| Acknowledgments | p. IV |
| Preface | p. V |
| Introduction | p. XIII |
| A Critical Consideration of the New Pedagogy in its Relation to Modern Science | |
| Influence of Modern Science upon Pedagogy | p. 1 |
| Italy's part in the development of Scientific Pedagogy | p. 4 |
| Difference between scientific technique and the scientific spirit | p. 7 |
| Direction of the preparation should be toward the spirit rather than toward the mechanism | p. 9 |
| The master to study man in the awakening of his intellectual life | p. 12 |
| Attitude of the teacher in the light of another example | p. 13 |
| The school must permit the free natural manifestations of the child if in the school Scientific Pedagogy is to be born | p. 15 |
| Stationary desks and chairs proof that the principle of slavery still informs the school | p. 16 |
| Conquest of liberty, what the school needs | p. 19 |
| What may happen to the spirit | p. 20 |
| Prizes and punishments, the bench of the soul | p. 21 |
| All human victories, all human progress, stand upon the inner force | p. 24 |
| History of Methods | |
| Necessity of establishing the method peculiar to Scientific Pedagogy | p. 28 |
| Origin of educational system in use in the "Children's Houses" | p. 31 |
| Practical application of the methods of Itard and Seguin in the Orthophrenic School at Rome | p. 32 |
| Origin of the methods for the education of deficients | p. 33 |
| Application of the methods in Germany and France | p. 35 |
| Seguin's first didactic material was spiritual | p. 37 |
| Methods for deficients applied to the education of normal children | p. 42 |
| Social and pedagogic importance of the "Children's Houses" | p. 44 |
| Inaugural Address Delivered on the Occasion of the Opening of one of the "Children's Houses" | |
| The Quarter of San Lorenzo before and since the establishment of the "Children's Houses" | p. 48 |
| Evil of subletting the most cruel form of usury | p. 50 |
| The problem of life more profound than that of the intellectual elevation of the poor | p. 52 |
| Isolation of the masses of the poor, unknown to past centuries | p. 53 |
| Work of the Roman Association of Good Building and the moral importance of their reforms | p. 56 |
| The "Children's House" earned by the parents through their care of the building | p. 60 |
| Pedagogical organization of the "Children's House" | p. 62 |
| The "Children's House" the first step toward the socialisation of the house | p. 65 |
| The communised house in its relation to the home and to the spiritual evolution of women | p. 66 |
| Rules and regulations of the "Children's Houses" | p. 70 |
| Pedagogical Methods Used in the "Children's Houses" | |
| Child psychology can be established only through the method of external observation | p. 72 |
| Anthropological consideration | p. 73 |
| Anthropological notes | p. 77 |
| Environment and schoolroom furnishings | p. 80 |
| Discipline | |
| Discipline through liberty | p. 86 |
| Independence | p. 95 |
| Abolition of prizes and external forms of punishment | p. 101 |
| Biological concept of liberty in pedagogy | p. 104 |
| How the Lesson Should be Given | |
| Characteristics of the individual lessons | p. 107 |
| Method of observation the fundamental guide | p. 108 |
| Difference between the scientific and unscientific methods illustrated | p. 109 |
| First task of educators to stimulate life, leaving it then free to develop | p. 115 |
| Exercises of Practical Life | |
| Suggested schedule for the "Children's Houses" | p. 119 |
| The child must be prepared for the forms of social life and his attention attracted to these forms | p. 121 |
| Cleanliness, order, poise, conversation | p. 122 |
| Refection--The Child's Diet | |
| Diet must be adapted to the child's physical nature | p. 125 |
| Foods and their preparation | p. 126 |
| Drinks | p. 132 |
| Distribution of meals | p. 133 |
| Muscular Education--Gymnastics | |
| Generally accepted idea of gymnastics is inadequate | p. 137 |
| The special gymnastics necessary for little children | p. 138 |
| Other pieces of gymnastic apparatus | p. 141 |
| Free gymnastics | p. 144 |
| Educational gymnastics | p. 144 |
| Respiratory gymnastics, and labial, dental, and lingual gymnastics | p. 147 |
| Nature in Education--Agricultural Labour: Culture of Plants and Animals | |
| The savage of the Aveyron | p. 149 |
| Itard's educative drama repeated in the education of little children | p. 153 |
| Gardening and horticulture basis of a method for education of children | p. 155 |
| The child initiated into observation of the phenomena of life and into foresight by way of auto-education | p. 156 |
| Children are initiated into the virtue of patience and into confident expectation, and are inspired with a feeling for nature | p. 159 |
| The child follows the natural way of development of the human race | p. 160 |
| Manual Labour--The Potter's Art, and Building | |
| Difference between manual labour and manual gymnastics | p. 162 |
| The School of Educative Art | p. 163 |
| Archaeological, historical, and artistic importance of the vase | p. 164 |
| Manufacture of diminutive bricks and construction of diminutive walls and houses | p. 165 |
| Education of the Senses | |
| Aim of education to develop the energies | p. 168 |
| Difference in the reaction between deficient and normal children in the presentation of didactic material made up of graded stimuli | p. 169 |
| Education of the senses has as its aim the refinement of the differential perception of stimuli by means of repeated exercises | p. 173 |
| Three Periods of Seguin | p. 177 |
| 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 | p. 185 |
| Education of the stereognostic sense | p. 188 |
| Education of the senses of taste and smell | p. 190 |
| Education of the sense of vision | p. 191 |
| Exercises with the three series of cards | p. 199 |
| Education of the chromatic sense | p. 200 |
| Exercise for the discrimination of sounds | p. 203 |
| Musical education | p. 206 |
| Tests for acuteness of hearing | p. 209 |
| A lesson in silence | p. 212 |
| General Notes on the Education of the Senses | |
| Aim in education biological and social | p. 215 |
| Education of the senses makes men observers and prepares them directly for practical life | p. 218 |
| Intellectual Education | |
| Sense exercises a species of auto-education | p. 224 |
| Importance of an exact nomenclature, and how to teach it | p. 225 |
| Spontaneous progress of the child the greatest triumph of Scientific Pedagogy | p. 228 |
| Games of the blind | p. 231 |
| Application of the visual sense to the observation of environment | p. 232 |
| Method of using didactic material: dimensions, form, design | p. 233 |
| Free plastic work | p. 241 |
| Geometric analysis of figures | p. 243 |
| Exercises in the chromatic sense | p. 244 |
| Method for the Teaching of Reading and Writing | |
| Spontaneous development of graphic language: Seguin and Itard | p. 246 |
| Necessity of a special education that shall fit man for objective observation and direct logical thought | p. 252 |
| Results of objective observation and logical thought | p. 253 |
| Not necessary to begin teaching writing with vertical strokes | p. 257 |
| Spontaneous drawing of normal children | p. 258 |
| Use of Froebel mats in teaching children sewing | p. 260 |
| Children should be taught how before they are made to execute a task | p. 261 |
| Two diverse forms of movement made in writing | p. 262 |
| Experiments with normal children | p. 267 |
| Origin of aphabets in present use | p. 269 |
| Description of the Method and Didactic Material Used | |
| Exercise tending to develop the muscular mechanism necessary in holding and using the instrument in writing | p. 271 |
| Didactic material for writing | p. 271 |
| Exercise tending to establish the visual-muscular image of the alphabetical signs, and to establish the muscular memory of the movements necessary to writing | p. 275 |
| Exercises for the composition of words | p. 281 |
| Reading, the interpretation of an idea from written signs | p. 296 |
| Games for the reading of words | p. 299 |
| Games for the reading of phrases | p. 303 |
| Point education has reached in the "Children's Houses" | p. 307 |
| Language in Childhood | |
| Physiological importance of graphic language | p. 310 |
| Two periods in the development of language | p. 312 |
| Analysis of speech necessary | p. 319 |
| Defects of language due to education | p. 322 |
| Teaching of Numeration: Introduction to Arithmetic | |
| Numbers as represented by graphic signs | p. 328 |
| Exercises for the memory of numbers | p. 330 |
| Addition and subtraction from one to twenty: multiplication and division | p. 332 |
| Lessons on decimals: arithmetical calculations beyond ten | p. 335 |
| Sequence of Exercises | |
| Sequence and grades in the presentation of material and in the exercises | p. 338 |
| First grade | p. 338 |
| Second grade | p. 339 |
| Third grade | p. 342 |
| Fourth grade | p. 343 |
| Fifth grade | p. 345 |
| General Review of Discipline | |
| Discipline better than in ordinary schools | p. 346 |
| First dawning of discipline comes through work | p. 350 |
| Orderly action is the true rest for muscles intended by nature for action | p. 354 |
| The exercise that develops life consists in the repetition, not in the mere grasp of the idea | p. 358 |
| Aim of repetition that the child shall refine his senses through the exercise of attention, of comparison, of judgment | p. 360 |
| Obedience is naturally sacrifice | p. 363 |
| Obedience develops will-power and the capacity to perform the act it becomes necessary to obey | p. 367 |
| Conclusions and Impressions | |
| The teacher has become the director of spontaneous work in the "Children's Houses" | p. 371 |
| The problems of religious education should be solved by positive pedagogy | p. 372 |
| Spiritual influence of the "Children's Houses" | p. 376 |
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