authority in the, maintained by
wealth, 115.
importance of, in education
shown by Froebel and Pesta-
lozzi, note 16.
life of Montaigne, Locke, and
Rousseau limited, note 16.
relations of Montaigne pleasant,
119.
Fault-finding, opposed, 38, 121.
Fear, contempt of, taught Alex-
ander by Aristotle, 57.
philosophy an enemy of, 48.
philosophy teaches to what ex-
tent one should, evils, 53.
182



THE EDUCATION OP CHILDREN.
Fear of shame not induced by fre-
quent punishment, 61, 62.
study should not induce, 58, 62.
Finite, Plato's meaning of, note
137.
Geometry not much taught by
Aristotle, 57.
taught by games, 79.
Giving more enjoyable than re-
ceiving, 112, 113.
Grammar despised by Spartans,
106, 107.
knowledge of, not necessary for

pure speech, 96.
grammarian no gentleman, 68.
grammarians ridiculed by Dio-
nysius, 96.
" Gratum est," etc. (Juvenal), 135.
Greek insutJicient to educate alone,
96, 97.
should be taught after the ver-
nacular, 7, 14, 76.
taught as a game, 79.
too much time spent in acquir-
ing, 76.
Habit, uncorrected in childhood
leads to great evil, 124, 125.
Plato's opinion of, 124 ; note 139.
" Habit is not," etc. (Plato), 124.
" Hffio demum sapiet," etc. (Epi-
taph on Luoan), 74.
"Hanc amplissimam," etc. (Cic-
ero), 66.
History, a means of placing the
tihild in relation to his envi-
ronment, 7.
a mere language study to some,
to others an anatomy of phi-
losophy, 43.
classes of historians, 148-150.
clergymen and philosophers
should not write, 152.
History deals more safely with the
past than the present, 152.
eye-witnesses make the best his-
torians, 150, 151.
importance of, 17.
middle class of historians leave
little to the individual judg-
ment, 149, 150.
Montaigne advocates Herbartian
aim of, 11.
Montaigne's chief study, 20.
Montaigne's estimate of Csesar,
147, 148.
