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