, 673.
Plutarch, Thoughts on early training, 739, 764.
Poetry in object teaching, 434.
Politeness, Respect for others, in manner, 30, 718.
Pollock, Louise, Kindergarten work, 650.
Kindergarten methods in Primary schools, 643.
Peculiar features of the Kindergarten, 648.
Polyhedron, office in Froebel's system, 361.
Polytechnic schools, founded on Bacon, 421.
Poor and neglected children, Treatment, 705.
Popular Education and Popular Errors, 291, 295.
Fichte, Report on Problem, 293.
Portugall, Madame de, 8, 43.
Extension of Froebel's System, 473, 480.
Potter's-Clay, in Kindergarten, 683.
Practical education, so-called, 307, 628, 673.
Trades and arte, 631, 673, 685.
Prayers, Kindergarten, 549, 410.
New England Primer, 881, 385.
Marenholtz, suggestione, 687.
Prayers for children, 385, 687, 725.
Precocity of development, 507, 677.
Precepts, and models and practice, 460, 486.
Preparation of lessons, for Kindergartners, 463.
Primary schools, and instruction, 297, 310, 314, 582.
Discipline, unnatural, 533.
Historical data, 411, 529.
Primer, the new, by Hoole, 404.
Primer, the New England of 1777, 377, 381.
Prism and Cylinder, 359.
Regulation limiting intuitional teaching, 427.
Moral and Industrial Elements, 618.
Education demanded for, 291, 813.
Connected with object teaching, 440.
Productivity, 259, 320, 417.
Brussels public Kindergartens, 495.
Child's first relations to God, 261-278, 676.
Goethe, Formal Cultivation, 747, 749.
Marenholtz, 117, 151, 161, 451.
Channing and Goethe, 746. 749.
Advice to his children in verse, 388.
Principles of Emil applied by Basedow, 423.
Hints on early training, 741, 764.
Rudoldstadt, German educational institution, 107.
Teacher's union at, 117.
Bond or class of union and transition,557, 6:29.
Visit to, by Mrs. Aldrich, 469.
Kindergarten principle, by Mies Lyschinska, 459.
Extension of uses into advanced class, 358.
Froebel's original and developed vices, 358.
Must submit to social conditions, 247.
Taste, 562; Touch, 442, 563.
Sight, 441, 563 ; Hearing, 442, 561; Smell, 563.
More perfect in beasts, 418.
Unity, 419; difference with animals,
Day nurseries, 847.
Sorrow, Goethe's interpretation, 263, 751.
Tansformation, Froebel's Law, 859.
Transition from home to school, 629.
Transition class from Kindergarten, 478,537, 557.
Tyndall on color, 573.
Kindergartens in, 5, 550.
Unity of Life, Froebel's law, 111, 115, 358, 364, 615.
Unity of sense impressions and intuitions, 418.
Unity of light, love, and life, in God, 825, 328, 723.
Universe, God, Nature, Man, 216.
Unity and Law, 217.
Universal German Institution, 84.
Universal Human Culture, 292, 326.
| Utilities, in Froebel's occupations, 614.
9. Unselfishness, Nurture of, 707, 719. -
Utterance of a child, the first, 99, 161, 179.
Vanity in children, 248.
Van Wagenen, Mary L., Parochial Kind., 730.
Vegetable World, and the child, 218, 267, 503.
Violence with children, 659.
Virtue and morality, how attained, 199, 509.
Vogel, Schools of Leipsic, 425.
Voluntary work pleasurable, 91, 633, 639.
Volter, on object teaching, 427.
Vorman, cited, 428.
Walk, the child's learning to, 565.
Different with the young animal, 565.
Walker, Dr. W., Training of Nurses, 547.
Walter, Louis, Marenholtz-Bulow, Work, 149.
Froebel-Literature, 127, 159.
Want and Wickedness, Relations of, 715. (101.
Wartensee, Froebel's institution in Switzerland, 79,
Watering-Pot, Froebel's hand-game, 238.
Watts, Isaac, Hymns for children, 381, 385.
Webster, Ira. Publisher in 1844 of N. E. Primer, 381.
Wearying of pupils to be avoided, 829.
Weather-cock, Froebel's game, 233, 580.
Weston, Miss, and Miss Garland's Institute, 11, 559.
Westminster shorter Catechism, 390.
Wheat, Kindergarten lesson on, 460.
Middendorff, 131. Wheelock, Lucy, Translations by, 21, 82, 125.
Poetry for Children, 800.
Wiebe, Edward, Paradise of Childhood, 783.
Wieland, cited, 136.
Ratich, 429. 764. Will, and will-power, 302, 453, 638.
Rousseau, 423, 764. Willisau, Froebel's school for girls in Switz., 80.
Wiseman, Cardinal, 673, 716.
Woman's mission, 83, 336, 677.
Deficient education, 635.
Words and things, 323.
Work, the basis of morality and education, 221, 254.
Conscious, or productive action, 279.
Worship, Child's first ideas of, 179, 275.
Young children, Suggestions respecting, 737-752.
Youths' behavior, School Reader in 1659, 411.
Young Women's Christian Associations. 666.
Youth, an epoch in education, 625.
Yverdon, Froebel's residence at, 38.
Zeh, School Councillor, Report on Keilhau, 105.
Zoology, Subject for Intuitive Teaching, 603.
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